Our Last Day = Our First Day (the big setup)
It was going to be a short week and we were all grateful! After returning to school full time with COVID restrictions and limitations, we were all ready for summer break. No more masks! No more random shout outs of “6-feet!” and “Hands!” as reminders to maintain social distancing and hand washing. It was going to be nice. But before we left, the last big item on our to-do list was to prepare for the first day of school.
One of the best benefits of teaching at a public Montessori school is that I get to keep my kiddos for at least three years. Since I teach grades 4-6, this means that the only “new” students are the 4th graders. Therefore, we know what to expect socially and environmentally for 5th and 6th. I took full advantage of this during the last three days of school in hopes of speeding up the transitions that usually happen in August, the first month of school.
Since the current 6th graders would be transitioning to Middle School, I planned this activity during a time that they were out of the classroom. My administration had already given us teachers our class lists for the next year so I gathered the new 4th graders to join our class for this event. This arrangement made it so that the only students in the classroom were the ones that would be returning to it.
“Hey! I know you.”
The incoming 4th graders already knew at least a few of the current students due to their prior 3year classroom cycle. Having them here now allowed them to see and spend time in their new environment with their new classmates. The current students welcomed them, and they had some time to reconnect. They then gathered them up into small groups so we could get to work.
Their first task was to clean the materials and reorganize the environment, ensuring that the rearrangement was logical and had a good flow. In addition to caring for our work materials, this gave them a last concrete experience with designing their learning environment which increased student ownership for it. Students tend to be more mindful about the care and use of materials when they help prepare and maintain them.
They also knew the last location of the materials, which would help them with orientation upon their return to school. Another benefit was that the fourth graders got an up-close look at the materials and recognized there were some they knew well, and some that were unfamiliar. The familiarity helped them connect with the environment and the unknown made them excited for new experiences. As a teacher, this activity allowed authentic observation of student interactions and class dynamics before the start of the new year. It also allowed me a moment of self-care by sharing responsibility and ownership with my partners (365 Days of Me).
“I will miss you, my friend.”
After the class was arranged to everyone’s satisfaction, students created a list of 10 or more works they would do on the first day of school. Their lists were to include the works they loved to do the most and would miss over the summer, the last lessons they received this school year, and the ones they knew by heart. It was nice to hear the conversations the kids were having. I heard several “I will miss doing ___”
and “I’m doing ____ first because it was hard to learn. I don’t want to forget it.”
Having students create lists with this range of work produced individualized review lessons that placed them directly into learning. Students maintained their previous year’s work journals, so all of their notes and work examples would still be available to them when they returned. Current students placed their completed work lists in their cubbies. Incoming students turned there’s in and I stored them in my drawer. When it was time to go, we covered everything with plastic drop cloths, turned off the lights, and said goodbye.
Will all of this preparation pay off? How quickly will we get back into learning? Check back next week to see what happened on our FIRST DAY OF SCHOOL!
Comments 3
I love looping with my students, but it’s usually out of necessity (too many new students at a certain grade level). I usually bounce between 10th and 11th grade, and those years where I get my students back are so fun. The ease of knowing some of your class helps get up and running with expectations sooner. I love that you get 3 years to grow with your students; I imagine those relationships are amazing at the end.
Author
Thank you for your comment. Yes, I love having them for three years for so many reasons. It is a standard feature in Montessori but I imagine that schools in small communities experience the same thing. The three years definitely create a bond and it helps when they transition to the next level because they can always “come home” when they need a moment to compose themselves. They get a pep talk, reassurance, and before you know it they are back out the door and into their new world.
I never thought about using the last day of school as a jumping off point for their the new school year. The last day was always about closure for me. I love the re-frame about setting up the new year. I can’t wait for part 2!