assigned to welcome the freshmen students of the school

Welcoming Students On The First Day Of School

The first day of school can be an exciting yet nerve-wracking experience for students, especially those who are starting at a new school or transitioning to a higher grade level. As educators, it is our responsibility to create a welcoming and inclusive environment that fosters positive relationships among students and promotes their academic success.

Research has shown that when students feel welcomed and valued in their learning environment, they are more likely to engage in the classroom, participate in extracurricular activities, and achieve academic success.

In this article, we will explore the importance of welcome messages for students and provide practical tips on how schools can make students feel welcome on the first day of school. 

We will also discuss ways in which schools can facilitate introductions and icebreaker activities to foster positive relationships among students, involve them in the planning and preparation for the first day of school, promote a sense of belonging and inclusion for all students, as well as provide welcome quotes that can inspire and motivate them.

By implementing these strategies, we hope to empower educators to create a warm and inviting atmosphere that encourages student engagement and achievement.

What is the Importance of Welcome Messages For Students?

The significance of welcome messages for students lies in their ability to establish a positive and inclusive learning environment, which can enhance student engagement, motivation, and achievement.

When students feel welcomed on the first day of school , they are more likely to engage with their peers and teachers throughout the year. 

Welcome messages also play a crucial role in promoting student engagement. A positive school culture is one that encourages participation and collaboration among all members of the learning community.

When teachers take the time to welcome their students at the beginning of the school year, they are sending a message that everyone’s contributions are valued. 

This approach fosters a classroom environment where students feel comfortable sharing their thoughts and ideas without fear of judgment or ridicule from others.

Ultimately, welcoming students on the first day of school sets the tone for academic success throughout the year. By establishing a positive learning environment from day one, teachers can motivate their students to achieve their full potential both academically and socially. 

The importance of connection cannot be overstated when it comes to creating an engaging classroom experience that promotes growth and development for all learners.

10 Ways To Make Students Feel Welcome On The First Day of School

One effective approach to creating a positive classroom environment is by implementing strategies that foster a sense of inclusion and belonging for all learners. One way to achieve this goal is by making students feel welcome on the first day of school.

First impressions are crucial in establishing relationships, and it is essential to ensure that students feel comfortable and accepted from the beginning. 

One way to make students feel welcome on the first day of school is by decorating the classroom with colorful displays, posters, and other visually appealing materials. 

The environment should be engaging and inviting, which can help ease any anxiety or apprehension that new students may have about starting school.

Greeting activities such as introducing oneself or playing ice-breaking games can also be used to create a friendly atmosphere.

Another way to make students feel welcome on the first day of school is by providing them with clear expectations for behavior and academic performance. 

This will give them a sense of structure and security within the classroom setting. Moreover, teachers can take time during class periods to listen actively to student concerns or questions they may have about their new learning environment.

These approaches can help establish positive connections between teachers and students while promoting inclusivity in education settings.

How Can Schools Facilitate Introductions and Icebreaker Activities To Foster Positive Relationships Among Students?

Implementing introductions and icebreaker activities in schools can facilitate the development of positive relationships among students. Group activities are an excellent way to get students to interact with one another, break down barriers, and forge connections. Such activities can be structured or unstructured, but they should aim to create a relaxed atmosphere where students feel comfortable expressing themselves freely.

For example, group games that involve teamwork and collaboration can encourage cohesiveness while also fostering communication skills. Peer mentoring is another effective approach that schools can use to facilitate introductions and promote positive relationships among students. Peer mentors can help new students integrate into their new environment by providing guidance on academic matters as well as social issues.

In this, peer mentoring programs provide opportunities for older pupils to develop leadership skills while giving back to the school community. Classroom decorations also play a vital role in creating a welcoming environment for students on the first day of school.

This will help foster a sense of belonging among learners which is essential for building positive relationships within the classroom setting.

Overall, implementing introductions and icebreakers along with peer mentoring programs and appropriate decorations will go a long way in making students’ first day at school more enjoyable and memorable, thus aiding them in developing healthy relationships with peers from an early stage in life.

How Can Schools Involve Students In The Planning and Preparation For The First Day of School?

Involving students in planning and preparation for the start of a new academic year can enhance their sense of ownership and connection to the school community. Schools can achieve this by creating student-led welcome committees tasked with organizing orientation sessions for incoming students. 

These committees can be made up of student leaders or volunteers who are passionate about welcoming new members into the school community. Student involvement in planning and preparation for the first day of school can also help address any potential issues that may arise during the orientation process. 

Students who have gone through the experience themselves are better equipped to identify areas where improvements could be made, such as finding ways to make new students feel more comfortable and included. 

This approach helps schools to create an environment that is supportive, inclusive, and welcoming to all.

Furthermore, involving students in planning and preparation empowers them to take on leadership roles within their school community while developing important skills such as communication, organization, and teamwork. By giving students a voice in shaping their own educational experience, schools foster a sense of responsibility among its members which ultimately leads to greater engagement in academic pursuits.

How to Write a Welcome Message?

Crafting a well-written welcome message can set the tone for establishing a positive and inclusive school community that fosters engagement in academic pursuits. 

A welcome message is an opportunity to create a warm and inviting atmosphere on the first day of school, which can help ease students’ anxieties about starting the new academic year. The tone of the welcome message should be friendly, optimistic, and uplifting.

Welcome message examples can serve as inspiration for crafting your own unique greeting. When writing a welcome message, it is important to keep in mind that you are addressing a diverse group of individuals with different backgrounds and experiences. 

Therefore, it is essential to use inclusive language that acknowledges and respects everyone’s identity. Additionally, using humor or storytelling can make your welcome message memorable and engaging. Tone tips are useful when crafting a welcoming message for students. Your tone should convey positivity without sounding overly enthusiastic or condescending. 

It’s crucial to strike the right balance between warmth and professionalism when writing your greeting. 

Remember to keep your audience in mind while crafting your message what kind of language will appeal to them? 

What values does your school hold dear? These questions will help guide you toward creating an effective welcome message that resonates with both students and staff alike.

Creative ideas are necessary when crafting a standout welcome message that makes an impact on students’ minds. Incorporating interactive elements such as games or trivia quizzes into your greeting can foster engagement among students while also providing an opportunity to learn more about their peers. Ultimately, creativity helps make the first day of school memorable – something that both students and staff will cherish for years to come.

What Is the Best Way to Welcome Students?

Creating a positive and inclusive atmosphere from the start of the academic year can set the tone for a successful and engaging learning environment. One effective way to achieve this is by welcoming students in a fun and interactive manner.

Role-playing games, scavenger hunts, and team-building activities are all great options that can help break the ice between students, build relationships, and foster a sense of community. Role-playing games can be an excellent way to welcome students on their first day of school. This type of activity allows students to step into different roles, which can help them understand each other’s perspectives. 

For example, you could create a game where students act out scenarios related to common issues faced in school such as bullying or peer pressure. By doing so, they will not only learn how to deal with these situations but also develop empathy toward others.

Scavenger hunts are another popular choice for welcoming new students. 

These activities involve assigning teams or pairs of students to find hidden clues around the school or campus. Scavenger hunts encourage collaboration among participants while promoting problem-solving skills and creativity.

As a result, they can be an exciting way to get everyone involved in the process of getting acquainted with one another while exploring their new surroundings together.

How Can Schools Promote a Sense of Belonging and Inclusion For All Students On The First Day?

Establishing a sense of belonging and inclusion from the start can contribute to a positive learning experience for all.

Creating traditions, such as having an icebreaker activity or a welcoming ceremony, can help students feel like they are part of something special. This can set the tone for the rest of the year and create a shared sense of identity within the classroom. In addition to creating traditions, classroom design is also important in promoting inclusivity.

 It is essential that classrooms are designed with diversity in mind so that all students feel welcomed and valued. 

This may involve incorporating different cultures into classroom decor or ensuring that resources reflect the diverse backgrounds of students. Student-led activities on the first day can also promote a sense of belonging and inclusivity. 

When students feel like they have a say in what happens in their classroom, they are more likely to be engaged and motivated throughout the school year.

Welcome Quotes For Students

One effective way to inspire a positive and inclusive classroom culture is through the use of motivational phrases, inspiring sayings, and uplifting messages. 

These quotes can have a powerful impact on students by encouraging them to work together towards their shared goals. They can also help to create a welcoming environment for students on the first day of school.

Motivational quotes can come from a variety of sources, such as famous speeches or literature. They should be chosen with care, keeping in mind the age and interests of the students. 

For example, younger children may respond well to quotes from popular children’s books, while older students may appreciate quotes from historical figures or contemporary leaders.

Incorporating welcome quotes into classroom decor is another great way to promote inclusivity and positivity on the first day of school. Quotes can be displayed on posters or bulletin boards throughout the classroom. not only serves as a visual reminder for students but also creates an atmosphere that is conducive to learning and growth.

By using motivational phrases and inspiring sayings, teachers can set the tone for a successful academic year filled with collaboration and achievement.

Conclusion:

In conclusion, welcoming students on the first day of school is crucial for creating a positive and inclusive learning environment. A well-planned welcome message and activities can make students feel valued, acknowledged, and excited to begin their academic journey.

Schools can involve students in the preparation process by seeking their input and ideas for icebreakers or introductions.

Promoting a sense of belonging and inclusion should be a top priority for schools on the first day of school and throughout the academic year. By fostering positive relationships among students through engaging activities, schools can create a safe space where all individuals feel respected and valued.

A warm welcome sets the tone for the rest of the year and paves the way for success both academically and personally.

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Welcoming New Students in Your Class: 22 Tips to Use

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A warm welcome is important for setting the tone in any classroom, and this is especially true for a new group of students who are just starting out. In order to create a welcoming environment, I typically try to do a few things.

First, I introduce myself and ask them their name. I also ask them about their interests or what they are expecting in their new school. This helps to create a positive classroom environment and makes the new students feel comfortable. It is also a good opportunity for the other students in the class to learn more about the new students.

