Back To School

The beginning of a new term is a busy time: getting to know your students, establishing classroom routines, building trust, and creating an ensemble mindset. While it may not be as fun and interesting as warm-ups or improv games, having the right paperwork in place will definitely help save you headaches later. Clear forms help establish classroom expectations for work and behaviour, communicate with families, collect important student information, and protect both you and your students. If problems arise in the future, having a good paper trail in place can help to iron out the situation in the moment. These forms can be physical or digital, depending on your needs; oftentimes both are useful and necessary. Here’s a list of some documents you may wish to use in your classroom, and how they can support you and your students: 1. A course overview / syllabus that describes what topics the class will be covering and when, so students know what to expect, what they need to prepare for, and when in the course they’ll be focusing on a particular topic. If students need to bring in any supplies from home or wear (or avoid) particular clothing in class, this information should be included with the syllabus. 2. A detailed calendar or checklist noting assignment due dates, test dates, performance dates and times, field trips, and so on. Some students may wish to have a digital copy that they can refer to on their phone or upload to a calendar app, while others might prefer a physical copy they can put in the front of their binder or stick on the fridge or bulletin board at home. For production classes with rehearsals or performances outside of class time, or actual school productions, a detailed schedule of rehearsal and performance dates and times in an easy-to-read format that families can post somewhere in their home is essential. Be sure to include all rehearsals, tech week, any special rehearsals such as sitzprobe, and all performances dates, including call times. 3. A getting to know you questionnaire, asking questions about how students like to learn, their previous theatrical experience and/or knowledge, and what outside commitments and other classes they have. Keep these forms confidential, in case students disclose any private or personal information to you. 4. Your classroom code of conduct or community agreements, illustrating behavioural expectations within the drama classroom. Community agreements can be a “living document” (editable throughout the course of the class) housed in your online class area, or a physical board displayed prominently in your classroom. If you use a code of conduct, you may want to include a section at the bottom for students to sign and date, to acknowledge that they have read and understood the classroom expectations. You can refer back to these documents with students, families, and admin if any behavioural issues arise in the drama classroom. 5. A brief family responsibilities document that the student’s parent/guardian must sign. This document describes how families can best support their students. You may wish to include a brief overview of what students will be studying during the term and reiterate the important dates and times in case students don’t share that information with their families. This way there are fewer excuses for missed classes or rehearsals. Again, you may wish for this to be a form that families sign and date to indicate that they are aware of what’s going on in the drama classroom. You’ll find a sample document in the giveaway below. 6. For auditions, you’ll need paperwork such as sign-up sheets for before the audition, sign-in sheets, actor information sheets, and copies of the scenes that students will read from if you’re doing cold readings. If you use digital files for students, have additional paper copies of all forms at the audition, in case students forgot or lost their initial form of communication.

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What should be my first unit with an advanced drama class? Where should I start? Watch the video to see Laramie’s answer to this question. His first unit dives straight into a specific activity. Click the link below for a Reflection on Beginning of the Year Teaching Goals. Where do YOU start with your advanced drama curriculum?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What should be my first unit with a beginner drama class? Where should I start? Watch the video to see Laramie’s answer to this question. His first unit connects to the elements of theatre he wants students to learn: body, voice, and imagination. Click the link below for a page of voice warm-ups! Where do YOU start with your beginner drama curriculum?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: This is my first year teaching. How do I get off on the right foot with students? I want drama class to be fun but I also don’t want to be seen as a pushover. Watch the video to see Laramie’s answer to this question. He has a philosophy on how to present himself in the drama classroom that is both “friendly” and “firm.” Click the link below for a Reflection about your teaching theatre philosophy. In your opinion, what should be a teacher’s relationship to their students?

