Back To School

When you’re starting out a new term, it’s always a priority to get to know your drama students, whether they’re new to you or returning for another class. We have lots of resources for fun ways to get to know your students, including active games and novelties, icebreaker questions, and bingo. These activities are great for discovering your students’ likes and dislikes, learning interesting facts about them, and gaining some insight into why they’re taking drama class. You can also use questionnaires to get to know your students better. The advantage of using questionnaires in class is that they can be kept confidential, which means students can be a bit more forthcoming with their answers than when they’re working in a large group or with classmates they may not know very well. We have a questionnaire to find out about your students’ past theatrical experiences with drama and theatre, as well as a questionnaire to gauge your students’ previous theatrical knowledge. It’s also helpful to know what kind of learners your students are. Some students are visual learners, who learn best by reading or watching examples. Some students are auditory learners, who learn best by listening to instructions. Some students are kinesthetic learners, who learn best by getting up and practicing the tasks right away. Some students may need additional support for their learning, such as more time to read the material, an aide or interpreter, or working with a peer. Some students thrive in a busy, active environment, while others work best when it’s quiet and calm. Some students hate group work, while others need at least one partner to keep them on task. Some of this information may previously have been given to you, if your students already have an IEP (individualized education program) or similar identified learning accommodation. However, regardless of whether your students are neurotypical or neurodiverse, or whether they have a diagnosis or not, it is beneficial to you to know how you can best support your students in their learning journey. Even knowing what other classes your students have this semester is helpful information to have. You won’t be able to provide every single accommodation, but you might be able to make some adjustments so that you’re employing a wider variety of lesson delivery techniques, offering choices on how your students can learn and present the lesson material, or avoiding assigning a huge project that’s due the same week as their big chemistry lab or history test. Some topics you might want to ask about in your learning style questionnaire include: • Learning styles (auditory, kinesthetic, visual), if known • Learning preferences (projects, worksheets, lectures, hands-on activities, etc.) • Students’ tolerance for noise in the classroom • Whether students work better individually, with a partner, in small groups, or in large groups • Whether students prefer to do homework at home or complete it during class time (if available) • Accommodations that students could benefit from • What students wished their classmates or teacher knew about them • Topic preferences (students might take drama but hate acting — are there options for them?) You can format your questionnaire with circle answers, checkboxes, or short answer sections — whatever works. It’s nice to have a variety of types of questions to answer. Leave space for students to include additional notes or explanations, and reiterate to them that you will keep responses confidential. Check out our questionnaire template at the bottom of this article for a formatting example. Be sure to thank your students for their time and honesty, as it will truly benefit everyone in the classroom (anonymously, of course). And as much as possible, apply their responses to your classroom and lessons! Your follow-through will demonstrate that you genuinely care and are listening. And when students have the resources in place to help them, they will be that much closer to success. Additional Resources:Giving Instructions for Different Learning Styles The Inclusive Classroom: Drama Class for Students with Special Needs Tips for Running a Relaxed Performance of Your Show (this article gives ideas about making accommodations for various student needs)

Another new school year is upon us, and whether you’re brand new to teaching or a seasoned pro, Theatrefolk and the Drama Teacher Academy are here to support you on your teaching journey. The start of a new school year can bring some jitters, but it’s also a time of excitement and the opportunity for a fresh start. With that, here are seven back-to-school tips to help you get this year started in the best way possible. End of Break TipsIf you haven’t already done so, go back through our Summer Tasks for Drama Teachers list and complete those tasks. Once you’ve done that, the tips below will help you plan ahead to set yourself up for success. 1. Assess your supplies.Gather all your classroom and drama supplies, toss anything that is trashed, and replace or update supplies that need refreshing. This could include anything from getting new packs of paper and markers, to decluttering your costume and props storage, to cleaning out and replacing makeup kits and giving rehearsal blocks a sanding and a fresh coat of paint. Check your tech supplies — how are you doing on batteries, spike tape, cords? Look over your drama classroom wish list and see if you’ve missed anything. 2. Decorate your classroom.Look around the classroom — does it need some freshening up? Do you need some new posters or perhaps some framed production photos on the walls? Is any of your décor looking faded, shabby, or out of date? (Who is the new hot Broadway star, and what show albums do your students have on repeat? Find out and plaster them in your classroom!) Does your drama classroom door need a makeover? If you have display cases outside your classroom, when was the last time you updated them? While you’re at it, give your classroom a critical once-over and ensure the space is safe. 3. Plan how you’ll run your classroom.Where will students sit? Will they start with bell work, a check-in, a welcome question? Will you have a behavioural contract? What routines and systems will you implement? If you are an experienced teacher, will you switch up your routines? Why or why not? Go over your past curriculums and lesson plans and update them, if necessary. What worked well in the past, and what didn’t your students resonate with as much? First Day of Class Tips4. Share your classroom expectations.What policies and procedures are in place in your classroom? What are your classroom expectations? How will students be held accountable for their work, and how can they keep themselves accountable? Explain everything clearly and concisely and have it available in multiple places, such as a first-day handout to keep in student binders, posted on your class webpage, and hanging on your classroom wall in poster format. This way, students have no excuse for not knowing! 5. Get to know your students.Try to learn everyone’s name as quickly as possible. Start and/or update your personnel files, if you keep them. Playing games can help students open up in a low-risk setting. Help your students to create connections with each other, and with you as well. Be sure to check out the free PDF at the bottom of this article for 10 quick and easy name games, which are great to play during the first week of classes. 6. Start with theatre basics.Some drama teachers jump right into scene work and playwriting and then wonder why students are struggling with the material. Starting with theatre basics is especially important for young students and those new to drama, but is vital for more experienced students as well. A solid foundation helps your drama students succeed. Start working on topics like trust building and active listening, vocal technique and clarity, community building, and ensemble mindset in your first few weeks of school, and you and your students will reap the benefits in the long run. 7. Don’t be afraid to ask for help.Sometimes we just need quick and easy answers to get us started right away. Here are some no-fuss resources to help you out: Get Your First Day of Drama Class Started Out Right Round-Up: Back-To-School Resources for Drama Teachers (first week & classroom management tips) Round-Up: Back-To-School 101 for Drama Teachers (production tips) Back-To-School Affirmations for Teachers Top 5 Rules for Building Relationships with Students

