No Series: Start with a "Do Now"

Start with a "Do Now"

Lesson Objective: Begin class with an introductory activity
Grades 6-12 / All Subjects / Structure
2 MIN

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Discussion and Supporting Materials

Thought starters

  1. What makes an effective "Do Now" activity?
  2. How does this strategy increase classroom efficiency?
  3. What is the relationship between routines and classroom management?

147 Comments

  • Private message to Danielle Gettys

1. What makes an effective "Do Now" activity?

An effective "Do Now" activity, (Bell Ringer) is immediately given to the students upon entering the classroom. The students will also see the directions written on the board of what is expected of them to complete this morning assignment.

2. How does this strategy increase classroom efficiency?

This strategy increases classroom efficiency because the student will automatically know what is expected of she/he to complete during that timeframe. This will also set the tone for the day and help students focus and stay on task. (In hopes of not derailing off of the daily schedule.)

3. What is the relationship between routines and classroom management?

Routines are those expectations of what a student is expected to complete on a daily basis in the classroom. Classroom management helps the teacher and the students to stay on task with their assignments. (This will help aid in having a more productive and efficient day for both the teacher and students.)

 

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  • Private message to Franya Bellamy

The teacher should make the "Do Now" activity is of the previous day's lesson and this will help the students get ready to move forward in the lesson. This strategy sets the standards for the day.

Classroom management and routine both should be writing down and read over in class to sets the expectations for the class. 

 

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  • Private message to Sonia Holleman

1. An effective "Do Now" has a lot to do with the Teacher being prepared when the students arrive. Giving clear instructions and asking the students if they have any questions.

2. Classroom efficiency is achieved by keeping all students on task. Giving compliments is an encouragement as they continue to work.

3. Classroom routine is what the students know what to expect and classroom management is maintaining order while learning and staying on task.

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  • Private message to Erica Archon

  1. What makes an effective "Do Now" activity?  What makes an effective “Do Now” activity is clear instructions.

 

  1. How does this strategy increase classroom efficiency?  This strategy increases classroom efficiency by setting the expectation of the students staying on task.

 

  1. What is the relationship between routines and classroom management?  The relationship between routines and classroom management is that good routines and classroom management creates an environment for effective learning.

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  • Private message to Stephanie R Howard

What makes an effective "Do Now" activity? It let students know that they have something to do as soon as they walk into the classroom.

How does this strategy increase classroom efficiency? It sets the tone for the class. Students are on task from the very beginning of the class period.

What is the relationship between routines and classroom management? Routines set expectations. Students know that there is no time for being off task, they must begin working as soon as class begins.

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Transcripts

  • [00:00]
    Interviewer: Okay, here we go. You’re gonna walk in the classroom quickly and quietly. I will hand you

    [00:00]
    Interviewer: Okay, here we go. You’re gonna walk in the classroom quickly and quietly. I will hand you your do-now, instructions are on the board. Are there any questions before we get started.

    A do now is any activity that you have at the very beginning of class that helps you set the tone for that day.

    Quickly, quietly, get started right away. Go ahead and get started right now on your do-now.

    Kids come in and have something to do when they get to their desk. That something to do should go back to what they’ve worked on before, and lead into what they’re gonna work on next. Often it’s really good to put the instructions for the do-now up on the board, so you don’t even have to say that much. They can just read them, and start following the directions.

    Then instead of having to talk to a lot of kids, we can just say, “I really like the way you got started, now go ahead and work on number two.” They read it, and then you can move on.

    Yeah, do it on the back of it. That cool? You know what to do right?

    Interviewee: Yeah.

    Interviewer: I’ve seen teachers that do do-nows as quick quizzes at the beginning of everyday. I’ve seen teachers that do a few old questions that they want to work on. It could be a reading passage that the kids have been working on. Ideally, something that’s gonna lead you directly into that day’s lesson.

    I see Chartanay 01:20 is starting to add to find the average of her numbers.

    The other great thing about a do-now is it’s really excellent technique for classroom management.

    I see the middle row is completely engaged in what they’re working on.

    It helps you to set the expectations from the very beginning of your class period. So a kid walks into your classroom, they know, “I’m gonna walk in. I’m gonna get my stuff out, and there’s work for me to do.” The hardest part of a teacher’s day is constantly getting kids back on task, getting your students back doing the work you want them to do, that’s the hard part.

    All right, you have about two minutes to finish your do-now, stay focused, stay on task.

    The best thing about a do-now is we start to work right away, and now I’m keeping you on task as opposed to getting you back on task.

    Are there any questions? Okay, back to work.

    [End of Audio]

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Nick Romagnolo
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