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If you are diving into the first week of the school year right now, good luck! This is one of my very favorite times to be an educator. No matter what grade you teach or position you work in a school, energy is high this time of year. Kids won't admit it, but most are excited to be back in school. And at least for me, so am I. It's a time of new beginnings and fresh slates.
This is why I think how we plan the first week and what our focus is during it is so vital. This is the week where you start relationships with students. It's where you set the tone for your class, expectations, culture, and everything else.
In the video above, I talk about some of the activities I do in this first week, and share a story about how the power of the beginning of the year can have a huge effect on the rest of it.
Sometimes you need to practice your jump shot while you're teaching. Sometimes it's with bottles of rotten milk. And if that bottle accidentally explodes against the wall, sprays rotten milk everywhere, and makes your classroom unusable the rest of the day--- you need to be flexible.
Here is another ridiculous (but all to common) story from school- and hopefully a little wisdom gained from it.
In 1970, a man named Edward Packard was telling his daughters a bedtime story about a character he made up named Pete. Every night, Pete would encounter different adventures, and Packard would make up a new adventure for Pete on the spot. But one night Packard ran out of things for Pete to do. If you are a parent, you know exactly what this guy was going through.
So with no ideas for what Pete was going to do next, Packard asked his daughters what the character’s adventure would be that night. Each daughter came up with a different idea, and so Packard came up with a different ending for each adventure.
Choose Your Own Adventure books were born.
And it went on to become one of the bestselling children’s books during the 1980’s and ‘90’s, selling over 250 million copies. The magic of Choose Your Own Adventure is that the reader gets to become a participant in the story. Rather than just absorbing the information, one gets to have a say in what information is presented to them.
Often when we lecture, the story and information is being told by one source. This can work for a time, but study after study has shown that people can only sit and listen for so long before they lose interest and the teacher loses engagement.
Having your students interact with your story, your lecture, is vital. Direct instruction does not mean that the teacher is the only one who gets to talk. Teachers can create opportunities for students to join the story and determine how it gets told. There are a number of ways to create pauses in your speaking and allow students to interact with it. Here are a few suggestions to allow students to be a part of the adventure.
Turn and Talk
At any given point in your story, pose a question to students. It could be what they think happens next, or a reflection of what they’ve heard so far. Then have students turn to the people around them and discuss the prompt. Mix opportunities for students to turn and talk throughout any lecture that you ever give.
Like Turn and Talk, you first pose a prompt to the students. However, before discussing with each other, give them time to think and process by themselves. Following an allotted amount of time, students discuss with a each other, in pairs or group. Next, the students share with the rest of the class what they talked about.
Sketch-noting, or visual note-taking are visual stories a student creates when listening to a speaker or reading a text. Rather than traditional note-taking techniques, where it can be easy to regurgitate information in text and not actually comprehend the material, the learner sketches out what they are hearing and creates images of the story. To be able to draw what one is hearing or reading, one has to have some comprehension of it. This encourages engagement with the story and active listening.
Sketch notes can contain a combination of visual and text notes. The primary objective is for the students to create notes that work best for them.
Students create two columns on a sheet of paper. Title one column: “Quotes,” and the other column, “Thoughts.” As students are listening to the lecture, they write down any quotes they hear that stand out to them in the “Quotes” column. In the “Thoughts” column next to the quote they wrote down, they write their reaction. Their reaction can sometimes be whatever is in their stream of consciousness, simply putting their thoughts on paper. They can also write down questions that they have, to be asked later or just to ponder over. The Double Entry Diary serves two purposes. First, it makes great notes for students to recap what they heard and to study if there will be a test or paper later. However, more importantly it provides another opportunity for students to engage with the story. It simulates a conversation with themselves, giving them focus and making them think about everything they are hearing.
12 word summary
At any given point in the lecture, have students summarize important aspects of a particular section of the story in 12 words or less. While lacking detail, this is a useful way to make sure students are comprehending the key points of the story. How many words are in the average tweet? If a kid can pack a thought in a tweet, they should be able to do this.
Name the story
Have students identify the different parts of the story. What is the setting, theme, and plot? What is the conflict? How do you think it will be resolved?
Be intentional with the story in your lectures or talks, allowing your students in on the fact that you designed the lecture that way. Knowing this, they will look for different elements as you tell it, creating engagement.
We don't need to abandon the lecture at all. Instead we just need to make it interactive, and invite our students to be apart of it.