The first year of teaching is the hardest: The job is new, the learning curve is steep, and the days are packed. New teachers can easily get overwhelmed, so here are 10 steps you can take to make it easier to survive your first year. 1. Plan AheadNo matter how many tasks are put on your plate, your primary responsibilities are preparing for and teaching your classes, and that means lesson plans. As a new teacher you will be expected to prepare and execute lesson plans at a staggering rate, so make sure you plan ahead. Aim to have your lesson plans ready at least a day before you need them. Writing lesson plans on the fly is stressful and ineffective, so make lesson planning a priority. 2. PreparePreparation goes hand in hand with planning. If your lessons require materials such as scripts or improv scenarios, make sure you have those materials in hand. If you’re introducing a design unit, be sure to have whatever art materials are needed to complete the assignments. If you have to rearrange your classroom for rehearsals or performances, prepare a detailed transition plan that teaches your students what is expected of them. The more prepared you are for the day-to-day operation of your classroom, the easier your first year will be. 3. Ask QuestionsAs a new teacher, you will have a lot of questions: How do I get supplies? When will I have to fill out required paperwork? Why are these students being transferred into and out of my class, and who do I talk to about that? Don’t be embarrassed to ask a lot of questions in your first year (and beyond!), because no one expects you to know how full-time teaching works on day one. Ask your department chair and fellow teachers as many questions as necessary to learn how to successfully function in your school. 4. Ask for HelpAsking questions may not be enough. From submitting purchase orders to dealing with a student melting down in the hallway, you will be faced with dozens of tasks and situations you have never dealt with before. When unexpected situations arise and you’re not sure how to deal with them, ask for help. Making an uninformed decision could have unintended consequences for everyone involved, including you! So when in doubt, ask for help. 5. Do the Important ThingsNew teachers are expected to do a lot of things — everything from supporting the sports teams to attending an open house. However, not all tasks are created equally. If you are given a specific responsibility by your administration — such as daily supervision of the bus lot or being in your classroom 30 minutes before the first bell rings — that is considered a “duty,” and carries far more weight than a simple request. Know the professional expectations your administration has set for you, be diligent, and complete them without fail. 6. Don’t OvercommitAs a new teacher it’s easy to put too much on your plate. That’s understandable when you think about all the exciting projects you hope to accomplish, like entering a show into a local theatre festival, staging your first musical, or starting a drama club. However, there are only so many hours in a day, and if you’re not careful you can become hopelessly overcommitted, and that’s when you find yourself in the weeds with regards to your work-life balance. Be realistic and choose your projects carefully in your first year. That way you will have the time and bandwidth to do your best work. 7. Say No (When You Can)As noted above, new teachers have a lot of responsibilities, but they also have a lot of projects and productions that are suggested to them in their first year. As a new teacher it is tempting to say yes to every great idea and opportunity that comes your way, but it’s not realistic. If you spread yourself too thin, you will be miserable and exhausted, and that will impact your work both in and out of the classroom. So give yourself permission to say no to extraneous projects during your first year of teaching. Or better yet, say “maybe later.” 8. Pace YourselfIf you have never taught full-time before, you may be surprised at the amount of energy it takes to be a professional theatre teacher. Theatre classes require you to be active and engaging, both mentally and physically, for an entire regular school day, and that can take a toll under the best of circumstances. However, not all school days are created equally. As a theatre teacher your “regular” school days can often include both teaching classes AND rehearsing productions. It’s not uncommon for “regular” school days to end up being 12 hours long, and that is why you need to pace yourself. Plan your schedule carefully to include breaks for meals and other basic self-care, and stick to it as best you can. Don’t burn yourself out. 9. UnplugIt’s easy for new teachers to find themselves grading papers or answering emails from students at 11 o’clock at night, but this is not necessary. If you manage your schedule carefully and don’t overcommit, your teaching work should not bleed into your personal time. More importantly, you shouldn’t share your personal contact information with your students — for both your safety and theirs. There is no reason for you to be available to your job and/or your students 24/7. Make a commitment to disconnect as part of your regular schedule, and let your students (and admin) know there are times when you are not going to be accessible. Give yourself permission to unplug and reset. 10. Practice Self-CareAs you can see, your first year of teaching is going to be exciting, challenging, and hectic, so give yourself the best chance of success by practicing regular mental and physical self-care. Eat healthy snacks, drink plenty of water, and get enough sleep every night. Unplug your phone, unplug your brain, and take the time to rest and recharge. Self-care is the foundation of a long and successful teaching career, so take care of yourself as you start this journey. You won’t regret it!

