Laura Chapman is a sixth and eighth grade science and math teacher at Pierce Middle School in the Waterford School District.
Bulletin boards are prepped with neon fabrics and chevron borders. Tables are arranged, whiteboards cleaned and the teacher’s desk organized. The crisp, clean lines of my classroom make it apparent that the first day of school is here. As my students walk in, I greet each with an individual “good morning,” knowing that simple gesture is the first step to building a strong, successful classroom full of engaged students.
Each year at this time I evaluate my past school year and reflect on the experiences that made it a success. The answer? Encouraging student engagement.
Getting children excited and responsive in the classroom can be a challenge, but it begins on day one. The very first day of school, it’s my goal to get to know my students. It is always a slow process to truly know each child, but it is well worth the effort.
In the past, I planned time for small group work where I can work one-on-one with students in areas that best benefit their needs. This is the time of my day when I get an opportunity to build relationships and find out more about my students individually.
I am always asking questions and taking the time to listen to them. Kids have so much to say, but often have no one to tell their stories to. I also take advantage of the students’ down time to build relationships, like having lunch with a student. I saw such a change in my students last year when they saw me taking the time to get to know them.
I’ve learned that students get inspired to do more – learn, participate and share – when someone shows interest in them. Once I get to know my students, I take my new-found knowledge and apply it to lessons and the curriculum. It’s the conversations with students that fuel new ideas for classroom activities.
For example, last year my students were very into Pokémon. I began to see Pokémon cards everywhere! I started asking questions and realized this was what I needed to bring to our class. I made a great effort to incorporate it into any subject I could, such as adding informational Pokémon books to my library to get even my non-reading lovers excited.
I also discovered how much students love food! One of my favorite math lessons was having students find equivalent fractions using pizza. Students created their own pizzas and we cut them into various circular fractions. Students were engaged because they found themselves having a positive experience with the pizza and made fractions easier to visualize - and eat!
By breaking down the lessons into a common interest, students have the chance to then take our practice to the real world when they will need to call upon it in everyday situations.
At the beginning of the school year I also make an effort to let my students get to know me – as a person and as their teacher. Last year my class started a routine of holding morning meetings. Through this morning ritual, we established a culture that allowed students to build a safe and encouraging community within the classroom.
The best thing is when the students engage with one another, listening to their classmates share experiences both good and bad. Each morning a student is selected to serve as the leader and guides the classroom through the meeting.
With help from the book, “Morning Meeting,” we start with a strong greeting, allowing students to feel welcomed to the group. The leader then progresses through the meeting by posing important questions where classmates can express themselves.
An activity will often give the class an opportunity to work together and practice discussion skills. Our meeting always ends with a meaningful message that sets the tone for the rest of the day.
The idea of building relationships with my students came to me after observing and working with my first mentor teacher. When visiting her classroom during student teaching, I noticed how she was able to create a bond with her students.
It was amazing to see students engaged in her lessons because she took topics and ideas that interested them and correlated with the curriculum. While standing in the hallway during transition times, she was always swamped with hugs and greetings from past students.
It was obvious that the bonds she created lasted much longer than her lessons. And that’s what I strive to do every time I greet my students in the morning.