What do you do in the first few weeks?

Overview
In the first few weeks of the school year, your class may not be finalised. However it is essential to begin building rapport and collecting data on your students, in order to establish a student-centred classroom. Diagnostic assessment can inform practice through building a profile of students needs, abilities and interests. This chapter: Provides a range of teaching ideas for the few weeks of school, to get to know your students and establish a positive and student-centered classroom environment. ELEMENT 2 2.1.4 Knowledge of how students skills, interests and prior achievements affect learning
Demonstrate knowledge and understanding of students skills, interests and prior achievement and their impact on learning

ELEMENT 5 5.1.1 Create an environment of respect and rapport

Demonstrate a variety of strategies to develop rapport with all students

Create Classroom Displays

Collaboratively develop classroom displays, to provide students with a sense of ownership in the classroom Assessment: Visual arts Making

Above: Students names are written on puzzle pieces. Above: Everyone receives a square with a quarter circle - this is the end result.

Generate Work Samples

E.g. Students write or develop a collage about a place that is important to them. Assessment: HSIE Relationship with Places; Visual Arts Making; English Writing; Students interests/cultural backgrounds

Establish Class Rules

Collaboratively develop class rules/rights and responsibilies/values Assessment: English talking and listening. Focus on a few students at a time and tally their contributions to the class discussion.

Initiate Small Group Discussions The students participate in small

group discussions around a text. They are provided with open-ended questions to guide the discussion. Assessment: focus on a few students

Monitor Reading Logs

During independent reading, have the students complete a reading log. This would record all of the books the students have been reading for personal enjoyment at home and

at a time and would write anecdotal notes on their interactions, pertinent English Talking and Listening outcomes, or KLA specific content knowledge.

during free reading time at school. Assessment: Students interests, such as whether they enjoy reading, the types of books that they prefer to read and the topics they enjoy reading about.

Listen to Students Read

Miscue analysis and running records Assessment: Fluency, accuracy, selfcorrection and comprehension (literal, inferential and evaluative questions).

Where to Now?
These activities can be used to: Select appropriate texts for the classroom, such as texts appropriate for ESL students (Killen, 2005). Identify students requiring additional support or extension (Winch et al., 2007). Ensure students are working in their Zone of Proximal Development, where challenging tasks are matched with adequate support (NSW DET, 2003). Form appropriate instructional groupings, such as ability groups for guided reading, or interest groups to increase engagement (Harris et al., 2006). Build a sense of unity and teamwork in the classroom, through collaborative rules and classroom displays (Rogers, 2005). Differentiate the content, process and products of the curriculum, to meet individual student needs (Demos & Foshay, 2009).

References
Demos, E. S., & Foshay, J. (2009). Differentiated instruction: Using a case study. New England Reading Association Journal, 44(2), 26-30. Harris, P., Turbill, J., Fitzsimmons, F., & McKenzie, B. (2006). Reading in the Primary School Years (Ed.). Melbourne, Victoria: Thomson/Social Science Press. Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. Victoria, Australia Thomson: Social Science Press. NSW DET (New South Wales Department of Education and Training). (2003). Quality Teaching in NSW public schools: Discussion paper. Sydney: NSW DET. Rogers, B. (2005). Behaviour Management: A whole-school approach (Ed.). Great Britian: Paul Chapman Publishing. Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2007). Literacy: Reading, Writing and Childrens Literature. (3rd Edition). South Melbourne, Victoria: Oxford University.