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What kind of procedures should I be teaching students at the beginning of the year? Do I really have to walk through how to ask to go to the bathroom? Watch the video to see Laramie’s answer to this question. He has a very short answer, and a longer answer that connects procedures with theatre etiquette. Click the link below for a Community Building, Expectations and Procedures document. What do YOU think are the important procedures to set for the drama classroom?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: Is it better to come to the start of school with classroom expectations all ready to go, or should you include students in setting expectations? Watch the video to see Laramie’s answer to this question. He is definitely on one side of the questions, particularly when it comes to beginning students. Click the link below for a Community Building, Expectations and Procedures document. How do you set expectations for your class? Do you include your students in the discussion?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: How do you remember all your students’ names? I’m terrible with names, but I know how important it is to get it right. Watch the video to see Laramie’s answer to this question. It’s more than just learning them by rote! Click the link below for a page of additional name games. What is YOUR favourite way to learn student names at the beginning of the year?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: When planning “get-to-know-you” games at the beginning of the year, is it more important to choose games that help you get to know your students or games that help students get to know each other? Watch the video to see Laramie’s answer to this question. His answer falls into the “win-win” category! Click the link below for a list of questions perfect for a beginning-of-year partner interview activity. What is YOUR answer to this question?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What is your favourite first week activity or ice breaker? Watch the video to see Laramie’s answer to this question. The activity also connects to Laramie’s three important elements when performing theatre - an added bonus! Click the link below for a collection of Ensemble Building Exercises you can use at the beginning of the year. What is YOUR favourite activity to do with students the first week of school?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: How do I plan for the first week of school? Watch the video to see Laramie’s answer to this question. It’s actually something you have to do BEFORE you add in your curriculum. Click the link below for a Community Building, Expectations and Procedures document to review for the first week of school. What do YOU think is the first thing you need to do when planning for the first week of school?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What is the most important thing you can do the first week of school? We’re answering this question twice! Watch this video to see Laramie’s answer to this question. He has a specific philosophy for setting tone the first week of school. Click the link below for a Reflection about your teaching theatre philosophy. What tone do you set with your students?

Welcome to our video series, Calling All Theatre Teachers! In this series we’re going to answer questions that drama teachers have about stepping into a theatre program. QUESTION: What is the most important thing you can do the first week of school? Watch the video to see Laramie’s answer to this question. It’s a small thing that will have a big impact with students. Click the link below for a Reflection on Beginning of the Year Teaching Goals. What do YOU think is the most important thing to do with students the first week of school?

Name games are a great start-of-term activity, especially when you’re working with new students. It’s a fun way to break the ice and for students and teachers alike to learn everyone’s name. Knowing, correctly pronouncing, and using students’ names demonstrates respect and care. For the following name game variations, all you’ll need is a few beanbags (or soft foam/rubber balls, whatever works best or is available). Repeat the games and try different variations as often as you like, until everyone in the class knows each other’s name. 1. Basic Version: Have students stand in a circle. The teacher will start by turning to the student on their left, making eye contact with that student, saying “[Student Name], this is for you!” and passing the beanbag to that person. That student will reply with “Thanks [Teacher Name]” and take the beanbag from them. Play will continue to go clockwise around the circle, with the student repeating the line and identifying the name of the student to their left, passing the beanbag to that student, and the receiver thanking the student by name. Continue around the circle until everyone has had a chance to ask and reply to the student beside them. For example: Amir, this is for you! Thanks Ms. Lopez. Bailey, this is for you! Thanks Amir. Camille, this is for you! Thanks Bailey. And so on around the circle until the final student returns the beanbag to Ms. Lopez. If a student can’t remember the name of the person beside them, they are allowed to ask that student once to remind them. Students should aim to use good volume and diction so everyone can hear each other’s names. 