Those “New School Year” Feelings
by: Jillian Tomsche MCTM Vice President of Middle School
The start of a new school year brings a multitude of emotions for all educators, both new and experienced. Excitement and potential are palpable in classrooms and buildings. Nerves and the adjustment back to a school schedule are felt by kids and adults. We educators wonder: what will our kids be like? How can I best help them? What do I need to do differently this school year? What was effective for student learning last year? How can I ensure that each student feels loved and supported?
As we wrap up the first month of school, I encourage us to continue thinking both about getting to know our students personally AND academically. I believe that both things are needed to truly leverage what Zaretta Hammond calls being a “warm demander.” It can be challenging to balance the pressure we often feel from the amount of standards required and from the desire of getting to know each student personally. Both are necessary, and I feel that they can be accomplished with similar strategies.
First, give every student a fresh start everyday! Even better, multiple times a day, when needed. Don’t make assumptions about who they are, what they are capable of, or what knowledge they come to us with. This can be tricky, as these assumptions and biases often live in the unconscious part of our brains. It takes intentionality and reflection to truly and successfully implement this strategy, as basic as it may seem. The payoff is worth it. Students can and will thrive in an environment where they know the teacher believes in them and values them for who they are.
Second, have those just-in-time supports ready to go! When planning, we should consider the academic and social-emotional needs of our students. To accomplish this, we will need to continuously collect data and information about where each student is at. Academically speaking, I am an advocate for pretesting students in addition to the typical formative assessments. Pretests give us a better handle on where each student is and prevent us from making assumptions. They also allow us to have a better handle on if and when we are moving the needle for students. Just-in-time supports can be designed around the information gathered from pretests. To support the social-emotional needs of students, have a variety of options available to meet them where they are. Greet them each day as they come to class. Do they seem off? Check in privately, asking how their day is going and what you can do to help. Do they need more movement? Build it in!
Third and finally, ensure that low floor tasks are regularly implemented to provide access for all students. If unfamiliar with this idea, know that low floor does not mean we are lowering the expectations we have for our students. Instead, it means choosing and modifying tasks so that every student can access them. This takes some skill, and takes time. If new to this, I would encourage teachers to focus on one task or lesson per week (something manageable!). Slowly, over time, more of the lessons and your activities will have this critical component. When connecting with students, consider safe avenues that are appropriate for all students and provide a variety of ways to respond and engage.
With teaching, it’s all about baby steps. No matter what time of year, focus on each student as a person and their academic journey. This approach will ensure that students feel safe and connected in your classroom, putting them in a position more ready to learn. In the long run, this is a huge win for all.