I have yet to meet a student who didn’t cringe (inwardly or outwardly!) at the start of a new semester or the first rehearsal when they hear their teacher say, “Ok, let’s go around the circle and share an interesting fact about ourselves!” So. Much. Pressure. Here’s a game that helps teachers and students get to know each other without the stress of having to come up with an interesting fact — all you have to do is answer a question. You’ll need a deck of playing cards and a printout of our question set, found at the bottom of this article. Grab your cards and deal out a card face down to each student, or fan out cards face down and let each student select one. The number on the card corresponds to a pre-set question. If a student gets the Joker card, they get to choose which question they answer. The questions can be theatre-related (“Do you like plays or musicals better and why?”), drama class-related (“What is something you’re hoping to learn in drama class this term?”), personality-related (“Are you a morning person or a night owl?”), likes/dislikes-related (“What’s your favourite meal? Describe it.”), or combination of any of them. You might even have your students submit suggestions and select the best ones to ask. Just keep it light — you’re all getting to know each other. You’ll have time to go deeper later in the term. If you think your students would benefit from knowing the questions in advance, print out copies of the question list and hand them out, or make a large copy and post/project it at the front of the room. This may help reduce some potential anxiety over “What question am I going to be asked?” Your students might appreciate being allowed to turn their cards over and look at them secretly for a few moments, so they can see the question and have a little time to think about their answers. They might also like the thrill of not knowing their question until the last minute! Just make sure everyone turns their cards back over while others are answering, so everyone can listen respectfully. Here’s an example of how your question sheet might look: • Ace = What is your favourite meal? Describe it. • Two = What is something you enjoy doing in your spare time? • Three = What is something you’re hoping to learn in drama class? • Four = What is your favourite way to consume media (social media, videos, podcasts)? • And so on. Jack, Queen, King, and Joker follow Ten. Check the bottom of this article for a full template. Here are some ways to mix up the gameplay: • Interview: Divide students into pairs. Deal out three cards to each pair. Have the partners interview each other using the questions related to the cards. • Trades: Before looking at the card, the student has the option to trade cards with another student who hasn’t yet answered their question. (Unfortunately this means that the student who goes last doesn’t get to trade, but this might encourage students to volunteer to go sooner!) • Suits: If the suit of the chosen card is Hearts (no matter what number the card is), the student must mime their answer. You can add additional challenges to each suit if you like. For example: Diamonds = sing your answer, Spades = answer in a funny voice, Clubs = speak your answer while doing some sort of gesture or movement. • Dice Roll: Before looking at the card, give the student the option to roll a die. If they get a 1 or 2, they will answer their question. If they get a 3 or 4, they will have to trade cards with another student nearby and answer the question on the new card. If they get a 5 or 6, they will have to draw a second card and answer that question as well. • Hot Seat: Have three students draw cards and ask YOU the questions corresponding to the numbers on the cards. ** Additional Resources:**• 20 Icebreaker Questions for Drama Students To Get To Know Each Other • Get To Know You Bingo • Three “Get To Know You” Games