2. Basic Switch: Students will change places in the circle, then repeat the basic version again, so they have to remember new names. 3. Beanbag Toss: Instead of passing the beanbag to the student beside them, students will name a student across the circle from them and then (carefully) toss the beanbag to that student. Use the same “This is for you!” and “Thanks” lines. Be sure that students make eye contact with the student they’re throwing the beanbag to before they toss it, to avoid hitting anyone accidentally. Keep an eye open to ensure that every student in the circle has a chance to participate. 4. Memory Toss: Memorize the order of beanbag tosses and repeat the pattern, trying to go faster and faster, while still being audible and clear, and not dropping the beanbag. 5. Memory Toss Challenge: For an added challenge, if anyone drops the beanbag or forgets the order, everyone has to start over from the beginning of the circle.You can also time the memory toss each time it’s played, and see if students can beat the record time. 6. Copy My Voice: Using the basic version, the teacher will use an interesting vocal inflection when saying the lines: higher pitched, lower pitched, fast, slow, sharp and staccato, flowy, with an accent, etc. Each student must copy the teacher’s vocal inflection around the circle. 7. Copy and Add: Play the Copy My Voice variation. Once the beanbag is about a third of the way around the circle, introduce a second beanbag and continue the game using a different vocal inflection. For example, use a Scottish accent for the first beanbag and a breathy baby voice for the second beanbag. There will be two voice variations going around the circle at once. For an added challenge, send the beanbag counterclockwise and see what happens when the beanbags meet at some point in the circle! Add a third beanbag for even more chaos. 8. All the Voices: Using either the basic version or the toss version, each student must use a different funny voice or unique vocal inflection for the lines. No duplicates allowed! 9. All the Actions: Using either the basic version or the toss version, students will create an action, movement, or gesture while they’re passing the beanbag, such as under the leg, behind their back, over their head, with a dance, like they’re moving through jello, or like the beanbag is freezing cold. Again, no duplicates allowed! 10. All the Voices and Actions: Using either the basic version or the toss version, each student must use a different voice AND a unique action or gesture while saying the lines and passing the beanbag. Bonus points if the voice and action go together to make an interesting character. BONUS: After playing as many rounds as you wish, challenge a student to go into the middle of the circle and recite every other student’s name from memory. Additional Resources:3 Tips to Learn Students’ Names Quickly Three “Getting to Know You Games”

Starting a new term with a new group of students can be concerning for even the most experienced drama teachers. Will you like them? Will they like you? Will they understand or connect with the material you’re presenting? Will there be behavioural issues or attendance concerns? It’s easy to become jaded, so let’s work on letting that go or avoiding it altogether. Let’s look at our new students with a sense of curiosity and excitement — because beginning drama students are awesome, and here are a few reasons why! 1. They start as a mystery — but a good one. At the start of a new school year or a new term, you don’t know who you’ll get in your class. Do your best to go into it with a positive outlook. It’s fun to get to know new students, observe new connections being made between students and with you, and experience new talents emerging. It’s nerve-wracking but exciting, and remember that your students are likely nervous too. So on those first few days you’ll all already have something in common: you can all be nervous together! 2. They’re blank slates. These students are ready to learn and open to new ideas. You get to impart new and exciting information to them, and teach them the techniques, skills, and etiquette that you want to see in your students. You can observe and help students develop admirable qualities and good backstage habits. 3. They’re often eager to please — particularly younger drama students in middle school. They want to be in your class and they want to do well. Praising students is often the most effective way to give notes, and new drama students thrive on it. Telling them what they’re doing well and what they can do more of will yield much better results than always telling them what they’re doing wrong. Yes, you do have to give constructive feedback, but as the saying goes, “you attract more bees with honey than with vinegar.” 