The First . . . 4 Weeks?

There are a lot of great resources for classroom teachers on establishing classroom culture, routines, expectations, and more, but it can be tough for specialists.  We see our students for maybe one hour each week, which means after the first month of school, classroom teachers have spent around 130 hours with their their students, while you've seen them for . . . four.  This doesn't mean you can't use any of the tips and tricks for librarians--it just means you need to adapt them and take a little extra time.  Here are six ideas to create a positive, well-run school library--something your entire school will appreciate.

1. Teach routines the first week.
And then reteach them the second week, and the third, until they've really got it (and go back and practice when you need to).  This is a great opportunity for interactive modeling to show your expectations and allow students to practice and model.  Have your procedures in mind before the kids show up, so that you know exactly where and how you want them to line up, sit down, how they check out their books, and more.  You don't need to model everything that first week, so pick and choose what's most important.  And if a certain routine isn't working out, don't sweat it--you're allowed to make changes.

2.  Take it easy the first week.
Just like you don't want to specifically teach every single library routine the first week, you also don't want to dive straight into primary source investigations, creative writing projects, or whatever other big things you've got planned.  I love doing read alouds the first week with every grade.  The older kids will appreciate the familiarity and the chance to relax and enjoy themselves, and using a library-themed story for younger grades can help set up expectations.  (Here are some great back-to-school read alouds!)  If you want to mix things up a little for older students, throw in some book talks for any new (or old) books.

3. Make sure students know how to use the library.
This is a great thing to work on during weeks two and three.  With 2nd grade and up, I used this scavenger hunt and loved it.  Set up was easy, and students get to be independent and explore--and it saves me time when they're not asking for help finding every single book.  This year, I'm going to spend one week just on fiction and the next on nonfiction with 2nd grade, but I think the older kids can handle both together.

This bundle from TPT was a great, kid-friendly way to practice library skills!

4. Let. Them. Check. Out. Books!
Every child should be walking out with at least one book from the very first time they visit the library.  Some teachers might not be comfortable letting students bring books home yet (which I get--get to know your community and decide if this is right for you), but they should all have the opportunity to choose a book, learn how to check it out, and take it with them.  Right away.

5. Discuss rules.
I love when students think up classroom rules with their teacher and are able to have discussions about which rules they should have and why, but coming up with a different set of rules for every class is . . . crazy.  Don't do that.  Instead, establish your rules ahead of time, make them visible, and share them with each class during the first or second week.  Read them and ask students why they think you have a certain rule and how they can demonstrate it (focus on positives, not negatives).

Remember, the best rules are simple.  One librarian I know has three rules: Be brave, be curious, be kind.  If you want to be a little more specific, go for it, but remember: rules like "be respectful" and "be engaged" encompass a lot of different things, so you don't need to be writing specifics down.  Students can show respect by holding their library books properly, or engagement by actively listening.

Feel free to post reminders about book care, voice level, and so on around the library, but the official rules should be simple.

I had five rules last year, but I might pare things down this year.

6. Be part of the school community.
There are so many ways to do this.  Have the library open before school for checkout, and talk to students when they come in by themselves.  Go to grade level planning meetings if you can, and if you can't, find a teacher from each grade willing to share what the students are doing that month/quarter/etc. so you can help out, enhance, or build on what they're learning.  Eat lunch in the staff lounge if that's something people do at your school.  Get to know other specialists who might be "islands," and welcome any new teachers so they know the library is a great place to be.

The Best Back-To-School Books

How is it already back to school time? Some of my friends in the south have already started (kids and everything!), and I'm probably in the last group of teachers to go back (we also got out way later in June. I think I'd rather start earlier!).  But I've been thinking about back-to-school reads for a few weeks now.  There are some fantastic ones out there, and I wanted to share some of the newer ones with you.  Anything to make this time of year easier, right?