It’s a new school year and in the hustle and bustle of getting classrooms organized, learning students’ names, and completing all the start-of-term tasks, please take a moment to pause, breathe, and centre yourself. Remember that you’re a good teacher and the work you’re doing is important. Feel free to use the affirmations below if you ever need a quick reminder. Print them out and hang them up, copy them into your notebook or planner, or write them in a card and give them to all your teacher friends and colleagues. Let’s get this term off to a great start! 1. I am an excellent teacher. 2. I give my best effort every day, remembering that my best can fluctuate from day to day. 3. Last year is in the past. This year is a fresh start. 4. I am starting this year with a clean slate. 5. I let go of expectations of perfection. 6. I feel confident asking for help when I need it. 7. Remember that it’s called a “play” for a reason. 8. I have the opportunity to share a subject I love with my students. 9. I am allowed to learn, fail, and try again with my students. 10. I will re-frame problems as learning opportunities. 11. I trust my skills, education, and knowledge. 12. I am not afraid to ask for help. 13. If I don’t know something, I can look it up! 14. I am learning alongside my students. 15. The work I do matters. 16. The process is equally as important as the product. 17. I will celebrate growth and wins, no matter how big or small. 18. My program is my program, and I won’t compare it to anyone else’s. 19. My program is valuable and teaches students important skills. 20. This is going to be a great year! Don’t forget that Theatrefolk and the Drama Teacher Academy are here to support you with plays, resources, lesson plans, and more. Please reach out — we’re happy to help. Additional Resources: • Drama Teachers: We See You. We Hear You. We Are With You. • Motivational Words for a Struggling Drama Teacher • Helping Drama Students Succeed Part 3: The Introvert(scroll to the bottom of the article to find a list of theatrical affirmations)

The first week of a new term is a busy one. Teachers need to introduce themselves, go over rules and procedures, learn students’ names, and establish a sense of trust, community, and safety. But we’re here to help. The following are activities and warm-ups you can use to ease your students into drama class and start your first week of classes on the right foot: Ten First Week Activities for Drama Class It’s right there in the title — ten (free!) activities to break the ice, establish trust, and build community. Get Your First Day of Drama Class Started Out Right Learn your students’ names, find out a bit about them, and find out why they’re taking your drama class. Learning The Rules: Act It Out Game Sitting and listening to rules is boring. Get your students up on their feet and act out how they should and shouldn’t behave in drama class. Three Things in Common Game This game goes beyond “we both take drama” or “we both have brown hair” and helps students get to know each other more deeply. Warm-Up Activities that Encourage Communication Here are a bunch of activities that get your students engaged in communication that goes beyond simply talking. They focus on vocal technique and clarity, active listening, and nonverbal communication — the basics to build a foundation on. Active Listening in the Drama Classroom Active listening is another important foundational skill that students need to succeed in drama class. This article contains a whole host of activities that help students practice active listening. Warm-Up Activities for Trust Building Ease your students into drama class with these full group activities that are low pressure but high on fun. These activities can be adapted for in-person or online learning. Nonverbal Communication Exercises for the Drama Class The idea of public speaking or reading aloud in class, especially at the beginning of the term, can be intimidating for some students, especially if they’re new to drama. Try these nonverbal exercises that focus on communication, movement, and intention, all without words. Question of the Day Get your students into the drama class mindset with this start-of-class activity. As a bonus, here are a few of our tried and true classroom management tip articles: Top 10 Classroom Management Tips for Drama Teachers This article comes with a free download of emergency activities to have on hand for those “just in case” situations. 5 Ways to Quiet Down a Noisy Drama Class (Without Yelling) If your students are on the boisterous side, this article will come in handy! 3 Tips to Learn Students’ Names Quickly So. Many. Names. This article offers tips as well as three name games to help you out. Creating Connection With Your Students When there is a genuine connection between teacher and students, there are so many positive outcomes in the classroom, including a feeling of positive energy, more risk-taking, deeper absorption of lessons, and visible enjoyment of the subject.

Get To Know You Bingo is a fun icebreaker game. It gets students up out of their seats, moving around and talking to each other. It’s also a good way for you to get to know more about your students, and to potentially gauge their prior drama knowledge. To prepare the game, you’ll need a computer and a printer or photocopier. To play the game, students will each need a printout of the Bingo card and a writing utensil. Preparation:Start by creating a Bingo grid card with various questions that your drama students might know the answers to, or traits that students in your drama class might possess. Since students will be talking to each other to get their squares filled, you don’t have to do different layouts for every student, but you can if you wish. (The website My Free Bingo Cards is a great resource to print free randomized Bingo cards if you don’t want to make them manually.) Traditional Bingo cards in North America are 5 by 5 squares (25 squares total), but you can also make a smaller card of squares or rectangles if you wish (in the United Kingdom, Bingo cards are sometimes made on a 5 by 3 or 9 by 3 rectangular grid). To fill your squares, you can include ideas that are specific to drama or to your class (a production class, musical theatre class, playwriting class, etc.), or go with straightforward personality or appearance traits, or even a mix of both. For example, you might have “Someone who can name a play written by William Shakespeare” or “Someone who has blonde hair.” At the bottom of this article, you can download a whole list of square ideas. You can also duplicate ideas or have students come up with card ideas themselves. You might also want to make a “free” space; traditionally the centre square of the 5 by 5 grid is a free space, but you can put it in any place you wish. Make sure when you’re putting the prompts into the squares that you leave enough room for student signatures. Print enough copies so each student has a sheet. Rules:The game will be played in three rounds. In the first round, students are looking for one line — horizontal, vertical, or diagonal. In the second round, students are looking for two lines (they can intersect). In the third round, students are aiming to fill a full card. When a student gets the required amount of squares filled with signatures, they yell “Bingo!” Students must ask the person the question on their sheet before they get their signature; they can’t just thrust the paper at them and say, “Sign something.” Students also must write down the person’s answer as applicable. For example, if the person signs the “Someone who has taken dance lessons” square, what kind of dance lessons have they taken? Or where did they take the lessons? It’s more fun to have lots of different signatures on your Bingo card, but if you want to reduce touch points, you can have students write people’s names and answers on their own cards. Just make sure they spell their peers’ names correctly! Students need to be observant and choose their people and squares carefully! Once a square is filled, they can’t erase someone’s signature and get them to sign a different square. Some squares might be easier or more difficult to fill. Signing rules are as follows (feel free to adapt to your class size): • First and second round — one square per person per card. • Third round — students may sign two squares per person per card but no more than two. • Students may sign one square on their own card. • The teacher may sign one square on a student’s card. When a Bingo is called, have the rest of the class sit down and have the winning student share their answers. If you wish, have a person who signed one of the squares answer a followup question. For example, if a student signs the “Someone who has an older sibling” square, you can ask them what their sibling’s name is, or how many older siblings they have. Some squares, like “Someone who has blue eyes,” won’t have much of a personal followup, but you could also ask a general question to the class, like “Who else has blue eyes and could have signed that square?” While we know many students like competing and will likely vie to be the first to call “Bingo,” the point of the exercise is less to WIN and more for students to get to know their classmates better. Distance Learning Adaptations: If you are teaching virtually, you can adapt this game in a few ways. You can use it as a full-class discussion starting point. For example: “Raise your hand if you’ve seen a live theatre show.” From there, you can have students share what shows they’ve seen. Continue with as many squares as you like or have time for. You can also do a small group competition. Divide students into small groups and send them into breakout rooms. Assign one student in each room to be the note-taker. Have each group see how many squares they can fill in a specified amount of time, or see which group can get a full card the quickest. You could also assign bonus points if more than one student in the group can fulfill the square’s requirement. For example, if three students can name three different Shakespearean plays, they get three points for that square.

