ANCHOR CHARTS - Classroom walls are often filled with vibrant displays of student personality and connection. While this human element is valuable, I’ve found it powerful to begin the year with intentionally blank walls. As students encounter new concepts, we build the environment together by adding anchor charts in real time. One effective method for creating clean, professional-looking charts is to design them in Google Slides, project them onto a screen or TV, tape chart paper over it, and trace the content with a Sharpie. The result is polished, student-centered visuals that grow alongside learning.

BEHAVIOR EXPECTATIONS IRL - Educators excel at connecting academic learning to real-world outcomes for students. We help students understand why what they’re learning matters outside the classroom. Yet, one area that often gets less attention is behavior. Students spend roughly 12 years in school, but we hope they will be productive, responsible members of society for 70, 80 or even 90 years. That’s why teaching appropriate behaviors is just as important as teaching academic skills. A simple way to think about it is this: Would this behavior be acceptable in a Starbucks, at an airport or behind the wheel of a car? If the answer is “no,” then it’s a behavior worth correcting. By focusing on both academics and behavior, we can prepare students not just for class, but for life.

NAME PLATES - Fold an index card in half and write each student’s first name and last initial on both sides of the base. Students can personalize their cards with details like birthdays, interests and more. These name plates serve multiple purposes. Placing them around the room each day allows you to intentionally form groups and take quick attendance. On self-selected seating days, leave the name plates by the door and students can grab theirs and choose a seat. Any leftover cards instantly show who’s absent, streamlining attendance even further. If classroom disruptions arise, simply move the name plate to another seat to reset the environment with minimal interruption. Substitutes and guest teachers also benefit from these clear, visible identifiers.

ONE RULE - Simple to understand and easy to implement, the One Rule is: “I can do anything as long as I don’t cause a problem.” Another version: “I can do anything as long as I don’t cause a problem for myself or others.” Or, more casually: the “don’t be a jerk” rule. This flexible model shifts the teacher away from being the “rule enforcer” and instead encourages student ownership of behavior. To introduce it, use an anchor chart with a horizontal line across the middle labeled “The One Rule” or “Living Above and Below the Line.” As a class, brainstorm examples of behaviors that fall above the line (respectful, responsible, helpful) and below the line (disruptive, disrespectful, harmful). Record student responses, creating a clear visual reference. Repeat this process with each class section and create a permanent version to display throughout the year.

PINBALL - Arrange all tables into a large circle, or a circle within a circle if space is limited. Position chairs on the inside of the circle, facing outward. Then stand in the center, allowing you to move quickly from student to student. This setup creates an efficient system for delivering immediate, targeted feedback. Students can work independently while still having easy access to support. Those who need more guidance can be seated closer to the center, while more independent learners are placed on the outer rim. This structure minimizes the need for grading and feedback after class, while maximizing real-time support from the expert in the room, you. As a bonus, simply flip the chairs to the opposite side of the tables and you’ve set the stage for a Socratic seminar.