1. School's First Day of School (written by Adam Rex, illustrated by Christian Robinson)
Have you ever thought about what the first day of school is like . . . for the school?  School is a new building, and he's pretty nervous about the first day.  What should he expect?  What will all the kids be like?  What if they don't like him, or he doesn't like them?  Oof.  Those fears will probably all be familiar to anyone who's a little anxious to start school, even if, like a lot of our younger students, they can't verbalize them.  This is a really touching story and a good reminder to take care of the school building, too.  Robinson's illustrations invoke plenty of emotions on the characters' faces, including School, and his collage-style watercolors (I think they are watercolors--I'm not an artist!) are friendly and approachable.  There are also a solid range of diverse characters portrayed, which is refreshing and will help students feel welcome.

2. The Pigeon HAS to Go to School! (written and illustrated by Mo Willems)
When I looked at an early copy of this at ALA this year, the Hyperion employee told me it was her favorite Pigeon book. I was skeptical, because how could Mo Willems top what he's already done?  He does, though.  The Pigeon, as you can guess, does not want to go to school.  He already knows everything, of course, and what even happens at school?  Will paint get in his feathers?  Does the teacher like pigeons?  What happens at lunch?!?  This is another great one to talk about first-day jitters with kids, and it's hilarious to boot.  The sweet ending made me tear up a little.  I definitely second the Hyperion employee's opinion!

How relatable is this line from the Pigeon?

3. Strictly No Elephants (written by Lisa Mantchev, illustrated by Taeeun Yoo)
This isn't a book specifically about back-to-school, but its message of kindness and inclusion makes it an ideal candidate for your September plans.  Our protagonist, a little boy with a small pet elephant, wants to go to Pet Club, where there are dogs, fish, cats--but no elephants allowed.  His creative solution provides a fun surprise at the end.  This one is also a great way to incorporate some art by giving students the opportunity draw a picture of themselves with whatever kind of pet they would want.

4. We Don't Eat Our Classmates (written and illustrated by Ryan T. Higgins)
Penelope Rex is very excited and very nervous to start school.  She's got her backpack with ponies on it (ponies are her favorite, because they're yummy) and 300 tuna sandwiches in her lunch, but there's one important thing she's missing: self-control!  And for Penelope, a T. Rex, that means she really wants to eat her classmates.  If it sounds a little dark, don't worry: the tone and illustrations are light and fun, and no one's actually in any danger.  Penelope is a wonderful character to talk about boundaries and self-control with, especially if you have a student struggling with those concepts.

5. The Day You Begin (written by Jacqueline Woodson, illustrated by Rafael López)
Everyone knows Jacqueline Woodson is a stunning writer who excels at verse, and The Day You Begin further proves that point.  The story starts with the sentence, "There will be times when you walk into a room and no one there is quite like you."  Maybe it's because your hair is different, or the way you speak sounds strange, or your lunch looks unusual.  Maybe it's something totally random.  But no matter what, you feel that you don't fit in.  This book is a beautiful reminder that we all feel different sometimes, but those differences are actually things that can connect us if we're willing to share.  Every reader will see someone they recognize and relate to through both the writing and the illustrations, which intertwine beautifully throughout the book and both shine.

What are some of your back-to-school favorites?  

Crayon logo and font at top is from A Perfect Blend Teaching on Teachers Pay Teachers.

How To Start Your Year Strong

I am not an expert on beginning-of-year procedures.

This is only my second year teaching, and it seems like regardless of how experienced you are, BOY stuff is tricky.  You only do it once a year, it's vitally important, and by the time it rolls around again, you've forgotten what worked before.

But never fear.

Today we're going to talk about BOY procedures, why they're important, and what you can do to make your year as smooth as possible.  If you have ideas, suggestions, anything else, write them in the comments (or shoot an email to theeverydaylibrary@gmail.com), and I'll do a compilation post!

Why is teaching rules and procedures so important?

