Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
There are many things to which a strong start is essential. Personal relationships, conferences, sporting events, and the first day of the school year. It is at the start that a positive tone and momentum are established that provides the foundation for what follows.
At the beginning of the school year, students need to reset their focus and apply their energy in ways that differ from the way they applied them during the summer. Establishing an environment in which students can learn and the teacher can teach is essential for a strong start to the school year. Involving students in the creation of the rules of decorum and behaviour helps students to establish a respectful, cooperative and productive classroom environment. Students who have agency are more likely to abide by the rules and behave in ways that help reestablish order when the rules are violated.
Students benefit from knowing what to expect. At the beginning of the school year, teachers spend significant effort to make clear what is expected regarding classroom decorum, what students will learn, and how student performance will be evaluated. An important part of a teacher’s instructional program is communicating these same expectations to parents so that they, too, know what to expect. Building parental confidence in, and support for, the teacher often makes the difference when teachers need to communicate with parents to enlist their help.
I know many astute principals who dedicate much of their time at the beginning of the school year actively seeking evidence of these key practices in classrooms. I describe them as astute because they understand that when teachers implement these practices early on, it sets a positive tone in their classrooms and throughout the entire school. They recognize that teachers who adopt these strategies will face fewer challenges compared to those who do not. By ensuring that these practices are in place, principals help both students and teachers start the year with strong, positive momentum, laying a solid foundation for ongoing academic achievement. This proactive approach also makes the principal's own jobs more manageable.
Most experienced
teachers know that a strong start to the school year is critical. Resetting
students’ focus and establishing clear expectations help create a respectful
and productive classroom environment from the outset. Principals who support teachers
in prioritizing these practices and actively ensuring their implementation
contribute significantly to a positive and more enjoyable school culture and
greater teacher well-being. This foundation facilitates smoother classroom
management and enhances academic achievement.