The Theatrefolk 2021–2022 Equity, Diversity & Inclusion Advisory Panel shares its thoughts on LGBTQ+ inclusive questions for your beginning of the year survey. What strategies do you use to get to know your students at the beginning of the year or semester? Certainly you’ll learn about them from what they share in your class, how they approach assignments, and how they work with others. But there are some specific details that won’t come to light in the day-to-day routines of your class. A student survey can help you learn those details. Potential questions can range from personal reflections to learning preferences. The answers will give you insight into your students’ goals for your class, what they want, and how they express their individuality. For example: • What three words describe you best? • What’s your favourite movie or book or song? • What are you most proud of? • What is your favorite way to learn? But there are other key questions to consider, particularly for your students in the LGBTQ+ (LGBTQIA, LGBTQ2S) community. The answers to these questions are key to student safety and inclusivity. Student safety is extremely important. Inadvertently outing students to their peers, families, and/or other teachers may lead to bullying, abuse, etc. Consider the following inclusive questions for your LGBTQ+ students: • What is your name on the official school roster? • What is the name you would like me to call you in class? • May I use this name with parents and other teachers? • What kind of experiences and stories do you enjoy seeing on stage? • What kind of experiences and stories do you wish you could see more of on stage? • What pronouns do you use? • Note: Give examples with this question (he/she/they/ze/etc.). Sometimes a student might be wondering what they are. Give them a choice! Be sure to add etc. at the end of the list — there are always more pronouns out there. • What pronouns should I use for you? • Is there anything you would like to discuss with me regarding pronouns/names? • Can I share this with substitute teachers? • Who are the adults in your home? • Is there anything I need to know about you to make your experience more comfortable or safe this year? • Are there any daily traditions, routines, or habits that I should be aware of? • Virtual students • Do you work with or without headphones? • Are you in a space by yourself or do you work with others around? Note: This is not a document that you pull out when you assume you have an LGBTQ+ student. Don’t assume. Give students the opportunity to share that information with you. These questions should be normalized as part of your classroom procedures for getting to know your students. Disclaimer: Check with your administration and district policy about anything discussed in this article with regard to LGBTQ+ (LGBTQIA, LGBTQ2S), as laws vary from region to region. *Terminology: * L = Lesbian. Women sexually/romantically attracted to women. G = Gay. Men sexually/romantically attracted to men. B = Bisexual. People sexually/romantically attracted to their own and other genders. T = Transgender. People whose gender identity differs from the sex they were assigned at birth. Q = Queer/Questioning. An umbrella term with a variety of meanings. Used by some individuals who don’t identify as straight or cisgender and do not conform to traditional societal norms with regard to gender and sexuality, or who are questioning their sexuality or their identity. I = Intersex. An umbrella term. A person born with sex characteristics that do not fit binary definitions of male and female. A = Asexual. People who feel little to no sexual attraction to others. 2S = Two-Spirit. An umbrella term used by some Indigenous people who identify as having both a male and female spirit.