When a new student joins your classroom, you may feel a mixture of excitement and uncertainty. This guide will help you welcome your new student and make them feel comfortable in your class.

Ways to Effectively Welcome New Students in Your Classroom

1. get to know your students:.

Take the time to get to know your new students. This will help them feel comfortable in the classroom. Ask them about their interests, what they are expecting from the class, and anything else you can think of. This will help to create a positive and welcoming environment for all of your students.

2. Introduce yourself:

It’s important to introduce yourself to your new students and ask them their names. It will help to create a personal connection between you and the student. Additionally, it will show that you are interested in getting to know them better.

3. Ask questions:

Asking questions is a great way to get to know your new students better. It shows that you are interested in learning more about them and their experiences at school. This helps to create a friendly classroom atmosphere and makes the new students feel welcome!

4. Make sure the classroom is clean and organized:

A clean and organized classroom is a positive environment for new students. This will help to create a sense of order and calm in the class. Make sure all materials are properly placed on the desk and that there is no clutter on the walls or floor.

5. Respect your students:

Remember that new students are just as important as the veterans in your class. Respect their privacy, their time, and their ability to learn. Show them that you value their presence by treating them with respect!

6. Assign seating arrangements:

Assign seating in a way that will help encourage positive interactions among classmates. This will help to create an atmosphere of cooperation and teamwork. For example, it is often helpful to assign seats in a way that allows students to see each other during class.

7. Introduce classroom materials:

Provide your new students with a copy of the class syllabus and other materials, so they know what to expect this year. This will help to establish order and reduce confusion. For example, you can explain the assigned readings and provide a brief overview of the material.

8. Start the day with a positive attitude:

Start the day by displaying a positive attitude toward your new students. This will help to create an atmosphere of cooperation and teamwork from the beginning of class.

9. Establish rules and expectations:

Establishing rules and procedures early on will help new students feel comfortable and know what is expected of them. This will help create a positive classroom environment. For example, you can state the rules about using phones and laptops in class.

10. Provide support:

New students may need more support than others, so it is important to be there for them. Offer assistance with class materials, answer questions, and provide support throughout the day. For example, you can provide a place for them to study after class or offer to walk them to their next class.

11. Assessing student needs:

It is important to get to know your new students and find out what their needs are. This will help you to provide the best possible educational experience. For example, you can ask new students what subjects they are struggling with and offer help in those areas.

12. Give them a chance to shine:

Let new students share their talents and ideas in class. This will help them to build confidence and feel important. Let them take the lead in class discussions and demonstration activities. For example, you can ask them to present a topic they are passionate about.

13. Encourage them to connect with other students:

Help new students connect with other students in the class. This will help them to feel comfortable and connected. Make sure to create a welcoming environment for new students, and offer opportunities to connect with classmates. For example, you can have student introductions at the beginning of the semester or hold social events during the semester.

14. Include Them in Activities:

 Include the new student in classroom conversations, activities, and social events whenever possible. This will help them feel like they are part of the class and not just someone who is new. For example, you can have a “new student night” where new students get to meet other students and hear about the class from the instructor.

15. Introducing new students to classmates:

Make sure the new student is properly introduced to the rest of the classroom. This will help them feel comfortable and connected. Introduce them at the beginning of the semester, during class introductions, or during social events.

16. Helping new students feel comfortable and adjust to the class:

It is important to help new students to adapt and feel comfortable in the classroom. This can be done by providing support during class and social events, as well as being available to help with any questions they may have. For example, you can provide new students with information about the class and resources, or offer to help them adjust to campus life.

17. Brainstorm with the rest of the class on how to make the new student feel welcome and comfortable:

Invite everyone to contribute their ideas on how to make the new student feel welcome in the classroom. This can include ideas like having a new student night, providing resources and support, or brainstorming ways to get to know the new student better.

18. Pair the student with a reliable student buddy:

A reliable buddy or guide can help new students cope and adapt easily in school and in the classroom. This will allow them to feel safe and secure, and help them meet other students. Choose a student who is friendly and welcoming, and who can provide support throughout the semester.

19. Give the student some time to acclimatize with the classroom before calling for attention on him/her:

Don’t rush into drawing so much attention to the new student. Let them settle in and get to know the class before calling attention to him/her. This will help make him/her feel more comfortable and at ease. For example, let the new student join a conversation whenever they feel comfortable doing so. 

20. Get in touch with the parent or guardian of the new student to learn a little about him/her:

Parents or guardians of new students can give you more information about their wards. So make sure to get in touch with them. This can help you to get to know the student better and create a more positive environment in the classroom. For example, you could ask the parent or guardian about their child’s interests, or what areas he/she is struggling with.

21. You may allow everyone in your class to wear a name tag to make it easy for the new student to adapt easily:

When everyone wears a name tag helps new students to easily identify and connect with everyone in the classroom. This can make the transition into the class easier for him/her. You can also use this opportunity to ask the new student about his/her name and what it means to them.

12. You may prepare a brief questionnaire for new students to answer for you to know more about them:

One way to learn about your new students is to let them fill out a brief questionnaire about themselves. This will give you information about their interests, strengths, and weaknesses. This can help you to better understand them and create a more comfortable environment for them in the class.

Why Should You Welcome New Students Appropriately in Your Classroom? 

Some reasons you might want to welcome new students appropriately in your classroom include:

1. Preventing any feelings of isolation or loneliness among the class

One of the most important things that a teacher can do to help prevent feelings of isolation or loneliness among their students is to create a welcoming environment. This means being friendly and engaging with all of your students, not just those who are popular or well-liked. It also means making sure that there are enough opportunities for students to get together and share ideas and experiences. This is especially important for new students. Remember, they are new and must not be left to feel isolated or lonely in the classroom.

2. Creating a welcoming and friendly environment for all students

When you welcome a new student into your classroom effectively, it creates a welcoming and friendly environment for all students. Thus, the classroom atmosphere becomes comfortable and inviting. In essence, everyone feels happy in the classroom.

3. Helping new students feel comfortable and at ease in the class

Welcoming students appropriately helps you make your new students feel comfortable and at ease in your classroom. Due to that, they will feel welcomed in your classroom. Thus, your classroom will become a conducive environment for both old and new students.

4. It builds mutual respect and trust among the class

It is always exciting to welcome new students into the classroom. It builds mutual respect and trust among the class, as well as a sense of community. New students are often eager to learn and share their experiences with the other students. This open environment helps each student grow in knowledge and understanding, both academically and socially.

5. It creates a sense of community within the class

It is always wonderful to have a new student in the classroom effectively. New faces bring new energy and excitement, making the classroom more interactive and fun. It, therefore, creates a sense of community within the class, as everyone strives to get to know each other and learn as much as possible.

6. It encourages students to participate in class discussions

When a student arrives in a classroom, they are greeted by their new classmates. That must be done effectively and appropriately. This welcoming activity encourages students to participate in class discussions and fosters a cooperative learning environment. This activity also helps to orient new students to the classroom and faculty.

7. It provides support and guidance to new students

An effective new student orientation program provides guidance and support to help them adjust to their new surroundings, learn more about the school, and meet other students. It also offers assistance with adjusting to class schedules and making connections with other students. In addition, it offers support services and after-school programs that can help students get involved in extracurricular activities or make new friends.

Welcoming your new students appropriately and effectively will set the tone for them to succeed in your classroom. By using the ideas provided in this article, you’ll create a sense of community that will help your students learn more easily.

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Three Ways to Welcome Students to a New School Year

The beginning of the school year is full of emotion for teachers and students alike. Some students embrace the new year with excitement and anticipation, while others cautiously enter it with questions or anxiety about what to expect. Of course, all students deserve to feel a sense of belonging, significance, and fun in their new classroom. Here are three proactive steps you can take to meet every student where they are and help all students feel welcome at the beginning of a new school year.

Create a Welcoming Classroom Environment

“I belong here.” That’s what we want students to feel when they walk into their new classroom for the first time. Before the first day of school even begins, you can welcome your students by making sure they are an intentional part of how you set up the classroom.

• Create spaces for each student at desks, tables, or cubby areas. Include their names in multiple spots around the room so students immediately see that they are part of the class community.
• Display some books and materials to spark curiosity about the new year. Strike a balance between materials students will recognize and materials that are new to them. Well-known books in the class library or math manipulatives they have used before can give students a sense of comfort and familiarity. New books and materials can inspire them to wonder what they will learn this year.
• Leave some blank space on bulletin boards and walls. If the classroom is completely decorated and full, the message to students is that the room belongs to the teacher. If there is space to add, grow, and change, the room feels like it is waiting for them. Some teachers hang “Coming Soon” or “Our Great Learning” signs on empty spaces to let students know their thinking will be a part of their room.

Create Opportunities to Share and Make Connections

“My teacher really knows who I am.” When students feel known by their teacher, they are more likely to feel both connected to their school and a sense of belonging in their classroom community. The first weeks of school are often full of the typical “getting to know you” activities, but you can connect with your students in many more ways.

• Learn something personal about each student in the first week of school. Observe your students, listen to their conversations, and let them know what you’re learning about them. Ask them their cat’s name or how old their baby sister is. When they write about going to the beach, comment on how much fun it sounds like they had. (Try out this exercise to get a sense of how well you know your students and where you can improve.)
• Share something about yourself. Tell your students about your dog, your favorite sports team, or a vacation you took over the summer. Through this information, students can make connections with you and begin to feel comfortable with you.
• Use Morning Meeting as a time to connect each day. Plan diverse sharing topics to give students the opportunity to share things about themselves. Choose activities that foster a sense of community and fun. Starting each day with Morning Meeting gives students a predictable and safe routine. Students can ease into the day while knowing what to expect, learning about their classmates, and feeling like a part of the class.

Create Excitement About the Year of Learning Ahead

“I can’t wait to learn that!” You can welcome students to the new year by giving them a glimpse into what they will learn and do this year. Instead of focusing on ways this year could be more difficult than the year before, students can shift their thinking to what could be interesting, exciting, or a fun challenge.

