Classroom Plan

Before School Starts

When I graduated from Regis University, the Religious Studies department bought each of their thesis students a different book; mine was Parker Palmer’s The Courage to Teach. In his book, Palmer argues that “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (2017). For this reason, I think it is important, in the final few weeks of summer, for me to focus and reflect upon how my personality and behaviors might impact my students during this coming school year. Since Covid is going to be a major stressor in both my life and my students’ lives, I looked into how teacher stress-levels impact students. According to one study, “Perceived [teacher] stress can lead to negative classroom environments and poor academic outcomes for students, as well as negatively affect teacher well-being” (DiCarlo 2020). The study advises that, because “teachers’ social and emotional well-being affects students,” these topics “should be a part of teacher preparation and professional development” (DiCarlo 2020). Whether or not my school plans to incorporate these ideas, I hope to be able to focus on them myself between now and school starting. By doing this, I hope to alleviate some additional stress to my students in class and during the school day.

First Day

First impressions, regardless of the context or venue, are one of my least favorite things in the world. I’ve always struggled with them. That said, educational researchers even as far back as the 80’s knew that “First impressions influence and direct subsequent evaluations of performance” (Brooks 1985). This means that my students’ future feelings about me as both a person and as a teacher are strongly influenced by our interactions on day one. One thing I know I will specifically have to keep aware of is my non-verbal communication. It is well known that “Non-verbal behaviors are considered an important component of first impressions, snap judgments, and attitude formation” (Brooks 1985). Therefore, even though I am sure to be nervous on the first day, I will need to take special care not to show that nervousness through any physical tics or actions (hair twisting, nail picking, etc.). This school year will be stressful enough for students without having to worry that their teacher doesn’t know what she is doing.

First Week

While the impressions formed on the first day are certainly important, those formed in the first week or so are equally as relevant to student-teacher relationships. A study looking at building student-teacher trust notes that “ how students initially observed teachers in their interactions with students in the classroom, how they designed their classroom activities, and how they used classroom discipline approaches over time determined how teachers were perceived as being trustworthy and culturally responsive” (Brake 2019). In particular, students respond well to teachers “who were perceived by students to be effective in keeping their promises, helping students feel safe and comfortable at school, who listened to their ideas, and who treated them with respect” (Brake 2019). As a teacher who wants all these perceptions to be true about myself, I will need to be clear about my expectations during the first week. I think a lot of this will come naturally, but in the first week I plan to utilize student opinion when creating class rules and procedures. This allows students to feel they are somewhat in control of their own environment. Similarly, with regard to discipline and other statements I make, I will need to keep track of my promises so that I can ensure I am following through on them.

First Month and Beyond

By the end of the first month, students should be familiar with the class procedures. In an English class, it is important to cultivate different forms of writing. It is my hope to make this a clear tenant of my classroom. Therefore, we will be trying different types of writing throughout the first month. In an article about in class writing workshops, it was noted that sometimes a focus on writing can prompt “resistance from students because” it asks them to “redefine what it mean[s] to be a writer” (Vetter 2014). Because students are “not accustomed to writing in various genres and developing their own writing schedule,” sometimes writing workshops can be initially challenging for students (Vetter 2014). However, since Covid-19 is going to be requiring significant alterations to the typical curriculum, I think writing workshops are an excellent way to get kids writing whether they are in the classroom or at home. This can build community within a class and, especially if kids are stuck at home, offer some much needed peer interaction. It also enables students a space to express themselves and find a topic they want to explore.