## Key Ideas > [!abstract] Core Concepts > > - **Content-focused structure**: Plan lesson based on learning content, not fun activities, to establish classroom purpose > - **Community and expectations**: Establish that classroom is learning space with high expectations where everyone succeeds together > - **Rights and responsibilities**: Explain rules and routines with clear rationale, practice procedures, check understanding ## Definition **First Lesson**: Critical opportunity to establish classroom culture, expectations, and procedures that will govern all subsequent learning experiences. ## Connected To [[Seating Plan]] | [[Rules]] | [[Routines]] | [[Consequences]] | [[Classroom Management]] --- ## Pre-lesson preparation The first lesson sets the tone for the entire year (Marzano et al., 2003). Careful preparation establishes that learning is the classroom's primary purpose. ### Physical setup Check the room is tidy and prepared. Have a [[Seating Plan]] ready and visible. Plan a structured content-based lesson that is not too challenging but focused on learning. Students need to see that classroom focus is on learning content, not entertainment. ## Lesson structure ### 1. Entry management Outside the classroom, tell students to silently line up in two straight lines (Lemov, 2015). When silent, address students with clear expectations. ### 2. Entry script > [!cite] First entry instructions > _"My name is Mr Ding and I look forward to teaching you this year. I have a seating plan that will tell you where to sit. I have projected it onto the board. The seating plan lets me learn your names quickly. When you find your seat, remove your bag, place it under your desk, and take out a pen or pencil and fill in the worksheet."_ Check for understanding. Greet students as they enter (Wong & Wong, 2009). Allow settling time, direct to silence and complete focus, then mark the roll. ### 3. Welcome and community building > [!cite] Welcome script > _'Thank you. Welcome, my name is Mr Ding, and this year we'll be studying mathematics together. It's a subject I love to teach, and it's one I hope you will find interesting too. I very much enjoy teaching it to students like you, and I know that every single one of you can succeed, no matter how well you've done before. I'll do my absolute best to try to help everyone succeed._ > > _This classroom is a place of learning. I have high expectations of you. What you do matters to me. Everyone in this class is part of a community. The community succeeds together. I want everyone to be safe here, to enjoy the lessons, and to do really well. In order for us to all succeed, we need to follow some simple rules. Let's go through them now.'_ ### 4. Establish framework This welcome speech communicates several core messages (Brophy, 2006). The classroom is a learning space with high expectations for all students. What they do matters to you. Everyone is part of a community that succeeds together. Success is achieved through specific behaviours, which you will teach them. ### 5. Rules and procedures Having established the classroom as a learning community, make explicit the structures that support this vision (Simonsen et al., 2008). Go through the [[Rules]] and explain why they exist and how they protect everyone's rights. Explain [[Routines]] by detailing procedures and rationale, then practise them. Check understanding using a verbal quiz or other assessment. Define good behaviour and make expectations explicit. Outline the [[Consequences]] system of rewards and sanctions. ### 6. Expectations script > [!cite] Rules and consequences > _'Everyone here needs to help everyone else by following the rules. If you can't, I'll help you. If you don't understand them, I'll tell you. If you need help, it's there for you. But if you choose to ignore the rules, then you will face consequences. This is to help you remember not to do it next time._ > > _I'd much prefer it if I never had to send anyone to the head teacher or the deputy. Instead, I'd love it if I was always proud of you._ > > _I will test your understanding of these rules, what they look like, and why we have them in tomorrow's lesson.'_ ### 7. Homework assignment Set basic homework such as an 'about me' sheet or similar low-stakes task to establish the routine. ## Success indicators During the lesson, students follow instructions, engage with content, and demonstrate understanding of expectations. Long-term, routines function smoothly, positive classroom culture develops, and learning becomes the primary focus. ## References Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), *Handbook of classroom management: Research, practice, and contemporary issues* (pp. 17-43). Lawrence Erlbaum Associates. Lemov, D. (2015). *Teach like a champion 2.0: 62 techniques that put students on the path to college*. Jossey-Bass. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). *Classroom management that works: Research-based strategies for every teacher*. ASCD. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. *Education and Treatment of Children*, 31(3), 351-380. https://doi.org/10.1353/etc.0.0007 Wong, H. K., & Wong, R. T. (2009). *The first days of school: How to be an effective teacher* (4th ed.). Harry K. Wong Publications.