4. New students come in with fresh perspectives. They have different experiences and ways of thinking. They provide insights you may not have considered before. You will likely learn as much from them as they do from you! Beginning drama students may have different learning styles and will connect differently with the material you present than previous classes did. Something that you’ve taught in previous years may not resonate the same way with these students, or conversely, you may bring back something that didn’t work with previous students and find that it works really well for your current students! This is one of the reasons why it’s important not to get too locked in to doing the same curriculum and lessons over and over, the same way each time. On that note… 5. They keep you on your toes. It’s important not to get stuck into a rut. How do you keep your old lesson plans from getting stale, or worse, turning into “obviously you should know this.” What is simple and old hat to you is new, exciting, and potentially a little scary for beginning drama students. Look back over your curriculum and use your new students’ experiences and feedback (which might come to you as “I don’t get it” or “this sucks” unfortunately, but it’s feedback nonetheless) as opportunities to review and refresh your lessons. For example, if your students are all selecting the same boring Google-searched monologues for your audition preparation assignment, you might want to start a monologue binder with a fresh variety of pieces for students to use. If students are struggling to come up with ideas for playwriting assignments or improv scenes, grab some different prompts for them to use. Review your lesson instructions and ensure that your requirements are clear. Could you present the lessons in a different way, adjust the wording, or offer different options for students to present their work? This has the added benefit of not only helping your students succeed, but getting you out of the lesson rut. 6. The wins are big wins. When everything is new and there is so much to learn, practice, and review, there is potential for students to feel unsure, overwhelmed, or frustrated. But the moments of success are everything. It’s exciting to witness “lightbulb moments” — when students really “get” a new concept and apply it, or make a connection between something they’ve learned and something they already know. There are also the triumphs, like when students take a bow after knowing that they nailed a scene or exercise and hear their peers applaud their work. Those moments are so fun to experience, and should be celebrated! But don’t overlook the so-called smaller wins. Seeing students really engaging in a lesson, having them ask to do a game or exercise again, and reading thoughtful exit slips and reflections are all wins. Overhearing a student say something at the end of class like, “I wasn’t sure about today’s lesson but it ended up being pretty ok” is definitely a win. All those moments add up. Keep looking for the wins and celebrating your students’ (and your) successes as much as possible.

Classroom management looks a little different in the drama room than in other classes. However, laying a solid foundation for discipline is imperative for you and your students so you can all work together towards success. No matter where you are on your teaching journey, there are always tips, tricks, and techniques to refine your classroom management style, as every class is going to be different. Here are 10 of our best articles on classroom management, including different approaches to teaching rules, establishing routines and rituals, practicing accountability, and more. Top 10 Classroom Management Tips for Drama Teachers It’s right there in the title. Matt Webster shares his no-fuss tips for establishing a solid foundation for discipline in your drama classroom, focusing on preparation, clear communication, and consistency. Plus, you’ll find a PDF download of emergency activities to help you be prepared in the classroom. Day One of the Drama Classroom For many teachers, the first day of class is the most important day of the year. It sets the tone for what’s to come and how things will run. This episode of The Drama Teacher Podcast features five drama teachers sharing what they do with their students to get started on the right foot and make the most out of that first day. Ordered Chaos: Balancing Structure and Creative Activity in the Drama Classroom The drama classroom is unique, and expectations are not the same as in other classes. Maintaining the balance between creative activity and structure can be challenging, but it’s doable. This article discusses techniques for classroom management through the elements of routine, behaviour, co-operation via group work, and peer leadership. Top 5 Discipline Mistakes New Drama Teachers Make (And How to Fix Them) Giving empty threats, repeatedly shushing students, and ignoring behaviour issues doesn’t work. If you feel stuck because your discipline attempts don’t work with your students, don’t fear — we’ve got solutions. This post also includes helpful video tips. Establishing Boundaries with Your Students You are one person with a finite amount of resources and mental capacity to do your job effectively. Boundaries are necessary to protect ourselves and our well-being. Setting boundaries with your students demonstrates how you wish to be treated, how your classroom is run, and the expectations that students must live up to. Developing Classroom Routines and Systems Classroom routines and systems make students feel organized and secure, and help them shift into the drama class mindset. Establishing clear routines can reduce behavioural issues, as your students know what to expect when they enter the room, even if they don’t know what the lesson will be about. Accountability: In Rehearsal, the Classroom, and as a Citizen Classroom management starts in the classroom, but it also teaches students how to function in the “real world” when dealing with part-time jobs, extracurricular activities, community involvement, and friends and family. Practicing accountability in school sets students up for success in their future life commitments. Community Agreements in the Drama Classroom Community agreements are a collection of guidelines produced by students and educators together, about how everyone agrees to work together in class. The difference between rules and community agreements is that rules are made and enforced from a position of authority (usually teachers, but also principals and/or school boards), while community agreements are created and maintained by everyone in the classroom. 