All About Me

The first day of school brings many changes to a student’s life. For example, they will likely have a different teacher, a different place to hang their coat, and a different classroom. During the phases of de-confinement, there may also be ongoing hygiene measures in your community.

Last year’s coat hook may belong to someone else this year.

Similarly, your school’s teachers will be going through their own changes. They may be new to the community, they may be changing rooms, and they will likely welcome a different group of students in to their class.

A positive or negative first day of school may affect a learner’s motivation for the rest of the school year (Wilson & Wilson, 2007). By helping the teacher to understand the learner’s likes and dislikes, you can set them up for success from the start.

All About Me

Even if your child seems similar to others on the surface, their story is unique. An “All About Me” tells others how your child learns and interacts with the world. For example, your child may have a preferred style of learning or communicating with others.

An “All About Me” is a simple tool for introducing someone to their teacher. However, please keep in mind that it is also very personal. If it is appropriate for your child, include them in the creation of their “All About Me” to make sure their voice is heard.

You Can Do It

The first days of school may feel scary and that’s OK. You can help to make it a positive experience by getting an “All About Me” into the teacher’s hands. With your help, these first days may be great opportunities for your child to form good relationships with their teachers and their school for many years to come.

Teachers are likely overwhelmed on the first day. Help them out with an All About Me!

Click on the templates below to make your own!

Templates for Younger Students

Template for Older Students

References

Wilson, J. H., & Wilson, S. B. (2007). The First Day of Class Affects Student

Motivation: An Experimental Study. Teaching of Psychology, 34(4),

226–230. doi.org/10.1080/00986280701700151