Having a plan for my first year of teaching will be critical to my success.

Three points that I

found the most interesting from my reading The First Days of School by Wong and Wong,
interviewing Megan Ernst and Allie Peters, and my experience in student teaching are the need to
remain organized, maintain consistency, and building relationships with students and families.
Organization starts long before the school year does. Consistency goes beyond classroom behavior
management. Building relationships with students and families is the foundation for strong students
achievement.
I learned about the first critical component, organization, from my student teaching
experience and my interviews. Before the current school year started, I had the opportunity to go
work with my cooperating teacher, Megan Ernst, to set up her classroom. This opportunity gave me
valuable experience and understanding of the amount of work and thought that needs to go into
setting up the classroom. As we set up the classroom, Miss Ernst provided helpful insight as to why
she chose to set up the room as she did. She explained how the room was designed to help and
reinforce the procedures she would teacher her students in the first week of school. Later when I
interviewed her this semester, she explained that there are some things that will not end the world if
they are not done by the first day of school. Focus on what you and your students are going to need
right now. If you do not use it until December, it is not necessary to focus on the week before
school starts (M. Ernst, personal communication, April 25, 2015). This became abundantly clear
when I attended the first day of school. It was absolutely chaotic, if the room had not been
organized and ready to go, I cannot imagine what would have occurred. According to Wong and
Wong, the effective teachers spent time organizing and structuring their classrooms so the students
knew what to do to succeed (Wong & Wong, 2009, p. 3).
The second critical component of a successful first year is consistency. According to Allie
Peters, a first year teacher in Shepherdstown Elementary, teachers need to be consistent from day

one. If you waiver, the students do not know what to expect from you and are not able to reach your
expectations (A. Peters, personal communication, April 25, 2015). Miss Ernst also noted that it is
essential that you explicitly write out what you plan on doing the first day and the first week. It is
also important that you practice what you are going to say, so you are able to think quickly and
efficiently on your feet (M. Ernst, personal communication, April 25, 2015). Wong and Wong say,
students want a safe, predictable, and nurturing learning environmentone that is consistent
(Wong & Wong, 2009, p. 3). I have noticed this in my student teaching placement. Since I was able
to go into the classroom every Friday since the beginning of the school year, I was able to
familiarize myself with the procedures and routines. This allowed me to successfully and efficiently
transition to full control of the classroom. Students did not have to worry about what was going to
happen next, because it maintained consistent, even after the transition.
The last critical component is building relationships with students and families. Before
entering my student teaching placement, I knew my students and already formed relationships with
them. I know that I am very fortunate because this is an uncommon occurrence for most student
teachers. According to Wong and Wong, effective teachers have the power and the ability to invite
students to learn each day (Wong & Wong, 2009, p. 59). I was very curious about how to best do
this in my own classroom. According to Megan Ernst, it is important to remember that to each
parent their special and the center of what they want to discuss with the teacher. Using references
such as other kids in the classroom does not show to the parent that the teachers true interest is in
the betterment of their particular child. Stay focused on the child you are discussing (M. Ernst,
personal communication, April 25, 2015). One of the best ways to build relationships with students
is by showing how much you are interested in getting to know their parents and families as well.
This knowledge helps start conversations and allows students the opportunity to open to you are the
teacher.