• Give a preview of what students will learn. Before students choose goals or hopes and dreams for the year, highlight some of the interesting units they’ll learn. Tell them about traditions that your grade has, such as a field trip, a big project, or an event.
• Share pictures, recommendations, letters, or stories from last year’s class. Students can picture themselves doing the new learning of the year when they see photos of the day last year’s class dressed up as famous Americans or of the ocean projects they created. If you had your previous class write letters of advice or book recommendations, they can hear what other kids loved about this grade.
• Plan opportunities for students to show you what they already know. New learning can be exciting but daunting for students who may not feel as confident in their academic abilities. Before diving into new skills and content, you can help students feel comfortable in academic settings by giving them tasks such as finding and reading books in the classroom library that they know well, writing about something they love, or making up their own math problems that they know how to solve.

Further Resources

It is never too early to start planning how you will welcome your students to a new school year. For more resources to support your planning, browse our archive of articles on the first weeks of schools, including:

• How to Create Community With Classroom Rules
• The Importance of Setting Purposeful Goals With Students
• Ten Ways to Set Up Your New Classroom for Success, Literally!
• Five Things Every Teacher Should Do on the First Day of School

Also, watch our free webinar series on starting the year with purpose.

For a more in-depth look at planning for the beginning of the year, elementary school educators can check out The First Six Weeks of School , while middle school teachers can take a look at Building an Academic Community .

Suzy Ghosh is a Responsive Classroom consulting teacher and a second-grade teacher in Fairfax County, Virginia.

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How to Make a New Student Feel Welcome in Your Classroom

Richard lawrence.

• July 30, 2021

There will be differences in approaches according to grade level when it comes to welcoming new students into your classroom. For older students, this usually consists of a greeting by the teacher, followed by making them feel like they aren’t being treated differently than anyone else in the class. Older students typically would not want any more attention on them beyond that.

For younger elementary age students, more should go into the effort. At these critical ages, there is more at stake for the long-term mental and emotional well being of a student. Moving to a new area and a new school is a major life event, especially for a younger child who is learning to form friendships with peers and bonds of trust with authority figures outside the home. A new school and staff, especially the classroom teacher, can play a pivotal role in helping students make this transition successfully.

Main Purpose is to Make Students Feel Welcome

The following are some of the main reasons to make students feel welcome in your classroom:

• Developing Strong Student/Teacher Rapport: A strong teacher/student relationship will put students in the best position to grow and flourish. Students need to trust and follow their teachers, especially at younger ages where they do not yet possess a strong internal sense of self-confidence.
• Academic Performance: In order for students to focus properly on academics, they must feel safe, secure and comfortable in the school setting . Without that, academics will be one of the last things on their mind.
• Social and Emotional Health: A student’s social and emotional health is as important as their academic standing and performance. No student should feel unwelcome, intimidated, isolated, or bullied. Any teacher or other staff member that fails to see this and/or allows it to happen has failed at their job. Your first mission is to ensure physical safety and mental well being.
• Forming Positive Peer Relationships: A teacher can make an immediate impact on the students in the classroom by signaling to them that the new student in the classroom is to be welcomed . Younger children and most of the time older ones will immediately follow the lead of the influencer, who in this case is the teacher. With this underway, the new student now faces a very good chance that they will be approached at lunch, at recess, on the bus etc., by students looking to make friends. Never underestimate what that first impression can do and never forget the power you possess to make this happen or not.

Challenges and Obstacles

There may be some ongoing issues that can serve as obstacles to making students feel welcome in the classroom:

• Attendance Issues : If a new student is chronically absent , this can adversely impact the ability to make them feel welcome, as their ongoing presence is a prerequisite to consistently make them feel welcome.
• A Poorly Managed Classroom: A teacher who does not manage their classroom well is setting a poor example for all students, especially newer ones who are looking for direction and guidance. Students will not put their confidence in poor leaders and managers. A badly managed class can only add to their unease.
• Bad Peer Dynamics Within the Class: A poorly managed class creates a domino effect and can lead to multiple dysfunctions within the classroom setting. An ineffective teacher cannot gain the respect of their students, and unhealthy relationships and dynamics will follow. Students will subconsciously fill this void by establishing their own hierarchies, and most of the time that means socially dominant bullies will rise to the top. The new student will fall along this hierarchy depending on their own personality and prior experiences. Good classroom dynamics require a strong and disciplined leadership style that makes all feel welcomed, whatever level of confidence a student possesses. Stronger personality types need to know that they will be kept in check, while more passive personality types will know that they will be protected and supported.
• Low Self-Esteem and Confidence Level : A student who comes in with a low level of confidence and self-esteem is going to need some extra help. Do not hesitate to utilize other staff, including the principal and school counselor to give the student a boost of confidence and support.

Strategies and Best Practices

A list of best practices should be employed by the classroom teacher including:

• Welcoming Items/Packet : Something as small as a school trinket (keychain, magnet, sticker, etc.) can go a long way in making a child feel welcomed.
• A Proper Introduction: Make sure you properly introduce the new student to the rest of the classroom in a warm and welcoming fashion, but do not spend an extended time on it either, putting too much attention on them and risk embarrassing the child.
• Immediately Countering Negative Peer Behavior: Any sign of adverse behavior directed at a new student needs to be addressed and stopped immediately.
• Fostering Opportunities for Building Teacher/Student Rapport : If you have a rotating schedule of having lunch with your students or related types of activities, make sure you invite the new student to join you.
• Fostering Opportunities for Developing Good Peer Relationships: Avoid being heavy handed, but make sure you are keeping an eye on the progress of your new student. Talk to the students in your class that are more mature and that can be trusted to see how things are going. Don’t hesitate to ask a student or two to be a go-between and reach out to the student and invite them to sit at their lunch table, on the bus and join them at recess .

The above recommended resources include many more ideas on how to make students feel welcomed in your classroom. Be as creative as you want, but do not neglect the core basics as to why and how you make students feel welcomed. A creative facade must be anchored by a strong underlying foundation that can only be established through strong and dynamic leadership by the classroom teacher.

• #ClassroomManagement , #NewStudent

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22 Ways to Make Your Classroom Welcoming for All Students

The art room is a place for freedom of expression. It should be the safest place in the whole school, for all types of students.

As you prep your classroom for the new school year, here are a few suggestions to help make your art room welcoming for all students.

Welcoming ELL Students

Here are five strategies for your students whose first language is not English.

• Create a welcome sign for your classroom door in many languages, including all the first languages represented in your school.
• Translate your back-to-school welcome letter. Ask a coworker, like an ESL teacher, for resources. There may be designated translators for your school or district. Copy the letter double-sided, giving families the option to read it in English or their first language.
• When giving directions, use as many pictures or visual examples as possible. This way, English-language learners can utilize context clues to increase understanding.
• Choose to include contemporary artists who come from the same background as the student population in your curriculum.
• Label basic supplies in multiple languages to encourage students to begin exploring one another’s languages.

Welcoming LGBTQ Students

Research shows this subgroup of students may be the most “at risk” of any other adolescent group you encounter in your classroom. For many of these kids, art is a chosen outlet, and you have a chance to be a powerful advocate as their teacher.

Here are four simple ways to start.

• Educate yourself about LGBTQ issues.  The Safe Space Kit: Guide to Being an Ally to LGBT Students   put together by GLSEN is a great place to start. Then, signal that you are a safe classroom by posting a Safe Space sign on or near your door.
• Actively prohibit anti-LGBTQ speech in your classroom, in the same way you would address any hate speech. If you hear misuse of the words “queer” or “gay,” correct them immediately.
• Avoid gendered pronouns , when applicable, to make students feel safe.
• Include welcoming books with embedded messages. Many children’s books include wonderfully positive stories of inclusion. LGBTQ students may read these same stories on a different level. My current favorite is Red: A Crayon’s Story   by Michael Hall.

Welcoming Introverts and Extroverts

Frequently, we think of race, gender, and economics as the larger determiners of a student’s identity. But, personality traits also factor significantly into who our students are and how they experience our classroom. It can be challenging for extroverted teachers to understand the needs of an introverted student, and vice versa.

Regardless of how your personality skews, here are four suggestions to welcome all types within your class.

• Provide students who are excessively shy with a chance to rehearse when asked to speak in front of the class. Ask all students to respond to a question in their sketchbook before sharing with the whole group.
• When requiring partners, switch between letting students choose their own and assigning them yourself. Don’t just default to one method or another; it can be painful for certain types of kids!
• If you have a brand new student who appears to be introverted, assign them an “art buddy” to help guide them through the classroom rules and procedures (as well as give them someone specific with whom to sit).
• Don’t just run verbal critiques, which can be intimidating to different types of personalities. Consider mixing it up with different types of written or game based critiques, too. For lots of specific ideas, check out the Critiques at Every Level PRO Learning Pack.

Welcoming Students of Mixed Socioeconomic Status

We have all heard that socioeconomic factors can often be one indicator of academic success.

So, how can we best support students who may be coming from tough situations?

• If you require students to bring a particular school supply to class, provide them with a way to save face. (Have extras on hand, speak to a student privately to provide the item, etc.)
• Or, if you anticipate that bringing supplies will be an issue for many kids, don’t require any supplies from home!
• Avoid metaphors or descriptions that alienate by relying on a higher socioeconomic status for understanding. (For example, riding in an airplane, buying a new pair of shoes at the mall, etc.)
• Never assign homework that requires the use of technology or uncommon supplies outside of school, as some students may not have access.

Welcoming Students with Special Needs

Our students with special needs make our art room environments richer. Be sure to carefully review their IEP’s so you know what types of accommodations and modifications to provide.

Welcome these students by considering the following five measures.

• Provide a laminated pass to take a brief movement break outside of the art room, like walking to the drinking fountain and back.
• Cover harsh florescent lighting directly above the student’s desk to cut down on overly stimulating light.
• Provide noise-canceling headphones when necessary.
• Accommodate for sensory needs with adapted supplies and a tub of materials for sensory breaks .
• For even more strategies and suggestions, check out the Teaching Adaptive Art and Setting Up An Autism-Friendly Classroom PRO Learning Packs.