“What did you do on your summer/winter holidays?” is over. “What are your plans for the weekend?” is boring. You need some new and fresh icebreaker questions to get your students conversing. Not only will these questions help your students get to know each other, but they’ll give you deeper insight into their lives and personalities as well. The following questions are open-ended, so students can share more than just yes/no or one-word responses. They’re also meant to be inclusive, so students can participate without feeling “less than.” For example, asking students what they did over the holidays can be great if they went on a fancy vacation, but not so great if they had to stay home and babysit their siblings or work a part-time job. Some of the questions are funny, some are serious, some are more personal. Be aware of your students’ dynamics and what questions might be uncomfortable for them, and adjust or omit questions as necessary. You can use these questions for the traditional “pair up and interview your partner” exercise, as full-class group discussion questions, or as written journal prompts. 1. What television show, movie, novel, or comic book do you think would make a great theatrical stage production? Why? 2. If you got to set the drama curriculum for the semester, what lessons/topics would you teach? 3. What do you think drama teachers do when they’re not in class? 4. What is your dream job? How could the skills you learn in drama class help you to get that job? 5. What are three traits a great drama teacher should possess? 6. What is something you’re interested in? Why does it interest you? 7. Name a person you respect or admire. What is it about that person that you like? 8. What is a great piece of advice you have received? Or, what advice would you share with others? 9. If you could write a play or musical about any topic or featuring any music, what would you create? 10. Describe a favourite taste or smell with as many expressive words or phrases as you can. 11. If you could donate a million dollars to any charity or cause, what would you donate the money to? Why? 12. If the drama classroom could talk, what do you think it would say? 13. If you could have any talent, what talent would you want and why? 14. What place — real or fictional — would you like to visit and why? 15. If you had a time machine, would you rather visit the past or the future? Why? 16. What do you want to be remembered for? 17. If someone wrote a book about your life, what would the title be? Who would star in the movie adaptation? 18. Describe how you’d arrange and decorate your ideal drama classroom. 19. What three words would you use to describe yourself? What are three words you think others would use to describe you? 20. What is something that always makes you laugh?

Classroom routines and systems help students and teachers alike feel organized and secure. There’s something comforting about knowing what is expected, what happens next, and what the general structure of class will be, even if students don’t yet know what the lesson is going to be about. Classroom routines and systems also help students shift into a drama class mindset. When students enter the drama classroom, they might be antsy from sitting silently for long periods of time in their other classes, or sluggish after eating a big lunch. Having students go through a familiar routine as soon as they enter the drama classroom helps them focus their energy and get ready to start their lesson. Here are five ideas for routines and systems that you can implement in your drama classroom: 1. A place for everything and everything in its placeAs soon as your students cross the threshold into the drama classroom, they need to know things like where to put their personal belongings, where to sit, and where to hand in assignments. What this system looks like will depend on your classroom situation. If you’re in an auditorium, your students might sit in the front row of seats and stow their books and bags under their chairs. In a shared classroom setting, your students might need to move desks or tables out of the way first thing while you bring your drama supplies into the room on a rolling cart, and then move the tables back to their original spots at the end of the class. Assignments might be turned in on your desk, or in a labeled basket near the door. You might even make a poster with this information for everyone to see. 2. Bell workA great way to start your class is with bell work — a short activity for students to work on as soon as they enter the room and put their personal items away. This helps get them into a drama class mindset. It also lets students know that while drama class is fun, they’re expected to get on task right away. Bell work could be answering a question of the day or responding to an Idea Machine prompt, or responding to a journal prompt. 3. Check-in and check-outIt’s great to see how your students are feeling and gauge their energy and focus levels at the beginning and end of class. Many teachers employ this simple routine: start each class with a check-in (“How are you feeling?” “Anything I should be aware of today?”) and end each class with a check-out (“What did you learn today?” “How are things different from the beginning of class?”). This doesn’t need to be long or drawn out; students can respond verbally, with a thumbs-up or thumbs-down, or whatever method you think is appropriate. But getting insight into your students’ mindset can help you make subtle adjustments to your lesson plan if you wish, and your students will appreciate knowing you care about them enough to ask them how they’re doing. 4. Warm-upsWarm-ups are never a waste of time. They get students moving, get them out of their heads and into their bodies, and help them think creatively. They’re great for making you laugh, they can introduce new concepts (prior to delving deep during the lesson), and they can reinforce skills learned in previous lessons. The Theatrefolk blog has tons of warm-up activities on lots of different topics: • Warm-Up Exercises for Trust-Building • Warm-Up Activities That Encourage Communication • Fun Rehearsal Warm-Ups to Get Everyone Ready • Community-Building Warm-Ups for the Drama Classroom 5. Exit slip / reflectionExit slips and reflections are fantastic tools to use at the end of class. Reflecting helps students in so many ways, including allowing them to pause, think about what they’ve learned, make sense of the material, and relate it to themselves and their individual situations. Exit slips can be directly related to the lesson or used in place of a verbal check-out. Here’s a great collection of reflection prompts you can use in your classroom.

