Setting up Rapport on the 1st Days

This is for you teachers out there.....

Here are some of the things that have worked for me, teaching 8th grade Science to a mostly Hispanic population:

1. I have an alumni wall, which I think I've mentioned before. Pictures of my previous students fill up the wall-- some on crazy hair day, or 8th grade promotion. Others show what we did in science. The kids LOVE looking at the wall (which is approx two by eight feet)-- finding some of their older brothers and sisters and some of their friends.


2. I have an about me mini bulletin board where kids can look at pictures I took from trips to Africa, Japan, London etc, see pictures of my family, my pets and so on.


3. There are two "Who We Are" bulletin boards in the back of the room that I invited them to decorate to make the class theirs. Already, they're mostly covered by pictures, drawings, song lyrics, and other things the kids say represent them.


4. I share with them 7 things that most people know about me, and 7 things most people don't know about me--including some things that are very personal--dark spots from my family's history, for example. Other things are my goals, things I love to learn about, things I'm terrible at (sports....), things I hope they teach me. I ask them to do the same and it's amazing how much they share after they heard some darker things from me.


5. When they walk in, they have a letter from a previous year's student telling them what to expect from me, and from the class. Most of the kids say that I'm fun, a total child, but strict. They give advice as to how to succeed. This combined with the pictures on the alumni wall helps them get a feel for my personality.


6. I identify with them. I tell them I'm basically a surly 16 year old, so if someone tells me to do something, my first instinct is to ask why-- especially if I don't know or respect the person. How many of them are like that? All of 'em. So, if they're not sure why I'm asking them to do something, or if it seems pointless or stupid-- if they're respectful, they can ask. And I will have an answer. If I don't, we'll stop. I made a "QUESTION EVERYTHING....respectfully" poster, and tie this into the uniform our school has to wear, and some of other school rules the kids hate.


7. I give a relatively easy quiz at the beginning of the year, in the first week to establish a "Yes I can!" attitude in the kids. I post all the top 10 scorers on my board, and permanently put their names on a bulletin board for each time they make it. There is also a class by class competition tied into this using class averages. The class with the highest average gets 4 points, 3, 2 and 1. At the end of the semester, the class with the highest points gets a pizza party. I also post all 100% scores on a board-- already, I've had 4 girls who said they didn't like science on the first day change their minds because now they think they can...and I can gradually make it harder and push them more.


8. I hold an auction in October--snacks and school supplies. Money consists of 1/3 sticky notes in bright colors that I cut and give to kids anytime they do something I like-- ask a question, answer a question, quietly work, involve others in a discussion, clean up, etc. This way, I can reinforce good behavior right away and work on their ability to delay gratification (behaviorism anybody?)


9. I tell the kids I want their parents numbers (which I can get from the computer anyway) so I can call home and say good things about them. I target the kids who scoff at me first-- they're almost always new and they don't know my rep and don't have one of their own yet. I give then a ton of attention, stickies, praise, and call home within the first couple of days to prove I mean business. After that, they're in my pocket. One student, who scoffed at me hardcore, now gives me a fistbump every day. Today, he said "Best part of my day, comin' up!" Heck yes.


10. My consequences are: 1 a warning, 2 a side conversation wherin I pull you out of class to redirect or ask what is wrong, 3 a student-teacher conference after school to fix what's going on wrong and see if I am doing something to upset them, 4 call home, 5 detention. They like that we work it out multiple times before I involve their parents. Usually, it doesn't get past 3.


11. We practice procedures a LOT. And by a lot, I mean a lot. As the week goes on, I add more, depending on what each class needs. If they see something as a procedure and not as a rule, they're more likely to do it. If they're not, I ask them what the procedure is, and have them redo it calmly. This may mean lining up a class and bringing them all back in if they're being too rowdy. Procedures NEVER STOP! Add and take away more as you go!


12. If students aren't doing what I ask, I always jump in nicely (with my eyebrows up like I'm excited to help) with "Is there a question"? or "can I help you with something" instead of the authoritarian "Why are you talking? Didn't I tell you not to talk!!!!" They either look guilty and stop, or they ask!


13. I write tons of "Positive Referrals." When the kids get them the ISS lady (who is AWESOME and everyone knows her and wants to impress her) or the assistant principal calls home, and tells the parents how awesome their kids are. They also get a certificate, a copy of the referral and a candy bar from her. She comes to the classrooms and presents them and makes a big deal out of how awesome they are.