Everyone deserves a space to feel supported and welcome. With a little planning and attention to detail, you can make your art room that space for each student you encounter.

How else do you welcome special populations into your art room?

What other tips and tricks do you have for developing a positive classroom environment?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Lindsey Moss

Lindsey Moss, an elementary school art educator, is AOEU’s Content Specialist and a former AOEU Writer. She enjoys art history and finding creative and fun solutions to educational challenges.

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10 ways to make students feel welcome on the first day of school.

June 29 2021

The first day of school is a hard day for students. Not only do they have the end of summer blues, but anxiety is ringing exceptionally high - there are new classes and schedules to get adjusted to. Below are some tips to make sure the first day of school is an easy transition for students.

1. What’s in a name?

Students love hearing their names. If you haven’t memorized each student’s name yet, have cue cards on the desk. Let your class write their own names down on these with a Sharpie marker. Calling students by their names creates familiarity and students, when called, are active listeners.

Download the entire collection of FREE Welcome Back to School posters!

- 7 landscape-oriented posters

- 7 portrait-oriented posters

- available in high-resolution PDF and JPEG formats

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Students need rules. But lists don’t have to be entirely negative. Explain what ideal classroom conduct is and the things that are permitted. It’s okay to have some “don’ts” in that list, but emphasize the positive.

With the stream of new movies and TV shows released aimed at children, chances are your students have seen Frozen, Kung Fu Panda and Cars. All of these blockbuster movies made billions of dollars at the box office and with merchandise. Lunch boxes, backpacks, pencil cases are covered in advertising for these movies and their favorite characters. To capitalize on this opportunity, teachers can create a classroom theme involving these shows.

For Disney’s “Cars”, animated racing automobiles inspire children and although this may lead to children running around like they’re on the track, this can be used to a teachers advantage. Displaying classroom rules with signage at the front of the room and using acronyms:

R - Respect - everyone in the school, yourself, your peers and the school property.

A - Attitude - have a positive one, treat others with kindness and work hard.

C - Cooperate - work together with one another and always try your best.

E - Excellence - use this as the key to succeed!

Review these classroom rules each day and using movie characters will keep students' attention and interest.

For Disney’s “Frozen” use this acronym as a guide for your classroom environment:

F - Fun - make lessons fun and unforgettable.

R- Relaxing - make classes relaxing and stress-free.

E - Enjoyable - allow students to enjoy class and opportunities to hang out with friends.

E - Educational - create informative, creative lessons that improve the knowledge of your students.

Z - Zealous - show a strong and energetic desire to teach and see the success of your students and their motivation will come full circle.

E - Entertaining - be silly, make your students laugh as it will lead to a successful school year.

3. Share Skills.

Students love hearing funny and fascinating stories. Draw in their interest with why you became a teacher. Don’t introduce yourself--introduce your story. Tell students why you are a teacher and what the path was like to get to where you are. It will be more personal for students and make it easier to connect with them. 

If you have an impeccable memory, use it to show how fast you can learn students' names. Make introduction videos or share magic tricks. Let students feel your excitement and they will become excited too. Share your love of being a teacher and students will be captivated. Promise to give your best and in turn, students will be at their best. Demonstrate self respect and the value of learning. It will be returned full circle.

4. Assigned seating.

Think about when you were in school; did you ever have a time when you started to sit somewhere only to be told the seat was being saved for a friend? To an adult, it’s no big deal, but to students, it can be an embarrassing moment.

When students have freedom, it can lead to amazing creations and ideas. With too much freedom, it can be chaotic. Before day one, create a seating chart. Knowing which students learn best at the back of the room and who wants to sit near the teacher’s desk. Friends love sitting with friends but for many, it can be distracting. Keep in mind shy students with quiet voices and students who use glasses. As a teacher, be willing to move students around but stick to your gut when a pair of students may be more focused on themselves than your lesson

5. Have fun. Be flexible.

Understand that anxiety is really high, and fears are sometimes higher. Some students are coming back to school after the summer, and others are starting new schools entirely. The first day of school can be exciting but scary for students. For many, they want summer to continue as it was relaxing and not stressful. Accommodate their needs to make the transition as smooth as possible.

One activity that can welcome students back to school is writing and drawing. Give students a chance to be creative, express themselves and have fun. Draw funny faces, write about their summer and what they want to do this year with friends, sports and music. Have them color a picture of their favorite memory from the summer and have students present these to the class.

6. Homework!

The teacher who assigns homework on the first day of school is nobody’s best friend! But getting students working on projects as soon as possible will get them comfortable and into the swing of things much quicker; start with something easy. For younger students, it might be a puzzle or coloring name tags; for older students, it might be something like a short essay on what power they would have if they could have any super-hero power.

7. Time capsules.

Time capsules are a fun way for students to see how they’ve changed at the start of the year. Have them write about their favorite TV shows, movies, what they want to be when they grow up. Keep the essays until the end of the year and then have them repeat the exercise. To make it more personal, do a time capsule yourself that you’ll share with the class.

8. Supplies.

Many students come to school with just a pencil; as much as every teacher would like for the resources to be there to give students what they need, the fact is, it won’t be. Amazon and other online retailers sell supplies in bulk. A pack of 60 glue sticks, for example, is about $16; 150 #2 pencils is less than $13; 72 pencil sharpeners is less than $9. Make a list of what your students will need. If you don’t have the money, then put up a message on social media and ask if anyone would like to make a donation to invest in your students.

Alternatively, if students don’t have the tools they need to succeed, provide them. Having a tin of pencils at your desk shows students they can always succeed and eliminates anxiety if a student forgets their writing equipment. Give your students freedom to quietly walk up, take a pencil and never worry about negative attention or embarrassment. After class, speak with the students about the importance of better managing their supplies and being responsible. If a student enjoys breaking classroom tools or loses their equipment, have a conversation with them too. Brainstorm solutions together.

9. Decorate.

Plain walls don’t give students a lot of inspiration. Think about what you can do to your classroom to make it more lively and kid-friendly. Once students arrive, you might even get them involved by bringing in something they’d like to see every day.

10. Welcome Sign.

If your school has installed digital displays on the campus, the posters below can be used with your digital signage to make sure students see a warm and welcoming message as they roam the campus.

Welcome Back to School Digital Signage Posters

Download the Teacher Appreciation Poster

Download the School Bus Time Poster

Download the School Supplies Poster

Download the Get Ready Poster

Download the Kickoff to Success Poster

Download the Get Organized Poster

Download the Composite Poster

If you have other ideas for how to make students feel welcome on their first day back to school, we’d love to hear them . If you are interested in learning more about digital signage CMS solutions for your school, read about some of the best practices here . We also have a list of over 50 things schools can do with digital signage (including lunch menu boards ).

You may also be interested in:

• 7 Free Welcome Back to School Posters
• How to Keep Students and Faculty Safe When Returning Back to School
• 11 Ways to Keep Students Engaged the Last Week of School

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The Inspired Teaching Approach

4 ways to welcome students in the door.

If you try this activity with your students, we’d love to see what you do. Share your journey via the #Inspired2Learn hashtag on your preferred social platform.

Discipline: These activities can be applied in any class or subject area though they do not have direct ties to content. With some creative thinking, you can make those connections by choosing prompts or actions related to what you are teaching that day. 

Age level: All

Time: 3 – 5 minutes (or longer if you build out some of the in-class writing possibilities) 

A simple “Good morning it’s good to see you,” can be received in lots of different ways depending on how the message is delivered and how it is received. If you’re in a bad mood, “Good morning, it’s good to see you” can convey that, those same words can sound quite different when you’re genuinely excited to begin the day. But there are lots of other ways to greet our students and at the core, being seen and heard first thing in the morning or right as you enter class feels good. These activities help make that possible. 

As students enter, have them pick between two different things with a simple invitation like, “Which would you rather…” or “What do you like more…” This is a super fast way to learn a little something about your students and you can make the choices more complex as the year goes on and you get to know them better. 

Introductory examples:

• Cats / Dogs
• Soccer / Football
• Summer / Winter
• Day / Night
• Bare Feet / Shoes
• Coffee / Tea (for older students!) 
• Cake / Ice Cream 

More advanced examples: 

• Talking / Listening
• Comforting / Being Comforted
• Argue / Ruminate
• Take a walk / Take a nap
• Watch a game / Play a game

Beyond Handshakes 

As students enter class greet them with a hello using different body parts, for example: 

• Touch elbows
• Pinky waves
• Shoulder shrugs
• Eyebrow waves 

Puppet Hellos 

Puppets can be fun for any age but might be more joyfully received in the younger grades. For a curricular connection, you could use a puppet that has something to do with what you are teaching (i.e. a sea creature if you’re studying water or the ocean, a character tied to a book you are reading). The puppet can simply say hello or you might try a question that the students have to answer like: “What do you think my name is?” or “What do you think my laugh sounds like?” If this feels a bit outlandish, check out this Edutopia article about the many benefits of using puppets in class! 

Word (or Number or Color) of the Day

Many people use interesting tools to help them set intentions for the day or to guide their thinking as they set out on a particular task. Fortune cookies, Tarot cards, and pieces of religious texts are just a few examples. What if your students start class with a word that gets them in a particular mindset? Here are a few ways to try something like this with your students: 

• Create a deck of cards with various thought-provoking words on them and as students enter class give them a card that they go to their seat and write a few sentences about as the term relates to them. Words on these cards might include things like brave, curious, active, listening, and bold. Or, if you wanted to tie into the content you’re teaching the words could come from the vocabulary you’re teaching in the subject. So a unit on the weather might include terms like sunny, forecast, cloudy, stormy, pressure, and precipitation. Sentences students write might look something like this: 
• Today I am going to focus on my listening and see if I can do a better job of hearing what other people have to say. I like to talk a lot but I wonder if my words will be more thoughtful if I also spend time trying to hear more. 
• Today I am feeling a lot of pressure to get my assignments done. My teachers are asking a lot of me and so is my family but I think I am doing my best. 
• Hand students playing cards (remove the K,Q,J,A) as they enter and have them create a math problem using that number as the solution. For an added level of challenge keep the K,Q,J,A in the deck and have them figure out how to create math problems with those cards as the answer! 
• Get a collection of paint samples from the hardware store (the kind with several gradations of the color on one strip that each have a different name) and give each student one as they enter the classroom. Have them write a poem in which each line incorporates the name of the color. They can even write these poems ON the paint strips and then you can hang them on the classroom walls!

