Day one was a smooth day, overall! Last minute forms for homeroom were easily worked into my plan and I followed the campus gameplan for handing out student schedules and the numerous forms for students and parents to fill-out, sign, and return.
I planned to introduce myself, the classroom surroundings, and the subject matter of Physics. But more importantly, I explained that in order to learn about physics, we have to set some rules, guidelines, and procedures. I then began to go over my syllabus which stated the course description as described in the student handbook, required materials, grading policy, rules, consequences, rewards, and procedures. Once the norms were established, I was able to have the students complete a student information sheet to think/pair/share as a team-building activity. I asked questions on the info sheet that would allow me to get to know them and what their expectations are of the class. Because of the adjusted lengths of classes, some of the classes were not able to get all of the way through the activity. I will still look over their answers and give feedback.
I had an inclusion teacher join me for periods 1 and 2. So I had homeroom first and 3rd period on my own. I have a great deal of respect for Ms. Fry, as do the students. Consequently, this is a good match and I am pleased to be working with her.
The students had dresscode issues, but very little behavior issues on the first day. They all displayed respect and used appropriate language in my classroom. My second period is the largest and seems to have some negative leaders that the rest feed from. My 3rd period class is still big but has some very positive leaders and I can already tell that they are working well in a partner setting. Fourth period was my planning period and I was able to sit with my department chair, the inclusion teacher and the other physics instructor to verbally make a rough plan for the next two weeks lessons. Already, after reflecting on the planning session, I recognize that I need to lay out clear expectations even for my colleagues if I want certain results from planning meetings. I have tweaked the plan to my style and my preferred sequence without messing up the district curriculm frameworks. I will have two formats of lesson plans to complete (one for my department chair and one for my intern program). The lesson plan cycle for my intern program requires me to be very specific, even down to the questions I ask in class discussion.
Prior to this morning I had prepared a seating chart that is coded for grouping students into 2's, 3's, and 4's without them ever being with the same people. I also assigned them student numbers to help me "alphabetize" with ease and easily note missing assignments. My rules, consequences, and procedures were all posted as well as a schema activator poster next to my word wall, parking lot, and cornell note model. The schema activator poster is a campus wide poster that is used to state a daily objective, how it attaches to a student's schema (prior knowledge or real world application), and what they need to "know, do and be" from this objective. This is the information that they will be looking for during walk-throughs and observations.

However, I do not want to lose sight of getting to know my learners. I want them to take charge of their learning...but in my way, with my procedures. Does that make sense? Will I lose some of the natural insight I have with kids? I have to remind my self that I am not restricting their personalities, just their behavior.