Revving Up for a Positive Start to the School Year

Preparing for a recent vacation, I had a complete checklist.

Outfits for all weather? Check. Toiletries? Check. Shoes for different activities? Check. Cash and cards? Check. I was covered. Nothing was left to chance.

So, imagine my surprise when, not five miles into my road trip, my low fuel light came on. I’d spent all this time preparing, but the one major element I needed—the most critical one—I had forgotten.

Although it was a simple hiccup in an otherwise fantastic start to vacation, it got me wondering about how, when doing important tasks, we forget the fundamentals – the building blocks that make for the most successful experiences. Getting back to basics, if you will.

Heading into the new school year, we know some educators will approach it with energy and vitality. Others, however, will proceed with caution, trepidation and the dreaded Sunday-night angst that comes in anticipation of the Monday morning grind. Regardless of where your mind and heart dwell, we can all agree on this: our students deserve a positive start to the school year, and we do, too!

So, let’s get back to the basics and make sure our proverbial tank is full, our engine is primed and our path ahead is clear.

Basic Practice #1: Procedures

Teachers know the value of having established procedures, all the rituals we follow every day, in the same order and in the same way. Why are they important? Children develop independence when they can follow a simple step-by-step approach to a task. Research shows that classrooms where clear procedures are identified, taught and maintained are classrooms where students function with minimal stress and increased independence.

For healthy, typically developing students, procedures enhance their independence and growth. For students with significant challenges, procedures offer predictability which minimizes the constant “what if'' questions posed by anxiety. Also, a single procedure increases success because it is broken down into steps. Students can easily see what it takes to be successful and have immediate positive outcomes. This can fuel their motivation to continue that success. And the more independent and confident your students become, the more confident and positive you will feel as their instructor.

Basic Practice #2: Expect the Unexpected

It sounds so common sense, doesn’t it? But Murphy’s Law reminds us that whatever can go wrong eventually will. Therefore, part of preparation is preparing for when things go awry.

Think about the ways in which challenges show up in your day. Unscheduled fire drill? Make sure you have your emergency plans – and student rosters – hanging on your classroom door so they are easy to grab on the way out. Students with challenging behaviors? Make sure you know who to call for support and, if necessary, have a kit of educational activities prepped if you need to evacuate the classroom to a pre-planned location. Are you ill or needing a sub? Having a sub folder with ready-to-go activities will ensure you feel confident leaving your students for the day.

While these moments can raise your blood pressure and be challenging in the moment, knowing you have a plan ready can greatly reduce your stress – and the stress experienced by your students.

Basic Practice#3: Communication

What tools do you use to communicate with students, staff and parents?

It has been our experience that the more digitized education becomes (with all grades and assignments online), the less effort is made to directly connect with parents and families. Many times, it is assumed parents will check the online system for updates about attendance, grades and school events. But the truth is many parents don’t do this for a variety of reasons. Your school likely has families without Wi-Fi, families with parents working 12- to16-hour days, and families without the technical expertise to navigate these systems. Therefore, we cannot assume that parents always know what’s happening.

Having a plan to ensure consistent communication with parents, or ensuring they can successfully access and navigate communication systems, is essential to maintaining a positive and proactive atmosphere in any learning community.

Basic Practice #4: Do No Harm

Read any code of ethics and the first rule is often “Do no harm.” But what does that mean? Most of us are probably thinking, “Of course I’m not going to cause harm!” But “Do No Harm” has a broader definition.

To “Do No Harm” is to truly and completely understand the limitations that come with our position. It means we do not enter into actions for which we are not trained, nor do we hesitate to ask for help when we are in over our heads. For example, if you know your stress level is through the roof and a student is exhibiting significant behaviors, do you have a colleague you can partner with so you can “tap out” for five minutes and address your own needs before addressing the student? That may seem like a tall order but creating a collaborative structure for this type of support gives you permission to address your own needs first and, ultimately, improve the student-teacher relationship.

More than that, ensuring you have moments in your day to regulate, breathe and address your needs is exactly that – a NEED. It is not selfish. Having lunch away from your desk, connecting with colleagues, using the restroom or keeping your water bottle fresh – all of these contribute to your brain and body feeling cared for. When your physical and emotional tank is full, it makes you more prepared to face whatever comes at you.

However you approach this new school year, know that the more mindful and proactive you are now, the more confident you and your students will feel in the day-to-day climate and culture of your classroom. What you do today – what you maintain every day – will be the path on which your students develop their learning. So, plan wisely and enjoy the journey!