Standards Addressed by these Activities

Collaborative for academic, social, and emotional learning competencies.

Self-Awareness: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.

Self-management: The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Micaiah Anderson

Community outreach specialist.

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University. 

" I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach coordinator.

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read. 

The Learner’s Cycle, Wonder-Experiment-Learn , and the Teacher’s Cycle, Observe-Plan-Instigate , comprise Inspired Teaching’s approach to engaging students in inquiry-based learning. 

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate  Cycle is t he work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate . This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and learning specialist.

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & marketing specialist.

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity. 

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real world history assistant teacher.

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability 

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.

Time: half day Appropriate for: all educators at all grade levels

Sign up to learn more!

Email Address

Rethinking How We Spend Time 

The teaching profession is already rife with time-consuming activities that don’t always benefit our students. Navigating the challenges of online, hybrid, or socially distanced learning means we have to be even more thoughtful about where and how we spend our time. In this workshop participants explore ways to make their work more efficient and the precious time they have with students more productive, and even enjoyable.

Centering Students and Checking Bias

Our assumptions about students often get in the way of meeting their needs. This is especially true when we don’t have the same opportunities to get to know them in person. What messages are we unintentionally conveying through our email or video communications with students and their families? What steps can we take to make online learning equitable and respectful for all our students? This workshop offers participants a framework for decision-making as they plan for the new school year, an opportunity to critically examine their practice, and concrete strategies for elevating student voice and engaging productively with students.

Setting Goals and Creating Structure Online

Can we have the same goals in online learning that we do in the physical classroom? Yes!...And, online learning offers different means of achieving them. Participants will evaluate specific goals in their curriculum and explore ways to structure their time with students to efficiently maximize impact. 

Building Community in Uncertain Times

One of the big concerns teachers have about the upcoming school year is how they’ll get to know their students if their only encounters are through a computer screen or in-person but socially distanced. In this hands-on workshop participants will learn and practice strategies for community building online and/or in modified classrooms and craft a plan for learning all about their students in the first weeks of school. 

Jenna Fournel

Director of teaching and learning.

Jenna Fournel has been involved with Center for Inspired Teaching since 2004 and has worked in the education field for more than 20 years. She began her career as a high school English teacher and has served as Director of Communications for both Inspired Teaching and the National Council of Teachers of English. Her overarching professional goal is to do what she can to make the world a kinder place. She believes investing in the education of our young people is the best place to start.

Bella Cavicchi

Teaching and learning coordinator.

As the Teaching and Learning Coordinator, Bella manages Inspired Teaching’s digital presence and supports the organization’s efforts to reach new communities of educators and students. She believes passionately in honoring the voices of young people, and in and outside of the classroom, she strives to create inclusive spaces where students’ curiosity can thrive. She holds a B.A. in Literacy and the Performing Arts from Brown University and an MPhil in Arts, Creativity, and Education from the University of Cambridge. Currently, she lives and works as a drama teacher in London, where she is inspired daily by her students' creativity!

Chair; CFO, Options Solutions

John Nolan is a finance executive with over 30 years of of experience at organizations of various sizes. He has served in “C” level positions at public, private equity and private companies in the SaaS, Management Consulting, Telecommunications and Computer Hardware industries. He has deep experience in implementing and improving controls and other financial processes across organizations.

He is currently the CFO and CCO of Options Solutions, LLC, an investment advisory firm. Formerly, served as the CFO of Determine Inc., an international provider of contract management and procurement software. Prior to that, John spent a decade as CFO and then CEO of Quadel Consulting, a provider of services to low income housing programs. John’s other professional experience includes 3 years at IBM and 15 years at MCI, where he ran Corporate Finance for the Fortune 100 company.

He holds an undergraduate degree from Tulane University, an MBA from the University of Texas at Austin, and is a licensed CPA. John’s work with non-profits has primarily focused on educational organizations. He served for five years as the Treasurer of the Blessed Sacrament School board in DC. For three years he was on the board of Imagination Stage (IS) of Bethesda, a youth focused arts and education organization. John also served for six years on the corporate advisory board of So Other Might Eat (SOME), the DC based poverty services organization that is greatly expanding its job training programs.

Mr. Nolan has spoken on financial leadership and cost analysis at Chief Financial Officer Magazine, Better Management Live and IDC conferences. The costing systems he put in place at MCI received the Enterprise Intelligence award from the software company SAS.

Want to bring Inspired Teaching to your team or school?

Access school or district professional learning funds:  Some districts have professional learning discretionary funding for schools, or other funds that can be accessed for this purpose. Principals, district supervisors, curriculum supervisors, professional learning directors, and superintendents are good people to check with.  Depending on how many colleagues at your school participate, and the subject of the course, you may be able to access school improvement funds as well (e.g., for a course in Relationship-Based Classrooms, which would address school climate).

Talk to your PTA  representatives. These groups often have grants and money set aside for professional learning and school improvement.

Donors Choose is an organization where educators can post projects for donors to browse and fun, including professional learning that is used to further your craft.  Go to their website  to create a free account and find out more. Remember to post your project to social media, so that your friends and family can see the work you're doing and share it with others!

The  NEA Foundation for the Improvement of Education   awards grants that support the professional learning of public school teachers and faculty in public institutions of higher education. Grants may fund professional learning experiences, such as summer institutes or action research, mentoring experiences or lesson study. Professional learning must improve practice, curriculum and student achievement, and recipients must put professional leadership into practice by sharing what they learn with their colleagues. For specific information, visit the NEA Foundation’s  application instructions  page.

Fund for Teachers   is unique in that it awards grants for professional learning based on the principle that the teacher is the one who knows what they need to grow as an educator. These grants are self designed and allow teachers to create their own professional learning opportunity based on what is most beneficial to their teaching in their own opinions. The  application  encourages educators to think about their objectives, motivations and the impact their particular plan of action will have on students. Applications are due in January.

The McCarthey Dressman Education Foundation provides  Teacher Development Grants  for individual teachers or small teams working in K-12 education. To foster insightful and innovative professional learning and growth, the grants allow you to implement new teaching methods and strategies in the classroom. Projects can take a variety of forms, but each of them must be geared towards having a significant and lasting impact in the classroom. Winners work closely with the foundation to implement their ideas and are awarded up to $10,000 for the first three years of the project.

Earn PLU hours while taking a workshop!

Washington, D.C. educators can receive PLU hours for participating in courses. Each day of a course is 6 hours of credit - we will provide a certificate upon completion of the course. Please see the  OSSE certification website  for more information.

Inspired Teaching Course Costs

A taste of inspired teaching, time & location, about the event.

Christine Sheridan

Program grant manager.

Nothing brings me joy in life like spending time with family and friends. I love being active and spending time outdoors, making stained glass, and trying new foods!

We cordially welcome you to school, a magical place of learning. Your journey awaits, filled with inspiration, friendships, and exploration. Best wishes for your future success and growth.

Hello, bright minds! Welcome! Your success journey starts now.

Dear students, welcome to a new chapter! Embrace forthcoming challenges and opportunities. Believe in your abilities to achieve greatness. Have the courage to dream, work hard, and always strive for knowledge.

Welcome to a school that cherishes each one of you. Always practice good virtues and consider your classroom to be the starting point of making the world better.

Don’t be afraid to make mistakes. Everyone makes mistakes. It’s how we learn. The important thing is to learn from your mistakes and keep moving forward.

Welcome to a world of limitless possibilities! You have the ability to overcome challenges and attain your goals. Keep faith in yourself and strive for success. Let’s make this the finest academic year ever!

Welcome to a community of dreamers and achievers! We are excited to have you join us on this journey of learning and growth.

As you enter this institution of learning, remember that greatness is not achieved overnight. It’s achieved through perseverance, determination, and steadfastness. Welcome to the journey and look forward to new chances.

Welcome, dear students! You are the heart and soul of our school, and we know that you all will make us proud someday.

Foster your dreams within you, and work hard towards realizing those dreams. Welcome to school!

Greetings, students! Prepare yourself for an incredible educational journey where your aspirations will come true. Consider each obstacle as a chance to improve and boost your confidence. A promising future is ahead.

Welcome to an amazing journey of education, dear students! We are thrilled to have you at our school. Remember, you have true potential to work hard and be crowned with success. Therefore, aim high and never accept less.

Welcome Messages For Students For New Academic Year

Congratulations on passing the previous academic year, and welcome to the new one. Wish you many triumphs and accomplishments in the days ahead.

Welcome to this new academic year! Let’s make the best use of our classes and fill your brilliant minds with education and wisdom.

Cheers to our extraordinary students and this new academic year. May this entire year be fruitful and take you toward your goals.

Welcome to a brand-new academic year filled with endless opportunities for growth and learning. We are extremely delighted to have you on this exciting journey of learning.

Welcome to a new academic year of growth, knowledge, and achievements. We value your dreams and aspirations and are committed to supporting you in all aspects. May the days ahead be filled with brightness for you.

Dear students, we warmly welcome you to a new academic year full of lucky chances for making your dreams come true. Maintain your focus and confidence in your capabilities. Warmest regards.

Also Read: Encouraging Messages for Students

Welcome Message For Students In WhatsApp Group/Online Class

Welcome to the group! Even though we are not physically present in the class, together, we will make this journey worthwhile.

Welcome to the class! Regardless of this online medium, please feel free to interact and ask questions because it is our enthusiasm that will make the class lively.