First impressions matter! Getting your first day of drama class started on the right foot is so important for setting the tone for the rest of the semester. No matter whether you have a classroom full of students who are brand-new to drama, a gang of seasoned drama pros, or a group of students who really don’t want to be there (and that’ll happen), you have a fabulous opportunity to help your students grow and develop in ways they can’t even imagine yet. So read on for three tips, as well as some helpful links, to help you get your first day of drama class started out right. 1 . Learn your students’ names, and share your classroom expectations.Demonstrating respect for your students will help them to respect you. And an easy way to show your students that you care and that you value them is to learn their names right away. Here are some tips to help you learn your students’ names quickly. And, while it’s not exactly fun to have to lay down the law right away, it is important for your students to know what the expectations in the drama classroom are. While there is lots of movement and creativity, it’s still a class – it’s not just time to run amok. You may choose to do this by having a class discussion, sharing details on your class syllabus, putting up posters around your classroom, or making it into a game. But, no matter what, be sure to make your expectations clear and share them in a timely manner. Here are some extra tips to try for sharing classroom expectations: • Learning the Rules: “Act It Out” game • 5 Ways to Quiet Down a Noisy Drama Class (Without Yelling!) 2. Find out more about your students and their personalities.Have the students get into pairs. Each pair conducts a mini-interview with each other. They need to find out four things: 1. Their partner’s name. 2. One thing their partner did in the summer. 3. One hobby or activity their partner does outside of school. 4. One “favourite” thing their partner likes: favourite colour, food, band, movie, etc. (Let students pick whichever “favourite” they want to share.) Give students three minutes to interview each other. Then then they will stand up with their partner and share each other’s answers with the class. This gives all the students a chance to get to know who is in the class and gain a glimpse into their personality. This can also help you, the teacher, get an indication of your students’ interests so you can tailor your classroom exercises and scene choices to topics and subject matter that your students would like. You can also try these three “getting to know you games” with your class: 3. Why are your students there?Have your students fill out a brief, private questionnaire (click below to download) describing why they’re taking drama and what they hope to get out of the class. Allow students to be honest by assuring them you will keep their answers confidential – remember, you may have students in your class who didn’t choose to take drama, but they are just as important to the group as your keeners. You may even wish to allow students to give their answers anonymously – have them fold their sheets in half and place the completed forms in a box. (If you go this route, you can stand with the box and check off that they’ve submitted the paper, should you wish to include this in the students’ participation marks.) Like the classroom mini-interviews, this allows you to dig even deeper into your students’ personalities, hopes, and goals for the semester. This information will help you shape your curriculum to focus on the units and lessons that will most benefit and challenge your students. Good luck, and may you and your students have much success! WANT MORE? Here are some BONUS articles for stating your year off right: • Day One of the Drama Classroom • Engaging the Non-Theatre Student in the Drama Classroom • Top 10 Classroom Management Tips for Drama Teachers • Student Goal Setting Exercise: The Wish Jar

School’s back in session and it’s time to get your students excited about the play and focused on the process. Easier said than done? Not with the right planning and resources in place. We’ve tried to streamline the process by rounding up some of our best tips and guides to help get you started – from choosing the right play to the casting process, rehearsals and kicking off the production process. Choosing a Play:What Play Do I Do Now? Overwhelmed by the many play choices available to you or have specific criteria you’re looking for? We can help make your search a success! 5 Things to Consider When Selecting a Play for Production Mounting a school production is a wonderful learning opportunity for students and staff alike. It’s also a big challenge. Before auditions are scheduled and sets start to take shape, here are five things to consider when selecting the show that your school will produce. The School Play Shopping List Before you start looking through mountains of scripts, check out our shopping list of ingredients and make your search for the ultimate production piece a recipe for success. Auditions:The Ultimate Auditions Guide: Teacher Edition These seven sections take you through the audition process and provide suggestions for some common issues and conerns. Auditions don’t have to be nerve wracking experiences! How Do You Cast School Plays? In our travels to various conferences we’ve heard of a lot of different ways to cast school plays. Here are a few of the casting techniques we have encountered: Rehearsals:10 Questions to Ask During Rehearsal Questions are important in the theatre. They’re more important than answers. Here are ten of the most memorable questions we’ve been given in rehearsal. Getting Excited: How to Get Buy-in At Your First Rehearsal As drama educators, it’s your responsibility to get your students to “buy into” the show–to agree with and accept the show. Think of it in terms of selling your show to your students. Let them know the show’s “selling features.” Demonstrate what’s in it for them. Here are five suggestions to help get students enthused about your show from the get-go. Production Process:Approaching Your Script: What Directors Need to Think About Before Beginning the Production Process Here’s a jumping off point for approaching your script, inspired by the ever-useful “5 W’s” – who, what, where, when and why. How to Solve Common Beginning Actors Mistakes Beginning actors make mistakes. Mostly it’s because, well, they’re beginners! I prefer thinking of them is missteps rather than mistakes – they are things the beginning actor hasn’t considered. And it’s always a great time to change that! Warm-up Round Table: Warm Ups for Different Types of Plays Whether you’re rehearsing Shakespeare or devising an original work, there’s a warm-up just for you. Producing a Show: How a Great Process Will Lead to a Great Product The experience of working on a show is a multifaceted experience, but it can really be broken down into two main parts: the product and the process.