Every teacher has heard that it's important to be proactive, especially when it comes to classroom management.  Maybe you're thinking to yourself, "But I don't want to spend the entire start of the year teaching kids how to line up.  That's SO BORING."  Maybe, but do you want to spend the entire year teaching your class to line up?  The more you do now, the less you'll have to do later, when you don't have time built in for just this. 

Teaching these skills should be built in to the rest of your day (getting-to-know you activities, team building, review work, etc.); of course they'll need more time dedicated to them right now, but start off with the concept that following procedures is just part of a typical day. 

Okay, that's fair.  But how do I actually teach these things?
I'm going to refer here to one of my favorite books, Tools for Teaching.  If you haven't read this book--read it.  It's accessible, it's realistic, and it provides lots of examples and practical ways to implement Fred Jones' ideas.  It saved my life last year and I've been re-reading it to get ready for this year.

One of Jones' key messages is that too often, we don't actually teach rules and procedures.  We just announce them and expect children to pick up on them.  You wouldn't just give a verbal explanation of long division and expect someone to be able to do it perfectly, would you?  Of course not.  You would model each step and gives your class ample time to practice.  Regardless of how old your students are, teach them your procedures and practice, practice, practice.  Instead of telling students that you want them to line up in a straight line, show them what that looks like.  Have them line up in groups and, if needed, arrange students and point out who is doing well.  If a group can't line up correctly, make them sit back down and try again--the whole group or class, not just the few students who aren't getting it. 

Something else I learned last year that really works is to point out what students are doing right instead of what students are doing wrong.  Instead of saying, "Anna, stop jumping around and stand still!", try "I love how Kimayah and Hector are standing quietly, with their arms at their sides."  Students love being recognized for doing something well, and it keeps you from giving attention to students who are misbehaving.

I have a teacher friend who teaches first grade, and she said she teaches everything to her kids, from the obvious (bathroom behavior, being quiet in the halls), to the "common sense" (e.g. scissors are for cutting paper, not clothes).  She explained that if you don't teach these things, you can't blame the children for not knowing.

What about library procedures?
It can be tougher to teach library rules and procedures since you don't see the same classes every day.  Some teachers will bring their class in and explain what's expected from them in the library--I've even had teachers take the time to arrange their class in line or on the rug, and this is incredibly helpful--but you can't rely on it.  Make sure you have your own established procedures from the very first day of school.  This will help you, the students, and the teachers.  That's not to say you can't change and adapt as the year goes on, but it's vital to start strong.

Something I started doing to have every single class, no matter what grade, line up when they came into the library.  I put red tape on the ground so they would know where to line up, and after a few weeks of practicing this, they knew exactly what was expected of them: put your books in the book drop, and then line up quietly.  I would wait until all of the students were ready (facing me, voices off, bodies still) and give them a quick overview of what we'd be doing that day and what I expected.  If we were going to the story rug, students knew what path to take to walk there (because I modeled it for them early on and we practiced walking around the tables, not through them), and if we were going to the tables, students knew where their seats were.

Have library rules posted that are easy for students to see and follow.  Make sure you go over these, and bring students' attention back to them as needed.  One piece of advice I've gotten is don't make too many rules: 3-5 basic ones should be enough.  Too many rules=you going crazy trying to enforce them.  All of your rules should come back to creating a positive, respectful learning environment.

I also had a procedure for book checkout.  When students had their books picked out, they would line up behind the red tape by the circ desk (duck tape: teachers' secret weapon) and wait their turn to come up to the desk.  Having them stay behind the tape kept an aisle open and prevented everyone from crowding the desk.  Getting kids to stay behind the tape took a lot of practice (and I mean a lot), but it was worth it.  (Another tip: encourage students to keep each other accountable.  If someone crosses the line (literally, ha), another student can politely remind them to step back.  This is a good way to delegate without encouraging tattling or creating more work for you.)

These are just a few things that have worked for me and that I plan on incorporating this year.  Please share your own tips and tricks for a smooth start--and good luck; you can do it!