Welcome to this online class, where we will embark on discovering our abilities. Happy learning to you all!

Greetings, students! We are delighted to welcome you to our educational platform. We hope you may find a new path of knowledge and wisdom here. Embrace forthcoming possibilities and shine brightly.

Welcome students! Greetings from our WhatsApp group. Get ready to exchange resources, connect with classmates, and make the necessary announcements. Together, let’s create a vibrant learning community!

Dear student, we warmly greet you for joining us. Prepare yourself for an exciting educational journey. We encourage you to actively participate, share unique ideas, and build lasting connections with your fellow classmates.

Welcome Messages For New Students In College

Welcome to this college! We are aspiring to unleash all the hidden potential within you while making this campus your 2nd home.

Our cordial welcome to all the talented freshmen! Let us be kind to each other and help each other grow. Best wishes for college life.

Welcome to a college that will not only guide you through the path of knowledge but also give you many wonderful memories. And if you ever need any help, just ask!

Dear students, welcome to your college, where endless possibilities await to make your dreams a reality. Embrace challenges, conquer setbacks, and celebrate your successes. A bright future waits you ahead.

Welcome to a wonderful stage of college life. I wish you a fruitful and gratifying academic year.

Dear students, as you begin your college journey, I congratulate you and believe in your ability to exceed expectations. Be confident, strive for excellence, and achieve remarkable success.

Welcome Messages For Students After Summer Break/Vacation

Welcome back! Hope you all had a tremendous vacation and are now ready to excel in your academics. Good luck for the classes ahead.

This campus was so lifeless without the chattering of you youngsters, and we missed you a lot. It’s good to have you back!

Hope you all returned from the break with renewed vigor and energy. Let’s learn again!

Welcome back! We genuinely missed your beaming smiles and lively spirit during summer vacation. May this academic year overflow with endless opportunities for growth and triumph. We wholeheartedly support your success.

Welcome back to campus! The summer break has ended, yet the thrill of learning commences. Prepare to discover, expand, and embrace your genuine passions. We’re here to cheer you on and celebrate your amazing achievement.

Welcome back, dear students! We are overjoyed to have you here after the summer break. Let’s create an unforgettable academic year together!

Read More: Back To School Messages

A good academic institution is one that treats its students warmly and inspires them to do better. And what’s a better way to do that than sending some welcome messages for new students or on a new academic year? It is natural for students to feel lethargic and unmotivated after attending a new school, starting a new academic year or coming back from a vacation.

During these times, use our messages to welcome them back to campus. Just give each student a note containing the words, or say it verbally. For online classes, you can write them in the group chat. Either way, it will create a lasting impression on the students, grab their attention and help them thrive.

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Snapsolve any problem by taking a picture. Try it in the Numerade app?

• Principal Leadership
• Volume 16 (2015–2016)
• Principal Leadership February 2016

The Many Benefits of Freshman Mentoring

In 2010, as a new assistant principal at Joplin High School in Joplin, MO, one of my responsibilities was to help reduce the number of failing students. According to local statistics, approximately 25 percent of all high school students were dropping out. As a freshman principal, I felt challenged by the statistics. At that time, the eighth-grade data for incoming freshmen revealed 138 at-risk students according to attendance, discipline, academic history, and assessment results. 

We began researching successful freshmen transition programs, but we soon discovered that very few substantial strategies for freshman support existed. In addition, numerous studies indicated that more students fail ninth grade than any other grade in high school—thereby justifying its moniker as the “make it or break it year” in secondary education.

In August 2011, Joplin High School began its first yearlong freshman mentoring program based on a national model designed to make freshmen feel welcome and comfortable during their first year of high school. The national program provided us with a great foundation and structure. But in 2014, as a result of the feedback received from our freshmen and student leaders, we felt it necessary to rebrand our continuously evolving program. 

Birth of Fusion 

A diverse group of students and program coordinators met during the summer of 2014 to determine the needs of our school and piece together the details of the freshman transition program; we relied on collaboration with teachers, administrators, community members, and especially students. The program—Fusion—fuses tradition and innovation to bring students together for success. It’s built on the belief that a successful freshman year will have a positive impact on cohort graduation rates..

Our main objectives for the Fusion program are: 

Support freshmen through a yearlong mentoring program

Train, equip, empower, and support student leaders

Partner with teachers to administer an effective advisory program

Provide academic support and intervention through a peer-​tutoring program

Strengthen the mental health of students through peer advocacy and counseling programs

The principle goals of the program include:

Every freshman will participate in a school activity, sport, or club 

Ninth-grade students will achieve 95 percent course completion

The school will see a decrease in the number of freshman discipline referrals 

How the Fusion Program Works

We currently have about 580 freshman students. Each freshman is assigned to an advisory group of 14 peers, one teacher, and three Fusion student leaders. (One additional leader is assigned for students with disabilities needing 1:1 assistance.) Advisory groups are created and remain intact for the entire freshman year with the hope that the close-knit relationships will help fuel the success of the program.

The first step was finding our Fusion leaders. We set up the program so teachers can nominate students, or students may complete an application and provide two teacher recommendations. Once applications are received, a five-person student panel conducts interviews and scores candidates by a rubric. The student panel charts candidate activities and demographics, then recruits additional applicants from underrepresented groups. This creates a balance of juniors and seniors. Students who are selected are held to high standards for the entire school year. They are expected to demonstrate good citizenship not only at school, but also in their personal lives. In addition, Fusion leaders are required to enroll in one of four yearlong leadership courses.

Preparing Fusion Leaders for Success

Students are the most powerful resource in our school, and we know it is our responsibility to empower them to lead. We provide Fusion leaders opportunities to develop their own talents and skills while discovering their own leadership potential. Students are trained to take charge.

Before the school year begins, Fusion student leaders learn to work with each other and then begin preparing to lead small- and large-group activities during the first event of the year: freshman orientation. At orientation, Fusion leaders introduce themselves and the advisory groups to the ninth graders, offer a freshman survival guide, and provide team-building and other fun activities. During the 2014–15 school year, 130 student leaders were prepared to welcome approximately 565 incoming freshmen.

Monthly Meetings

Once the school year starts, advisory teachers meet with their ninth graders three times a week (12 times each month). During three of those 12 monthly meetings, Fusion student leaders attend as well. Fusion leaders and advisory teachers do many of the same things. The difference is that one interaction is student to student(s), while the other is teacher to student(s). (The teachers have access to the freshman students’ grades, attendance, and discipline data, so the way they frame their conversations looks different than the 1:1 conferencing conducted by Fusion student leaders.) Advisory teachers communicate with the freshman students’ teachers and/or parents to advocate for their students.

During three of those days, instead of attending their own grade-level advisory class, Fusion leaders go to a freshman advisory class. Although the advisory teacher is present, she or he takes a back seat and allows the Fusion student leaders to facilitate the lesson or activities for those three class periods. 

During one of those sessions, Fusion students lead a gathering—an activity designed to encourage and sustain a sense of community among students. On another day, the Fusion student leaders teach a skill development lesson (perhaps something that addresses a social-emotional issue or how to succeed in high school, careers, credits, etc.). During the third meeting, Fusion student leaders do 1:1 conferencing where they conduct personal and academic checkups. Because student leaders do not have access to confidential student information, they focus on asking their freshmen more open-ended questions such as, “How do you feel you are doing in school?” “Are you happy with your grades?” or “Is there anything you need help with?” Freshmen open up to their Fusion leaders differently than they do to teachers. After conferencing, if Fusion leaders feel a freshman student is in need of additional support, they report that need to administrators, teachers, or counselors, who follow up with the freshman to connect the student to the resources he or she needs. 

In addition to the many fun activities and social-emotional supports provided by Fusion, our student leaders organize, staff, and provide a Freshman Homework Lab—available before or after school—in which they tutor freshmen who are struggling or have low grades. 

Community Partnership

Fusion is funded through community efforts and a student-operated school store. As students plan events for the freshmen, they are responsible for sharing the vision and presenting their needs to local businesses and establishments. Students make presentations to CEOs of corporations, the Joplin Area Chamber of Commerce, and many local businesses, which also helps them build leadership skills.

The payoff at Joplin High School is better learning, better experiences, and better students. We are confident that the benefits of this program contribute to improved graduation rates and school culture (and we have proof; see “By the Numbers” below). We have more students on track for graduation after ninth grade. In fact, the graduation rate increased from 79.4 percent in 2011 to 85.5 percent in 2014. Joplin High School believes that by putting the right supports and resources in place, freshmen will experience improved academic performance and cause fewer discipline issues. We are indebted to those who work alongside us in bringing students together for success.

Sidebar: By the Numbers

Results after one year of the freshman transition program:

During the 2014–15 school year, 78.23 percent (442 freshmen) were involved in a school activity, sport, or club at Joplin High School

The course completion rate went from 90 percent in 2010 to 95 percent in 2015

In two years, there was a 42 percent reduction in the number of failing grades received by freshmen

Since the 2010–11 school year, there has been a 53.6 percent reduction in the number of discipline referrals at the freshman level. Before the program was enacted (during the 2010–11 school year), there were 2,196 discipline referrals for ninth graders; at the close of the 2014–15 school year, that number dropped by nearly a thousand-there were 1,178 freshman discipline referrals.

Sandra Cantwell is special education director at Joplin Schools, former assistant principal of Joplin High School in Joplin, MO, and the 2015 Missouri Assistant Principal of the Year.

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Voorhees High School

A Tradition of Excellence

Freshman Orientation Letter

August 2021

Dear Students and Parents of the Class of 2025,

Welcome to Voorhees High School!  In a few short weeks, you will begin a very exciting and rewarding high school career.  In the next four years, you will have many and varied opportunities for growth and success in academics, co-curricular activities, and student government.  I encourage you to get involved right from the start.  You will find that participation in one or more of these areas will add to your high school experience. The weeks and months ahead will be challenging, but please be assured that we will provide you with encouragement and support in every way possible.