Whether you’re an experienced drama educator or brand new to the world of theatre, it always helps to have a plan in place. We’ve rounded up some of our best resources to help ease the transition back to the classroom so you and your students can hit the ground running. First Week Resources:Drama Teachers – What’s Your Goal? It’s easy to get tossed into the whirlwind that is the beginning of the school year. It’s just as important to check in with your needs and goals for the upcoming year. You know what you want for your students, but what do you want for yourself? 10 First Week Activities for Drama Class The first week of drama class can be the toughest of the semester. The activities that work best tend to be games and exercises that are simple and let everyone get to know each other. Lesson Plans for Drama Teachers Looking for lesson plans? Look no further! We’ve compiled a big ole’ list of links plus a printable PDF: Top Ten Tips For Writing Awesome Lesson Plans! 10 Questions Every Teacher Needs to Ask You love to teach, right? Some simple check-ins and self-evaluation can help you hold on to that love for years to come! 3 Get-to-Know-You Games Many games may seem simple or silly, but they are a good way to gauge your students’ abilities and willingness to participate. We have three simple games that can be used as “get to know you games” or even warmups. 3 Tips to Learn Students’ Names Quickly It can be challenging to learn names in a drama classroom. But with a little preparation and some practice, learning names quickly will become easier and easier. Classroom Management:Top 10 Classroom Management Tips for Drama Teachers Whether you are a beginning teacher facing a classroom full of students for the first time, or a grizzled theatre veteran (with the creative battle scars to prove it!), here are our top ten classroom management tips! 5 Ways to Quiet Down a Noisy Drama Class (Without Yelling!) 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. Here are five different ways to request (not command!) quiet, without having to yell. 3 Ways to Engage A Large Drama Class With larger classes, it can be harder to get to know students individually and meet everyone’s needs. With a little bit of planning ahead, engaging your large drama class can be a smooth process. Here are three tips that can help. Ordered Chaos: Balancing Structure and Creative Activity in the Drama Classroom The Drama Classroom is a unique place. There must be a balance between creative activity and structure in the drama classroom. How do you set your drama classroom up for success? New Drama Teacher Toolkit Are you new to teaching drama? Whatever you’re going through, you are not alone. Find articles on classroom management, exercises, activities and podcasts where you can hear directly from other teachers.

One of the most common activities that occurs during a first drama class or rehearsal is some form of a “Get to Know You” game. Starting with games is not just a nice break for students who may have been sitting still and silent in other classes, but it’s a great way for them to learn each other’s’ names through “play” (yes, the double meaning was totally intended!). While many games may seem simple or silly, they are a good way to gauge your students’ abilities and willingness to participate. Are they eager to jump up and get involved, or do they hang back? Why? Do they participate in some games but not others? Again, why? These observations can help teachers adjust and personalize lessons to fit students’ personalities and skills, or else challenge students and push them out of their comfort zones. Here are three simple “get to know you” games to try at your next class or rehearsal. You can also use these as warmup games. At the end of the post, check out the link to a student reflection , about games and using them in the classroom. Game 1: “ABC Name Game”This is a simple game—introduce yourself in your “loud actor’s voice,” then add something you like that starts with the same letter of your first name. For example: “My name is Kerry, and I like koalas!” Then the person next to you introduces themselves and what they like, and then re-introduces you. “My name is Sarah, and I like soccer… and this is Kerry, and she likes koalas.” You can either continue on, introducing one person at a time, or (for a big challenge) have the students keep repeating every single name and like until the poor person at the end has to repeat everyone’s name! A fun alternative to this game that will get your students moving is the “Action Name Game.” Play the name game and add a gesture, pose, or action. Each person must repeat the names and actions, which will create a crazy dance by the end of the line! Game 2: “Move Yer Butt”This is a fun, active game to get the students up and running around! It’s kind of like non-musical Musical Chairs. Everyone sits on a chair arranged in a circle, except for one person in the middle. Their goal is to get a seat! The student in the middle of the circle will call out “Move Yer Butt if…” and add a situation or characteristic that they have. For example: “Move Yer Butt if you have brown eyes!” Then anyone in the circle who has brown eyes must get up and switch seats with another person in the circle, while the person in the centre tries to steal a chair. Whoever is left without a seat comes up with the next “Move Yer Butt” topic. Examples of situations and characteristics could include eye/hair colour, items of clothing worn, places you’ve travelled to, age/grade level, or things you like or dislike (foods, music, movies, etc.). Game 3: “Mixer”This is a super-easy game that gets students moving and laughing. Students move around the room in various ways, depending on what the teacher calls out. For example: walking, hopping, jumping, sneaking, creeping, skipping, sliding, etc. The possibilities go on and on. At various times, the teacher will call out a random number and body part, like “four elbows,” “six toes,” or “three pinkies.” The students must quickly get in groups of whatever number was called and attach the named body part together! If there are people left over, they are “out.” For a more competitive game, those players who are “out” are eliminated. For a more cooperative game, have those who are “out” help the teacher pick the next way of moving or the number of body parts. Variation This variation encourages conversation. When students get into their “four elbows” groups, they must share the number of facts about themselves as the number of people in the group (i.e. three group members, three facts), or find that many things in common with each other (i.e. four group members, four similar traits among students). Hope these games help with your next class!