5 Ways to Quiet Down a Noisy Drama Class without Yelling Take a bunch of students who have been sitting down in other classes for hours, fill them to the brim with great ideas, and then ask them to be quiet and focus on the work. Yes, drama class is fun, but you still need to have your students’ focus and quiet so you can teach amazing lessons without having to constantly raise your voice. Save your voice and your sanity with these five techniques. Learning the Rules: “Act It Out” Game During the first week of class, it’s imperative to inform students about classroom rules and expectations to start on a positive note. However, it’s boring to just lecture students about rules, or hand out and read a sheet full of rules. “Act It Out” is an active game that enhances students’ understanding of the rules by having them get up and present them in a theatrical manner. Bonus: 3 Tips to Learn Students’ Names Quickly and The Importance of Pronouns Want your students to respect you and your classroom? Start by demonstrating respect by learning your students’ names and pronouns quickly and using them correctly.

Whether you’re a brand-new teacher stepping into a classroom for the first time or an established teacher coming back to school after summer break, there’s a lot of work that needs to be completed before you can say you’re ready for school to begin. This long list of to-dos includes finalizing curricular materials, organizing your classroom, and prepping your performance space. Not sure how to prepare for the school year? Don’t worry! This toolkit was developed to give you the tips and tools you need to be ready for back-to-school. So download our free Back-to-School toolkit and start your school year off right!

Theatre classrooms are NOT like other classrooms. Unlike other classrooms, they transform from lecture halls to research labs, rehearsal venues, and performance stages all within a typical week. For a theatre classroom to thrive, teachers must creatively envision, plan, and fully utilize their space to adapt to the ever-changing demands of the day. Whether you’re a new teacher setting up your first classroom, a seasoned educator moving to a new school, or a long-time pro looking to refresh your setup, our toolkit offers valuable tips and insights to help you design a classroom ready for anything. The Classroom Set-up Toolkit covers three essential elements for an optimized theatre classroom: • The physical layout • Classroom materials • The production environment Download the Classroom Set-up Toolkit now and get ready to create a classroom that’s prepared to shine from the first day of school and beyond!

Whether you’re a brand-new teacher or an established teacher with a couple of years of teaching under your belt, completing these five tasks will be the key to getting your school year off to a successful start: 1. Set up your classroom. 2. Prepare your curriculum. 3. Establish classroom rules and expectations. 4. Plan ensemble-building activities. 5. Rest and reflect. 1. Set up your classroom.Making sure your classroom is ready is job one. If you’re a new teacher, this will be your first chance to see your assigned classroom space. This will also be true if you have recently transferred schools or been assigned to a new classroom. No matter the circumstances, it’s crucial that you prepare your classroom space so it’s ready for students: organize your teaching areas, arrange the student seating, and make sure you have all the supplies you need, from furniture to extra pencils. Creating a well-thought-out and organized classroom space will set the tone for your entire year, so take the time now to make your space as efficient and effective as possible. For more information about how to set up your classroom, check out the Classroom Setup Toolkit. 2. Prepare your curriculum.The first few weeks of any school year comes hard and fast, and it’s easy to get lost in the weeds with respect to curriculum and lesson planning. There’s no worse feeling than being unprepared in front of a group of students, and the last thing you want to do is fall behind in the first month of school. That’s why it’s a good idea to prepare a number of lessons for each of your classes prior to the first day of school. Plan out your curriculum ahead of time (identifying the subjects you want to cover throughout the year), and have those first lesson plans ready when students come through the door. Being prepared for the first month of teaching buys you time to write the lessons you’ll need in the second month, which prepares you for the third month, and so on. If you need information on how to properly write a lesson plan, take a look at the Lesson Planning Toolkit. 