We have scheduled an orientation program for freshmen on Wednesday, August 25, beginning at 9:45AM in our auditorium .  On that day, a bus will pick you up at your bus stop exactly two hours later than the time indicated in the transportation tab on ASPEN ( bus routes will be published next week ). Lunch will be available in the cafeteria.  Traditional lunches are offered at $3.75 and Featured Favorite lunches, including Boar’s Head deli sandwiches and salads, at $4.50. You must establish a MySchoolBucks account for cafeteria purchases as we are a cashless cafeteria. MySchoolBucks information will be sent to you soon. Students may also bring lunch from home on orientation day. Drinks will be available for sale. The orientation program will conclude at 3:10 PM, at which time a bus will take you home.

Each grade level has an assigned assistant principal.  Mrs. Kieffer is the assistant principal for the Class of 2025 and will remain with the class until graduation.  Please feel free to contact her with any of your questions or concerns.

COVID-19 Safe Return Plan

Per Governor’s Executive Order 251 , starting on August 9, 2021, it is mandatory that face masks be worn indoors in all district and school buildings by all students, employees, parents/visitors, no matter your vaccination status. Exceptions include the following as noted in the Order:

• When doing so would inhibit the individual’s health, such as when the individual is exposed to extreme heat indoors; 
• When the individual has trouble breathing, is unconscious, incapacitated, or otherwise unable to remove a face masks without assistance; 
• When a student’s documented medical condition or disability, as reflected in an Individualized Education Program (IEP) or Educational Plan pursuant to Section 504 of the Rehabilitation Act of 1973, precludes use of a face mask;  
• When the individual is under two (2) years of age; 
• When the individual is engaged in activity that cannot physically be performed while wearing a mask, such as eating or drinking, or playing a musical instrument that would be obstructed by a face mask; 
• When the individual is engaged in high-intensity aerobic or anaerobic activity; 
• When a student is participating in high-intensity physical activities during a physical education class in a well-ventilated location and able to maintain a physical distance of six feet from all other individuals; or 
• When wearing a face mask creates an unsafe condition in which to operate equipment or execute a task

Masks are also required for all individuals while on a school bus no matter your vaccination status as they are still required on public transportation and this requirement is also noted in the New Jersey Department of Education’s recent “ The Road Forward ” document. 

Following the guidance we received from the Hunterdon County Department of Health in September 2020, bandanas, gaiters and masks with vents are not acceptable face coverings; only surgical, cloth or clear masks will be allowed in schools.

Since the Governor eliminated virtual instruction as an option for students, those students who need to be on quarantine will have to check their classes’ Google Classrooms to keep up with schoolwork. Teachers will post assignments and materials covered in class in their Google Classroom and can schedule virtual meetings during their prep period or office hours with any student in quarantine who needs assistance.

Please click here to review the full Safe Return Plan for 2021-2022 school year.

Student IDs

Students at Voorhees are required to carry their photo identification badges.  You will be photographed early in the school year and provided with an ID as soon as they are processed. 

The Parent Teacher Student Organization plays a vital role at Voorhees.  One of its most important functions is Project Graduation.  Through a series of fundraisers throughout the year, the PTSO provides a substance-free night of celebration for our seniors following graduation.  Please join and lend your support to this very important organization.

Parent/Student Handbook

The Parent-Student Handbook and school calendar are available on the Voorhees website. We encourage you to become familiar with the information contained in this reference and mark the dates of important school events throughout the year.  Of particular note, please read over the attendance policy, the dress code, and the electronic devices policy. These areas raise many questions every year for freshmen and their parents.

Access to the Student Information System (Aspen)

Freshmen parents/guardians should have received login information to access Aspen, our student information system. This system will allow you to view your student’s schedule, assignments, attendance, locker information, and fees.  In addition, your student’s bus route and pick-up time will be available in Aspen next week. (Please note, the transportation department will not be mailing home bus cards.)  If you already have an account in Aspen from last year, please note that your freshman will be automatically added to your account.  Freshmen will receive their own login for Aspen during orientation. If you have any problems with your parent Aspen account, please contact our database operations manager, Sherri DiMarcello, at [email protected] .

Chromebooks and School Network Access

Our school district has a 1:1 initiative that provides a Chromebook and a school Google email account to every student.  Chromebooks will be distributed to freshmen at orientation on August 25th.  In order to receive a district-issued Chromebook, a parent must have completed the agreement form in Aspen prior to orientation day.  Form is located under Page Directory, then Technology Forms.

Students also have the option to bring their own device to school. For more information on accepted devices and things to consider, please visit our technology services website ( click here ) .  If your student would like to bring his/her own device, we have a separate agreement form that must be completed in Aspen.  The student’s device will need to be registered on our school server, which can be done at orientation, or the student can bring his/her device to the Technology Resource Center on the second floor during the regular school day.

To access the school’s network, all students must agree to the district’s technology acceptable use policy.  This is an additional form to be completed in Aspen under Technology Forms. If this form is not completed by a parent/guardian, the student will be unable to log into the school’s network or internet.

Back to School Night

The Freshman Back to School Night will be held on Wednesday, September 1 at 6:30pm.

Random Substance Testing

The North Hunterdon-Voorhees Regional School District Board of Education has adopted a random substance testing policy. All students who participate in a co-curricular activity not required for graduation are subject to random substance testing. Any student planning to participate in a co-curricular activity must submit a consent form signed by his or her parent or guardian to be eligible for participation.  This form must be returned to the school on or before the first day of participation in an activity.  If you have any questions, feel free to call me at (908) 638-6116.

Bullying and Harassment

Bullying and harassment of any kind are not tolerated at Voorhees High School. The complete Board of Education policy on bullying and harassment can be found on the Voorhees and district websites.

Again, on behalf of the faculty and staff, I welcome you to Voorhees High School.  I look forward to meeting you on August 25.  Until then, enjoy the remainder of your summer.

Ronald J. Peterson

Anti-Bullying Information

Current HIB Final Grade Report: 2021-2022   

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• Welcome Letter to Students and Parents

Horton, James

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Welcome Letter

 mr. horton .

School Year 2021 - 2022

    Welcome to the new school year.  I hope everyone had a great summer and is looking forward to an exciting school year at Manville High School.   I am excited about the new school year and can’t wait to work with everyone.  Due to the coronavirus pandemic, I am not sure how the new school year will play out.  The information provided in this welcome letter will assist students and parents in preparing for whatever happens. 

A.   General Information :

     My webpage is found on the Manville High School main website under Faculty.  It will provide the course syllabus and additional resources to assist students and parents.   My website will be updated at least monthly.  I will be using Canvas for daily lesson plans and for assigning classwork during the week.   It will include videos, classwork assignments, and additional resources students and parents can use to assist in completing classwork.  I will not be assigning homework this school year as students will be doing classwork at school and home.  Students will be submitting all their class assignments and participate in written class discussion through Canvas.  I will be posting grades on Genesis and will update Genesis frequently throughout the week.  I highly encourage all parents to sign up for Canvas and Genesis through the guidance office so they can see what work will be given to their child and are able to track how their child is progressing.  Canvas will allow students and parents to know what topics will be taught and classwork will be given for the entire week.  Students will be using Canvas daily with all subjects taught at Manville High School. 

      I will be using Remind to communicate with students and parents.   Remind is a software that allows faculty and students to communicate with each other without actually sharing personal phone numbers or private information.  I highly encourage students to use their cellphone numbers when signing up for Remind so when they have problems with their classwork, I can help them directly quickly.   Depending on how often students check their emails, it may take a day or two before students get a reply.   I also highly encourage parents to sign up for Remind so they can track their child’s progress and will know if they have difficulty with a math concept.   From my experience, when parents were involved in class communications, they were better able to help their child.  Parents can also communicate directly with the teacher when needed.

      I will be using Kahn Academy, IXL, and Edpuzzle software programs frequently to supplement class instructions.   Both Kahn Academy and IXL will be used regularly for classwork, quizzes, and tests.  Kahn Academy,  http://www.khanacademy.org/  is free and gives the parents the option to sign up for free.  As soon as I get a good copy of the class schedule, I will be sending out the links to the students so they can sign up for their specific class.  Manville High School purchased the license for students to use IXL.   The website for IXL is  https://www.ixl.com/  .  The website for Edpuzzle is  https://edpuzzle.com/ .  I may be using additional online math software to supplement class instructions.  From my experience, I would recommend that students keep a written copy of their username and passwords for every math program in case they forget.   Last school year, during virtual learning, many students forgot their username or password which used up a lot of valuable time before they could start their work.   

      I will be using Zoom for on-line class instruction and for meeting all the students in class.  Manville School District purchased the license to use Zoom.  Zoom also has an interactive whiteboard which will allow the teacher and students to show their work. I will be assigning specific days and times when each class will meet as soon as students’ schedules are finalized.  Since all teachers will be required to meet with their students a few times a week, the student’s class schedule will be used to determine when virtual meetings will be held.  All students are required to participate in on-line class eetings.   Attendance for on-line classes is  mandatory  and I am required to post students’ attendance in Genesis.  Please let me know ahead of time if you cannot attend class so I can let guidance know.  

      Students will be assigned a Chromebook prior to the beginning of the new school year.  Every student should bring their Chromebook and charger to math class daily as classwork will be given through Canvas.  Many teachers will also be requiring their students to bring the Chromebook to class for class work as most classes do not have assigned laptop computers.  If the high school uses a modified class schedule, we will probably have less time for math class than what we normally had in the past.  Having a Chromebook will allow students to begin working on classwork and can continue their classwork at home.  The Manville School District will assist parents in accessing the internet from home.  Parents should contact guidance if their child has problems accessing the internet from home.

