First off, I do the same thing with all of my classes (4 preps/6 classes) for a week or two; I need time to get back in gear for teaching different material every hour. I make seating charts and post them on the wall. Then, I stand by the door and tell students to find their seats. As soon as the bell rings, I take roll to make sure everyone is in the correct seat and that I have their names correct. (From the first second, I correct any behavior issues immediately no matter how much time it “wastes.”)

I start off with a brief welcome and then immediately get them started on a group activity (modified escape room found on TPT). This includes supply scavenger hunt, syllabus close read, icebreakers, etc. I spend this time learning names and observing personalities; I work as an active facilitator teaching them appropriate volume, how to work collaboratively, stay on task, etc. And, I make sure I have prizes for the winning groups.

On the third day, I do an icebreaker bellringer and let each students share. I explain that they have speaking and listening standards, so I really work with modeling speaking and listening correctly. Then, I actually go over the syllabus with a slide show; I follow it with a Kahoot type quiz.

The next activity I do is a group photo analysis project that involves critical thinking and presentation skills (groups get up front and present). This takes 2-3 days.

I usually try to fit an individual writing assignment in to assess skills. This year I found a student inventory questionnaire that I want to try.

Overall, I try to keep them really busy on tasks while I train them how to behave in my classroom. I don’t get started on “testable” content until I’m satisfied that they get it.