The summer flew by. You went on a mad shopping spree for just the right "Teacher" look. Your bulletin boards are up with huge welcome signs. You have your grade book and class roster. You have your plan book, and...........it's empty. What do you do that first week of school!

Just as a note: the first weeks are very, very hectic (as if you needed to hear that). Don't expect to conquer the world. You're going to have kids still trickling in because their parents forgot they needed to register. You're going to have kids trickling out. You're going to have kids on your roster that don't even go to that school anymore! If you have weather like we have in Missouri, you might even end up with several unexpected half days because of heat and no air conditioning. Your principal might even throw some odd assemblies at you. Don't plan for anything heavy for at least a week, if not more.

You've heard it said before, and we'll say it again: you need to establish yourself and your expectations right away. You're not here to be their buddy......note I didn't say you can't be their FRIEND. Establish yourself as a caring but firm person right away. Unfortunately, some kids will already come in with the attitude that music is a blow-off time, and having a new teacher will mean that kids will test YOU for the next 5 months. This is a test you'll pass.

But, that doesn't mean on Day One, you have to throw the rules and regulations at them right away. Let them come in and start having a little fun! Save the rules and regulations for about half-way through the class, or even Day 2. Remember, you might have some stragglers come in on the second or third day, then you'd just have to repeat everything. Make sure on Day One, expectations are posted, though, so the kids still know there will be rules with you! You might want to point out the list and say "We will be going over this later". However, the old adage" Don't smile until Thanksgiving" is true, to a point. Be friendly, be approachable, but don't be a push-over. You MUST establish yourself within the first few months, or it will be difficult to overcome later.

Some things to go over: talking expectations, respect of property and others, the level of participation you expect, how grading will be done (if applicable), how consequences will be handled, and how students can earn privileges. I can't strongly emphasize enough, too, NOT to allow students of any age talk to you disrespectfully, no matter how insecure you are or how often you might goof up. We all do that. If any student does that to you, you must remove them from the situation and set up a time to talk with them one-on-one, firmly letting them know that will NOT be allowed and how it will be handled.

How do you handle "Well, Mr. or Mrs. So-and-So did it this way"? Keep it simple, don't get defensive, and just say "I'll keep that in mind, but let's try it this way once and see what happens".
(And it's going to happen, guys. SOMEONE is going to say that!)

On Day One, you might want to start with student surveys. This is a great way to get to know students. Ask them what part of music class they like best, what kind of music they like, and what other activities they enjoy, as well as their favorite subject. You can get a lot of insight! Plus, the kids will know you are willing to learn about them personally.

If you are an ensemble director, once the surveys are over, life is a tiny bit easier, because the kids know for the most part they are there to rehearse. However, you might want to start with selections a tad bit easier than you would expect to see how they read and where the playing levels are.

For elementary,you might want to wait with the singing and overly enthusiastic overtures until they've had a chance to "feel you out". The surveys are a great way to do that. If you come across as too boisterous, your students might shy away. Don't be too upset if, for the first few days, the singing and participation is quiet. You think you're nervous? Remember, most of them want to leave a good impression on you, too!

A great name game for grades 3-6 to help you is this chant: "My name is So-and-So, and I like__________". Each student needs to keep the chant going with the beat, then the class echoes what each individual says. Do this for a few days until one of the following happens: They can keep the whole chain going without dropping the beat, OR you learn all the names of the kids!

For the primary ages, use a bouncing ball and have the kids bounce the ball to the beat while saying "My name is__________". The child must continue bouncing while the rest of the class repeats his/her name. (For more kinder first day ideas, visit the KinderGarten.)

On any day, OVERPLAN. You'd be surprised how fast some lesson plans go. Keep in the back of your mind some time-killers, such as Detective. This is a fun game that can be used as a 5-minute time killer, for just about any age. (Credits should go to Randy DeLelles and Jeff Kriske. I learned this at an Orff workshop!).:
 The students stand in a circle. Select one person to be in the middle to be the "detective". That student must have his or her eyes closed. Quietly, choose one person in the middle to be the "leader". That person must start a movement that everyone else in the circle imitates. Once that movement has started, the detective opens his or her eyes. When the detective isn't looking, the leader must change movements, and everyone else changes with him or her. The detective gets 3 guesses to try to figure out who the leader is. From here, you can handle it however you want. I usually just let the leader become the detective, no matter whether or not he guessed.

Ideas from other experienced teachers:

From Suzi Rose:

Four things that I tell my elementary methods students to remember when
trying to get and hold on to the children's attention:
1. Call it a game and the children are with you. i.e. "Today we are going
to play a melody game." ( I call just about everything a game-most haven't
caught on yet)

2. Create activities that use individual children's names. When a child's
name is included in the lesson be it song, chant or any other activity watch
his face--we all love to be individually included by name.

3. Most children want to help the teacher. "I am going to need some helpers
today in our lesson so I will be watching for those who are paying close
attention and will make great helpers." ( they don't have to know that
everyone will end up getting to help)

4. Use instruments. "Pay close attention because we will be using our instruments in a few minutes."

Ideas contributed from that great Music K-8 E-mail list (a must-have resource. Visit their website for the list archives for tons of ideas on just about anything you need, if you are elementary, and some even if you're not!):

Spend a lot of time with steady beat--all grades,especially if you're new to the school and are not
familiar with their skills, etc. Go to some of the links for music ed for lots of ideas for activities,
games, and songs.

Find a chance for them to use instruments right away. They'll be hooked, and they'll also know that you know something:-)

Establish a seating chart. You might want to get ahold of last year's yearbook to use the pictures for the chart. A neat way of randomly setting up a chart is to have the kids draw numbers, then have numbers on the floor (on the chairs, or whatever). Kids have to sit where their number is. (However, keep in touch with the classroom teachers as to whom should not be sitting next to who).

Make up a "Music Rules" rap. (Sometimes it's a very good and productive idea to let the kids discuss and help with the rules anyway. It makes it more "theirs", plus, they might actually think of situations that need to be covered that you didn't!)

Finally, remember to keep that resource buddy network of experienced teachers to help you out. Speaking of which, so you don't feel so badly, next month's section will be reflections by experienced teachers about their first jobs. You will make it!