It was so wonderful getting back into the classroom this week for so many many reasons. One was that I got to use one of my favorite first day of school activities called silent line-up.
This activity starts by having students lining outside my classroom. From there I told them directions are on the board and once they enter the room they may not talk or write anything. As they come in they see the desks with numbered post-its and this screen:
It is always interesting watching their reactions. They first start by staring at each other. and then staring some more. This year I actually had a student go straight to the first desk and sit down while another sat in the last desk in the room. Bold moves, I exclaim.
Eventually they find some systems that kind of works. This class saw a calendar on the wall and a periodic table. Some pointed to the numbers on the calendar while others pointed to various elements. Other students had no idea what they were trying to communicate.
After 10 minutes I gave the student in the last desk a voice so she could talk but nobody else could. It didn't help matters much.
Five more minutes pass and after 15-minutes all the students were seated and student #7 said, very meekly, "We are ready for greatness." I asked them to give me a thumbs up if they felt they were in the right seat. Not many did. We went around the room and shared birthdays. The first student called out January 5th, the next was later in January. The third student called out a birthday in August. Moving along other students realize there are many people out of place.
I tell them they'll have 5 minutes to figure out their correct desk and will allow them to talk thsi time. A couple minutes later all students are back in their seats and we go around again. Turns out we have a correct order this time and also learn that two students in this class have the same birthday! (A math lesson for another day, perhaps.)
When we were finished, I processed through the activity. I asked them how easy the activity was. Were they frustrated? Did they want to quit? Was it getting easier or more frustrating as the class went on? We then connected it to their educational experiences, not just in math. When they are stuck, what is their strategy? Do they sit quietly and not ask for help? Do they build their frustration? Do you wait for the one person in the class to talk? How much faster and easier did this problem get solved once you were able to all communicate with each other?
Eventually we talk about how school can be difficult at times, but by staying silent and not asking for help it will only increase the frustration and difficulty. Many times the rest of that week a student would need help (from I don't understand the material down to I don't' have a pencil.) Usually they spoke up, but when they didn't I reminded them of this activity.
It also benefits me in the classroom as well. I see who the natural leaders are, or who students perceive as the leaders. Which students gravitated towards each other? Which ones tried to be a tribe of one? Which tried to just be invisible? I learned of friend groups and potential discipline issues before anyone said a single word in my class. It is a powerful fifteen minutes.
I hope that all of you are having an amazing return-to-school experience. Stay safe!
