I know it is important to have the students start learning immediately. I want a lesson to be on their desk from the moment they walk in the door even if it is simply writing their name, address, etc on a 3x5 card.
My question:

I am teaching ESE students, of which I do not know their varying levels of learning. What
first day activities do you recommend for 6th grade ESE students in a self-contained classroom?

Should I begin the whole-brain/power teaching immediately or should I wait as one of Chris' videos suggest?

Would it be better to begin the power teaching from the beginning since I am dealing with an ESE class?

Please give me suggestions. I have only been teaching 3 years and this is my first year teaching ESE.

Thanks. I appreciate it.

Hi Anita,
I'm not sure what video you are referring to that says to wait to start WBT. I think (and I'm sure Chris would agree) that you should start WBT on day 1. Here's what I recommend doing on Day 1: First, teach the "Class-Yes" and assign them a partner. Use the five classroom rules (with gestures, of course) to practice the "Teach-Okay" and "Mirror" methods. Then, throw in the scoreboard game. This might sound like a lot, but kids catch on to it quickly. Next I would use the WBT techniques to spend some time practicing routines... lining up, passing out papers, sharpening pencils, etc. There are a lot of steps that you can add to WBT throughout the year so your kids won't get bored... so don't wait to get started. Incorporate those WBT techniques and get good at them before adding some of the other techniques. I wish you the best. I think you will find that teaching using the WBT techniques is a lot more fun than "regular" teaching. Enjoy!
~Kristin DeWit

Kristen is right. You should start the first day. Do what you feel you can handle the first day and then add as the week goes on. You can never get everything into the first day, but you can keep practicing and adding throughout the week. I would suggest sitting them with a partner the first day so that they do not have a chance to get to know each other and complain about their partners. This way you start off with the expectation that they teach whoever you seat them with.