For some of you, school has already started. For others, that first day is looming right around the corner. Either way, it’s easy to get tossed into the whirlwind that is the beginning of the school year: deciding on plays, setting up procedures, and writing curriculum for multiple classes. All of that work is important to have a successful and smooth running classroom. However, it’s just as important to check in with your needs and goals for the upcoming year. You know what you want for your students, but what do you want for yourself? How often do you self-evaluate?Teachers frequently ask students to evaluate themselves. Self-evaluation is an important part of the learning process; it cultivates critical thinking skills, promotes self-reflection, and (hopefully) fosters a sense of responsibility for one’s work. Self-evaluation is not just for students. Teachers also need to develop critical thinking, practice self-reflection skills, and identify goals for their work. Self-evaluation can help you: • Give focus to your teaching • Determine areas you love • Recognize areas you don’t • Highlight your strengths • Pinpoint skills to improve • Avoid burnout. • Become a better teacher Many teachers don’t have time to sit around and reflect throughout the year. So why not do it now, before the roller coaster really gets going? This will give you a document that you can refer to periodically to see if your goals have changed. You’ll be able to review it at the end of the year to see what you accomplished and what you can improve on. Where do I start?The beginning of the year is all about promise. What do you aspire to achieve? How do you feel when you look at the year ahead? 10 Self-Evaluation Questions for the beginning of the year:1. What are my teaching goals for this year? 2. How have my teaching goals changed from last year? 3. What do I love about teaching? 4. How will I bring my love of teaching to the classroom? 5. What do I hate about teaching? 6. What action will I take to deal with these negative feelings? 7. What is my top strength as a teacher? 8. What is one area I feel needs improvement? 9. What action will I take to improve this area? 10. What am I looking forward to the most for this year? Bonus! Finish these sentence starters. • Teaching is important to me because… • I am the kind of teacher who… • I aspire to be the kind of teacher who… • I expect all teachers to… • The one word to describe my teaching goal this year is…

As a teacher and director, one of my first priorities at the beginning of a new class or rehearsal process is to learn everyone’s names as quickly as possible. It makes students feel important and that they are a vital part of the class. It can be challenging to learn names in a drama classroom. More often than not, there are no desks, assigned seats, or a seating plan to work against! But with a little preparation and some practice, learning names quickly will become easier and easier. Here are some tips that I use to help learn students’ names:1. At the first class, have students introduce themselves, then you repeat the names out loud. Muscle memory! At your first class, have your students sit in a circle and introduce themselves. Just a simple, “Hi, I’m Amanda,” is all that’s needed. Then you (the teacher) will repeat the name out loud to stick it in your brain. After a few people say their names, go back and repeat the names out loud, and then continue around the circle, going back every few students and repeating the names. For a challenge, after everyone has introduced themselves, go back and try to say all the names in a row. For an even bigger challenge, close your eyes and have your students change spots in the circle, and then go back and try to identify them again! Like learning lines, repetition is so helpful for memorization. Bonus: Before classes even start, study the student list to familiarize yourself with the names themselves._ Think of it like familiarizing yourself with the script before an audition! For example, if you go into your Grade 9 Drama class already knowing that you have Jessica, Kyle, Mary, John, and Stuart, it is less intimidating than trying to remember every name in existence. Granted, your classes will have more students than that, but even learning 30 names for a class is less stressful than trying to recall hundreds of names. 2. Repeat and use students’ names. When answering questions or asking for responses, be sure to practice calling on students by name. If you forget their name, ask them to say it out loud again before answering, and then you repeat it. You could also have them say their name out loud before they answer, during the first few classes. 3. Play name games. Try the Silent Line-Up Game. Students line themselves up across the room WITHOUT SPEAKING from shortest to tallest. See if they can do it in 30 seconds or less. Then have them repeat the exercise, only this time they must line themselves up in alphabetical order according to first name (again WITHOUT SPEAKING). Once everyone is in place, have each person say their name out loud to see if everyone is in the correct spot. If you’re teaching multiple classes, keep a tally between each class you’re teaching to see which group is the fastest. Click the download below for a couple of bonus name games! NOTE: If you forget someone’s name or feel embarrassed for mixing people up, ask your students to be understanding. Remind the group that there are ____ of them and only one of you and you’re doing your best! It happens to everyone. You will get there!

The first week of drama class can be the toughest week of the semester. A drama class is quite different than a “regular” class. Students need to be comfortable with each other before the “real work” can begin. The objective of the first few drama classes is to build that comfortable environment. There are three things you need to do: • Break the ice • Establish an environment of trust • Turn the class into a community The activities that work best for the first week of drama class tend to be games and exercises that are simple and let everyone get to know each other. Where to start? We've made it easy with Ten Fantastic First Week Activities for Drama Class - all created to help you prepare for a week packed with creativity, laughter, and self-discovery! Click the link below to download and get started. Wishing you a great start to the new school year!