Before School Begins

1. Create a binder containing emergency procedures: emergency code descriptions and
actions, exit maps, emergency contact numbers and medical information, etc.
2. Review the faculty and student handbooks and calendars.
3. Review Pennsylvania State and Common Core Standards for the grade level being taught
as well as the previous and post grade levels.
4. Create a list of faculty contact extensions and phone number for community services.
5. Design and set up the room to be inviting and student friendly.
o Bulletin Boards
o Location for student work
o Storage.
o Location of student accessible materials
o Set up teacher corner in the classroom.
o Create individual student spaces, including: cubbies, jacket hooks, desks, etc.
o Create and set up classroom theme.
o Set up first day activities and materials.
o Set up behavior systems.
o Check all technology and online computer based programs.
6. Obtain student roster, attend team meeting to discuss IEPs, 504 plans, and behavior plans.
7. Write lesson plans for the first month of school.
8. Gather, create, and organize materials (student and teacher), resources, and district
curriculums.
9. Label student and teacher materials, centers, student desks, etc.
10. Organize classroom library and select 5-6 books to read aloud the first week.
11. Gather student data from previous years (DRA, benchmarks, etc.).
12. Review opening day procedures
13. Design classroom behavior plans, transitions (both in and out of classroom), and arrival,
lunch, and dismissal procedures.
14. Walk the building to acquaint myself with the layout of the building and locations of
other classrooms and services.
15. Set up class schedule based on school and district requirements.
16. Meet with administration and grade level team members.
17. Compile student take home folders with district, school, and classroom paperwork.
18. Create new student packets for late entries.
19. Create activities to build relationships and a classroom community.
20. Create teacher website.
21. Create parent newsletter.
22. Mail postcards to students.
23. Set up gradebook, observation sheets, and progress monitoring forms, etc.
24. Develop and send out a school supply list.
The First Day of School
1. Send home a letter of introduction and the Get to Know You Family and Student Survey.
2. As a class, create a classroom constitution including expectations and consequences for
both the teacher and students.
3. Model and practice in-class and out of class transitions, arrival/departure, and lunch
procedures.

4. Read All About Me book to students. Have students design their own page to add to the
class book. Share with the class.
5. Review recess procedures and rules.
6. Introduce the class blog. With students, write a welcome message for families.
7. Collect student supplies brought from home.
8. Model Morning and Dismissal Meetings.
9. Take a tour of the school as a class (dependent on grade level taught).
10. Assign lunch seating and model/review lunch procedures.
11. Pass out student agendas. Model and practice recording homework/information.
12. Dress for comfort and success.
13. Eat a big breakfast to sustain throughout the day (most of lunch will be with students).
14. Introducing the job chart. Model each job and assign jobs for the first week.
15. Do a read aloud to welcome students back to school.
The First Week of School
1. Call each family to introduce myself and asked if they received the parent letter sent
home on the first day.
2. Model and practice the behavior system with students.
3. Introduce, model, and practice center procedures, carpet time, etc.
4. Model procedures for asking questions, using the bathroom, instruction (small group,
centers, whole group, partner, etc.), and where to place work and materials.
5. Assess student ability, content knowledge, and skills.
6. Observe and document student interactions and behaviors.
7. Review and reflect on lesson plans and make adaptations and modifications based on the
data assessed and observations.
8. Collect, organize, and submit documents requested by district, school, and teacher.
9. Create an email group with parent emails and test accuracy.
10. Get permission for, create, and distribute a classroom directory.
11. Send home information regarding food allergies, classroom parties, birthday snacks, etc.
12. Get volunteers for the classroom. Provide information regarding clearances and other
district requirements.
13. Update the website/ class blog.
14. Design the next parent letter explaining the content and skills to be taught in the
upcoming week, important dates, and parent tips.
15. Meet as a grade level team.
16. Introduce students to classroom library and procedures.
The First Year of Teaching
1.
2.
3.
4.
5.
6.
7.
8.

Seek and enroll in professional development beyond what is provided by the district.
Reflect on overall performance and highlight strengths and weaknesses.
Set goals for future performance.
Make a plan for the successful completion for Level II certification.
Become a member of one or more school or organization committees.
Observe other classrooms.
Join at least one professional organization.
Set goals for maintaining and enhancing professional knowledge.
a. Read one professional or research journal each month
b. Join a discussion group.

References
Ernst, M. (2015, April 25). [Personal interview by the author].
Peters, A. (2015, April 25). [Personal interview by the author].
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher.
Mountain View, CA: Harry T. Wong.