3. Establish classroom rules and expectations.It’s important to have your classroom management plan in place before you begin to interact with students. Things move quickly in the drama classroom, and once you have students in front of you you won’t have the time or mental capacity to create your classroom rules or expectations. That’s why you need to have those rules and expectations ready to go on day one. When you have rules and expectations in place on the first day of school, you can spend the first month enforcing the rules instead of creating them. If you need some guidance on setting up your classroom rules, you can find the top five discipline mistakes teachers make here. 4. Plan ensemble-building activities.Building ensemble in the drama classroom is vital. Our classes require students to engage in creative problem solving and unconventional thinking, as well as physical and emotional risk taking. This demands vulnerability from our students, and that vulnerability cannot exist without trust. Theatre games and activities are a fantastic way to build trust in the drama classroom. These low-stakes activities allow students to work together and have fun. Through games, students work together to build ensemble and establish trust. That sense of ensemble is crucial for the more complex and challenging assignments to come, such as performing monologues and scenes. Building ensemble is an investment that will pay off over the course of the school year, so put together a list of your favorite ensemble-building activities and be ready to execute them in the first few days of school. You can find some useful ensemble-building activities here. 5. Rest and reflect.If you have never been a full-time teacher before, or if you’re teaching theatre for the first time, you may not be prepared for how physically demanding this subject is. New theatre teachers are often exhausted in the first few weeks of school, and that exhaustion can affect every aspect of your teaching. That’s why it’s important to take time in the first few days of school to rest and reflect. Pace yourself and make sure you practice self-care as often as necessary. Do what you need to do to disengage from your teaching duties and recharge your batteries. Give yourself the headspace to reflect on successes and challenges you encountered during those first few weeks of school, and allow those reflections to positively influence your teaching. The school year is a marathon, not a sprint, and small investments in your mental and physical well-being now will pay dividends throughout the school year. Take some time now to develop simple strategies to take care of yourself.

Many getting to know you games consist of students sharing interesting facts about themselves and their personalities. In this game, students will discover things they have in common with their classmates. But, the goal is for students to share unique traits about themselves that none of the other students share, to be both one of a kind and the last student standing. This game can be friendly or competitive, but either way it’s an opportunity for you and your students to learn more about each other. Read on to learn how to play. Instructions1. Have students stand in a circle. 2. Choose one student to begin, or allow a volunteer to start. 3. One at a time, students will share their name and something about themselves: My name is Amy and I have one sister. My name is Marcus and I take swimming lessons. My name is Terry and I have a pet iguana. Students should choose a non-physical trait — it’s easy to see who has brown hair, for example. 4. If another student shares the same trait (for example, Sunil also has one sister), the student who named the trait has to sit down — in this case, Amy. If nobody shares the same trait, the student can remain standing. NOTE: Let students know that this game does not come with the expectation that they must confess something scandalous or share a secret with the class. This game is not meant to be group therapy; it’s simply a chance to share traits that make students unique. 5. The game will continue to the right. Students will keep naming traits about themselves and finding out whether anyone in the class shares them. 6. Once you’ve gone through the full class, you can keep going if time permits, or call the game there. The goal is for students to share at least one unique fact about themselves while remaining standing as long as possible. If it comes down to a final group of two or three, you can continue playing as long as time remains, or you can crown a double/triple champion. 7. Variations: • Non-competitive: When the game passes to the next student, any student who is sitting can stand up again. • Friendly competition: Once a student is sitting they are out, but they can still share a trait about themselves and try to get others out. If a seated student shares a unique trait, they can stand back up. Play continues until only one student is standing. • Extra competitive (but still friendly): If another student shares the same trait, all of the students with the shared trait sit down. Seated students can still share traits to get others out. If a seated student shares a unique trait, they can stand back up. • Memory challenge: Have students go through the list of names and share again the students’ names and their unique facts about themselves. • Opposites: Have students try sharing facts about themselves that they think many students in the class will share. In this variation, have students keep a tally of how many facts they have in common with other students. 8. If you wish, your students can complete an exit slip (found below) about their experience playing this game.