B.   Material  Needed for Math Class :

• Calculator :   Because of the coronavirus, I highly encourage students to purchase their own calculator as we may not be able to share class calculators during classwork.  I recommend that students purchase a simple calculator that is able to do fractions.  Most fraction buttons look similar to abc.  A good and cheap calculator can be purchased at Walmart for about $15.00.  A cheap calculator to purchase is the Texas Instruments TI-30.  Students can use the calculator on their cellphones but it does not allow students to solve algebraic problems with fractions.  A graphing calculator may be downloaded on students’ Chromebook. 
• Materials for Geometry :  I recommend students, who will be taking Geometry, purchase a simple ruler, protractor, and compass.  Due to the coronavirus, students may not be able to share class materials if we are unable to sanitize the materials between classes.  The ruler, protractor, and compass will also be used frequently to complete classwork.

C.   Student’s  responsibilities :

• Come to class on time with your Chromebook and charger and ready to learn

       2. Enroll in Canvas, Kahn Academy, Remind, and IXL.  Keep a copy of your username and password in case you forget.

       3. Participate in class discussions and activities to the best of your ability.

       4. Attend all on-line classes.

• Complete all assigned classwork, quizzes, and tests to the best of your ability. 

D.   Subject  Objectives :

      The Manville School District curriculum and the New Jersey Student Learning Standards ( https://www.state.nj.us/education/cccs/2016/math/standards.pdf ) will be used to guide all instructions.  The complete syllabus for each subject can be found on my website found on the Manville High School main page.  The following is a brief overview of each subject:

• Algebra I :   This course is designed to give students an understanding of basic algebraic concepts and applications.   High school students generally take Algebra I during their freshman year of high school. Some of the topics that will be covered include:  solving algebraic equations and inequalities, solving polynomials, solving linear equations and systems of equations, understanding operations with real numbers, and using mathematical properties to solve problems.  Students will take a year end assessment to determine how well they mastered Algebra I content.   Course content will be modified in accordance with the student's IEP.
• Geometry :   This course is designed to give students an understanding of basic geometric concepts and applications.  High school students generally take Geometry their sophomore year of high school.  Some of the topics that will be covered include: graphing, using basic geometric equations for finding volume, area, surface area, determining angles, and using postulates and theorems to solve geometric problems.  Students will take a year end assessment to determine how well they mastered Geometry content.   Course content will be modified in accordance with the student's IEP.
• Algebra II :   This course is a continuation of Algebra I and is designed to give students a deeper understanding of algebra.  High school students generally take Algebra II their junior year of high school.  Some of the topics that will be covered include: functions and transformations, solving quadratic equations, operations with polynomials, and operations with exponents and logarithms.  Students will take a year end assessment to determine how well they mastered Algebra II content.   Course content will be modified in accordance with the student's IEP.
• Consumer Math :   This course is designed to give students an understanding of basic math skills needed for daily living.  Consumer Math is an elective course and is generally taken during their senior year of high school.  Some of the topics that will be covered include: determining gross and net pay, developing and using a budget, balancing a savings account/checking account, evaluating and paying loans and mortgages, and paying taxes.  Course content will be modified in accordance with the student's IEP.

E .  Policies on Grading :

     Grades are determined per student’s Individualized Education Plan (IEP) and Manville School Grading Policies.  Students will receive numeric grades on report cards and progress reports.  For this school year students’ grades will be based on their classwork and assessments.   Due to the coronavirus pandemic, homework will not be given as there will be limited time for on-site class instructions and all students, working from home or from school, will be working on assigned work daily.   Classwork will make up 60% of a student’s grades and assessments will make up 40% of a student’s grade.  Grades will be recorded in Genesis and will be updated frequently.   I highly suggest that students and parents check Genesis at least once or twice a week to determine if there are missing assignments.

• Classwork : (60%)

            - Warm-up activities will be given at the beginning of each class.

           - Completing class assignments in a timely manner.

           - Participating in class discussions, online classes, and group activities

           - Extra credit will be given to students who would like to bring up their grades.  

•   Formative and Summative Assessments : (40%)

           - Tests will be given at the end of each unit.  There will be a test review given the class before the test and students will be given study guides.

          - Formative assessments will be used throughout the instruction to assess each student’s progress and allow the teacher to re-teach concepts that students are having difficulty learning. Some formative assessments will include:  exit tickets, thumbs up, and the level of student work.

          -  Students may redo a test to improve the grade if the student is willing to put in the time and effort.  Test grades will be averaged.  Students can use their class notes and study guides during the tests.

          -  Quizzes will be given occasionally on material covered since the last class.

• Final Grades :   In the past, each marking period was worth 22% of the final grade and a final exam, given in June, was worth 12% of the final grade.  Final grades may be adjusted this school year depending on the situation due to the coronavirus.  

F.   Student  Expectations :

• Class Procedures :

           -  Arrive to class on time and prepared to learn (Bring Chromebooks to class daily).

           -  Complete warm-up exercises.

           -  Complete assigned class work

           -  Clean-up and complete exit ticket (formative assessment)

           -  Ask questions if you do not understand a concept

• Class Rules :

         -  Come to class on time with a pencil, notebook, Chromebook, and ready to learn.

         -  Staff and students will treat everyone with respect.

         -  Only one person speaks at a time.

         -  Cell phones will only be allowed if the students want to use the calculator on their cell phone.

         -  Ask permission to leave your seat or classroom.

         -  Work to the best of your ability.

• Consequences :

            - 1st Offense:  Verbal warning

            - 2nd Offense:  Student will stay after school with the math teacher and work on math.  Teacher will contact parents.

            - 3rd Offense:  Student Conduct Report will be sent to the school office.  Teacher will contact parents.

            -  4th Offense:  Teacher will contact parents for teacher/parent conference.

  G.   Contact with Teacher :  The best way to reach me is through Remind.  I will respond as quickly as I can.  My school email address is:  [email protected] if a student or parent would like to contact me by email.  I read my emails frequently and will try to respond within the school day.  Please feel free to contact me if you have any concerns or need help.   From my experience with working virtually from home, the best way to contact me is through Remind.

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Durham Public Schools taking closer look at code of conduct and school discipline policy

DURHAM, N.C. (WTVD) -- Tammi Hayes has seen firsthand some of the emotions her students are dealing with on a day-to-day basis at Lakeview Secondary School.

"We have a lot of students with a lot of trauma, a lot of home life issues," Hayes said. "There's been a lot of deaths of youth in the community, and these are students, friends and family members. So, when they come into the building, they need to know that we care."

Some of the difficult emotions highlight what's changed in student behavior since the COVID-19 pandemic, including at Durham Public Schools where data shows there's been an increase of incidents of student misconduct.

Since 2018-2019, the number of secondary students who were given long-term suspensions has increased. In 2022-2023, 11% of students have faced short-term suspensions.

"When you have suspension, it is strictly about 'This is the rule,'" Dr. Laverne Mattocks-Perry said. "You have no voice in the rule and here is your consequence."

Mattocks-Perry, who is the senior executive director for student support services at DPS, said the school system implements restorative practices, which focuses on resolving conflict rather than strictly turning to suspension.

"Restorative practices allow for you to go through reflective processes while holding people accountable for those actions," Mattocks-Perry said. "So it would be something as simple as 'Tell me what happened.'"

She said when students begin to open up, it allows for reflection while still providing for accountability. But restorative practices take time and care to implement, according to Hayes.

"When they do make mistakes and their behavior is not appropriate ... you still must have in place consequences," Hayes said. "Part of that relationship with restorative practices is taking the time out to do some checking-in with students."

A school district presentation held Thursday was for information and discussion purposes. Some of the recommendations included trauma-informed training for staff and de-escalation professional learning for all schools, as DPS considers the next steps.

"Every student's voice is important," Mattocks-Perry said. "When anticipated conflict or violations of our code of conduct occur, we go about it in a loving, caring, restorative manner to allow the student to grow from the experience, but also to be very aware of how it impacts our entire community."

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The New School faculty members set up pro-Palestinian encampment in lobby. Here's what they want.

NEW YORK -- Another protest encampment has popped up at The New School, but this time students have nothing to do with it.

The latest demonstration in support of Palestinians and against the Israel-Hamas war was happening Wednesday at the school in Greenwich Village.

With the support of many students, nearly two dozen teachers set up tents in the lobby.

"How can anyone stay on the sidelines?"

The faculty members are demanding the administration divest from several weapons manufacturing companies.

CBS New York spoke to one involved.

"Everyone is witness to this genocide, to this atrocity, that is unfolding on a daily basis. All the universities in Gaza are gone. This is a mass starvation campaign. There's a bombing campaign in Rafah, where 600,000 children live. How can anyone stay on the sidelines?" the professor said.

The New School is in the middle of finals right now and that faculty member said some professors are also doing a grade strike, which means they are refusing to submit grades.

CBS New York reached out to the university for a statement, but has not yet heard back.

Faculty protest follows last week's student protest

Tuesday's demonstration was taking place less than a week after the NYPD dismantled a student encampment inside two buildings at The New School at the request of the administration .

The school said students blocked the entrance to a residence that housed 600 students, leaving it no choice but to dismantle the encampments.

"I deeply regret having to do this," the school's interim president said in a statement. "My decision is about their conduct, not speech."

The New School said it had been negotiating with students, but the talks broke down.

Some students rallied outside the university Wednesday in support of their professors, including one master's candidate who was arrested at the student encampment last week and suspended.

"I would rather be suspended and know that I was pushing for a school to divest from companies that fund genocide than to be complicit and continue as normal," she said.

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Sheba Candor's extensive involvement and commitment to her career pursuits and passions can be attributed to her hard-working mindset.

Attending SDSU as a transfer student, Candor admitted that at first, she was overwhelmed with imposter syndrome. However, support from advisors and faculty like Professor David Jancsics helped her realize that “we are all on our own unique journey and our experiences are as diverse as our student body.” Now she is graduating Summa Cum Laude.

She recalled a memory with Professor Jancsics that allowed her to recognize her potential and shake doubts about transferring to SDSU. “What Dr. Jancsics said to me that day, was ‘I see your potential and I am confident of what you are capable of.’ I felt inspired and supported, and I felt like we, as students of government, were in very good hands,” she said.

Candor enhanced her education by also devoting herself to four campus clubs and organizations, all while also balancing a full-time job at a law firm.

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