How to Achieve a Quiet, Orderly Class Start
Actually, when I implement anything, I follow a similar pattern. First, you have to realize that the set-up and practice is worth the long-term gain. You have to change your mindset-- this time of day isn't just something that passively happens. Something that just occurs. Sometimes it's great, other times, not so much. Reframe it to be a crucial part of your classroom learning time. It's worth the work up front.
1. Solidify the steps in your mind, first. Sit down and visualize, in detail, what a quiet start looks like to you. I encourage you to have high expectations for your students while also acknowledging age-appropriateness. It's probably not age-appropriate for kindergarteners to be expected to enter and unpack, copy down the day's homework in their planners, and quietly read at their desks for 30 minutes. Third graders, however? You bet. I've seen it happen, and I've made it happen! So straighten up the details in your mind first. Go over what you will be expecting from the moment the student enters the room.
2. Create an anchor chart to refer to. The anchor chart will be used to teach the routine and to refer to throughout the year. Distill the routine into steps and use simple language for the chart. The chart can be simple, because it's a memory aid. You'll go into more detail when you model and practice. Post the chart at the front of the classroom or somewhere easily and frequently seen.
3. Plan housekeeping tasks followed by independent work tasks followed by early finisher tasks.
The start of the schoolday or class period is a great time to tackle any necessary housekeeping: readying daily supplies (pencils!!), homework, planners, parent communication, flyers to hand out, items to collect, etc. If you have specific time carved out for these things, they won't slip, and you'll all be saner for it.
Next, you'll have to decide on what the students will work on. I usually settle on a task or set of tasks I've taught and modeled using the interactive modeling guide I've described above. Whatever you choose, it should be something the students can do independently after they've practiced. Make into a system. Make it so that this assignment/process stays the same but the content can be switched out. For example, if you have a weekly word list, Monday's word work activity stays the same, and Tuesday's stays the same, etc. but you can change the word list each week. I have some digital resources called Plug-and-Plays in my shop that are perfect for this interchangeability.
Lastly, you'll need a finisher task. Students may work at their own paces, but they'll need something after your initial task. A solid finisher task is silent sustained reading (SSR). I teach and model this thoroughly because we incorporate it every day. I use the Daily 5 system for teaching this, but really, using the interactive modeling process is similar.
4. Teach the process to the students using interactive modeling. Responsive Classroom has a great book on this process. Start out with acting out every detail of the routine AND talking through it as you go. For example: "I'm entering the classroom, just walking in calmly. I may say "hi" or "good morning" to the teacher and a fellow student, but I won't get caught up in a conversation. I start by carefully placing my backpack in my cubby..." Go into as much detail as possible. You might not think you need to teach a student how to put his or her backpack in a cubby, but as we teachers know, students can interpret it widely if given the chance. You probably don't wish for them to slam their stuff into the cubby, pencils and other items flying out. So as trivial as the detail may seem, model how to calmly and effectively place things so that they aren't lost or exploding out.
a. Get a student to try to model the routine. Next, you can do a check-in for understanding. Students can show 1-5 fingers to indicate how confident they feel with the new process, or a simple thumbs up or thumbs down. Ask for a confident volunteer to act out the scenario as best they can. Lay out expectations for the rest of the class: They are to silently observe their classmate. They may not give hints or suggestions or criticisms during the modeling. They need to be respectful to the volunteer. After the volunteer has acted out the routine, ask the class for constructive feedback. Do not correct the student while in the middle of the model-- let it play out as you observe carefully and take notes. You may need to reteach and remodel if there are too many bumps to smooth out.
b. Get groups to model the routine. After the student modeling and feedback, get a group of students to try. This could be a table group or a sample of volunteers. Again, watch it play out and then offer feedback. After this, either reteach or move on. The last step is to practice with the whole class. The whole class will need to demonstrate understanding of this routine. Yes, they'll need to pick up their backpacks, walk out the door and back in, just like they're entering for the first time. Wait until they're finished and offer feedback.
c. Practice as many times as necessary to achieve your expectations. Don't put in all the work up front for nothing. Now hold the students to your carefully taught process. It will benefit everyone to be crystal clear about the expectations and to practice. Determine a short period of time that you'll hold practices on this. Depending on the age, this could be one day to five days. Practice, offer feedback, or remodel if necessary. Refer to the anchor chart for reminders. Then, after ample practice sessions, start to give consequences to students who fail to meet the expectations. Giving consequences does not have to be punitive, personal, or inflammatory. Given fairly, impersonally, to whoever violates the rule, like a referee is an essential part of my classroom management plan, and I'd encourage you to make it part of yours. Michael Linsin, from Smart Classroom Management, writes extensively on this.
5. Hold students accountable for the routine. Your call as to how many practice days you want to incorporate. Your call if you want to offer a whole class reward, for, say, the first five days of successful performance of the routine. But hold individual students accountable after you're sure they've had the chance to learn the process. You can breathe easier and free up time for: working one-on-one with a student, small group instruction, administrative tasks (never get a call about attendance again!), dealing with emergencies/unexpected events, etc. And your students will be grateful for the daily, steadfast calm as well.
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