The First-Day Activity That Tells Me Everything I Need to Know About My Students
The first few days of school can feel overwhelming for middle school students.
New teachers. New classrooms. New expectations.
And if you're teaching a high school-level math course in a middle school setting, there's another challenge.
Rumors.
After teaching the same course at the same school for nine years, I've taught a lot of siblings. By the time students walk into my classroom, many of them have already heard stories about me.
"She's really nice."
"Her class is so hard."
"She's strict."
"You have to show all of your work."
Middle school students love to compare teachers, and I know many of my incoming students have already formed opinions before I've even introduced myself.
Instead of pretending those assumptions don't exist, I decided to make them part of our very first classroom activity.
Notice, Wonder, Assume
On the first day of school, I give my students four sticky notes and ask them to walk around the room.
Their directions are simple.
Write down:
One thing you notice about the classroom that might be helpful.
One thing you wonder about the class.
One thing you assume about me or my classroom.
One classroom expectation you would have if you were the teacher.
Then I set them free for three or four minutes.
They walk around looking at the posters, whiteboards, classroom supplies, seating arrangements, and anything else that catches their attention.
The responses are always entertaining.
The Assumptions Are My Favorite Part
The assumption sticky notes are often hilarious.
I have a sign in my classroom that says, "Will give math advice for coffee."
Every year, someone writes, "I assume she loves coffee."
I also have Astros stickers around the room.
Without fail, students write, "I assume she likes the Astros."
But mixed in with the funny responses are the assumptions I really want to address.
"I assume this class is hard."
"I assume you give a lot of homework."
"I assume you're strict."
These comments create an opportunity for a conversation that might not happen otherwise.
I explain that I do have high expectations.
I expect students to try.
I expect them to ask questions.
I expect them to show their work.
But I also explain that if they're willing to put in the effort, I will do everything in my power to help them succeed.
Middle school students often interpret high expectations as being mean.
I want them to understand that those two things are not the same.
Small-Group Discussions Build Community
After students finish writing their sticky notes, they return to their tables.
I seat students in groups of four, so they spend a few minutes sharing their responses with one another.
Then each group chooses the most important idea to share with the class.
It's amazing how quickly students begin connecting with one another.
They're talking.
They're laughing.
They're realizing that many of their classmates have the same questions and concerns.
And they're doing all of this before we've even opened a math notebook.
My Students Help Create Our Classroom Expectations
The final sticky note may be my favorite part of the entire activity.
Students write down one classroom expectation they would have if they were the teacher.
I collect every sticky note.
After school, I sort them into categories and look for common themes.
The results are always fascinating.
This year, I had:
28 responses related to maintaining an appropriate noise level.
22 responses related to respecting others and their property.
When students create the expectations themselves, they're much more likely to support them.
I use their responses to develop our classroom expectations for the year.
I also reserve a few "honorable mention" expectations that I get to choose.
This year's additions were:
Turn your work in on time.
Show your work.
Be helpful and encouraging when someone is struggling.
Why This Activity Works
This simple activity accomplishes so much in 15 minutes.
Students learn where things are in the classroom.
They begin building relationships with their classmates.
They ask questions.
They share concerns.
They discover that their opinions matter.
And I gain valuable insight into what they're thinking before we ever begin our first lesson.
Most importantly, they realize that this classroom belongs to them, too.
Want to Try This Activity?
If you're looking for a simple first-day activity that builds community while helping you establish classroom expectations, give Notice, Wonder, Assume a try.
I'd love to know: What is one first-day activity you never skip?
Share your favorite classroom tradition in the comments. Your idea might become someone else's new beginning-of-the-year tradition.