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

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

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?

128 Comments

  • Private message to Danye Levi

Is a Bellringer similiar to a Do Now? I use bellringers to adress previous, current and upcoming content so students don't lose knowledge on prior topics I've taught or I can check for understanding on the current topic or evaluate prior knowledge of a topic that is coming up to see who remembers it from the year prior.

Recommended (0)
  • Private message to Danny Hollier

 

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

An effective “Do Now” is one that incorporates classroom management and serves as a learning bridge.

  1. How does this strategy increase classroom efficiency?

Do Nows engage children’s minds at the beginning of the class. If they are captured by the lesson and on-task, they will feel productive, successful, and less prone to misbehavior. The Do Now sets expectations for an upcoming lesson. It reviews prior material and links their understanding to new material for the current class.

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

Classroom management and routines share a wonderful relationship because a successful, insightful learning environment requires structure and security. A certain set of behaviors are expected, a certain work ethic is required, and certain attitudes are necessary for learning success. Teachers should model the routines they want, which is the same as teaching students the pathway to achieving their goals. Routines and proper management will build positive LOCs in students, provide them with a safe learning environment, and give them guidance and standards for how to correct their mistakes, be they behavioral or academic.

Recommended (0)
  • Private message to AUDREY Batiste
  1. What makes an effective "Do Now" activity? An effective "Do Now" activity is being consistent, doing this every day when students walk in the classroom. Not giving them a chance to be idle or converse with their friends.
  2. How does this strategy increase classroom efficiency? It actually is activating prior knowledge because it's something or a lesson on content that was worked on before and leads into what they're going to work on next. 
  3. What is the relationship between routines and classroom management? The relationship is that it is an excellent technique and the hardest part is constantly getting the students back on task. So, making "Do Now" a routine will help the expectations from the very beginning of class. 
Recommended (0)
  • Private message to Erika Aaron

What makes an effective "Do Now" activity?

This sets the tone for your morning. You have an expectation and they know what that is daily, vs them wondering around the room aimlessly.

How does this strategy increase classroom efficiency?

It gives the students something to do as soon as they arrive, which cuts down on the time the students have to play around .

What is the relationship between routines and classroom management?

They are definitely married lol. You can't one without the other. 

Recommended (0)
  • Private message to Valerie /Willis
  1. What makes an effective "Do Now" activity?

Great video, the “Do Now” gives students instruction to come right into the classroom and get started with his or her class assignment for the day.

  1. How does this strategy increase classroom efficiency?

The learning material is given to the students as the walk through the door, which gives the students the learning objective, and to be focused on his or her learning assignment right away,

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

The relationship gives the students independent learning materials, and the management of the classroom provides the instructor the opportunity to answer any questions if needed.

Recommended (0)

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]

Teachers

Nick Romagnolo
Math / 6 7 8 9 10 11 12 / Coach

Newest

TCH Special

Webinar / Engagement / Distance Learning

TCH Special

Webinar / Leadership / Distance Learning

TCH Special

Webinar / Engagement / Distance Learning

TCH Special

Webinar / Leadership / Distance Learning

TCHERS' VOICE

Social Justice & Equity

TCHERS' VOICE

Distance Learning

TCHERS' VOICE

Professional Learning

TCHERS' VOICE

Professional Learning