At the start of my teaching career, I discovered that it was more difficult to maintain order in a sixth-grade classroom early in the day than at any other time. First thing in the morning the kids were noisy and aimless, and banging my open palm on the chalkboard for their attention worked only once. So I gave my students that which most children crave, consciously or un-: a simple, clear explanation of what I expected of them.
What I expected of themin the short term, at leastwas this: They were required to answer three new questions, written for their benefit on that still-vibrating chalkboard, at the beginning of each and every school day. If the children didn't hand in their answers before the first-period classes began, I would not accept their homework from the night before, thus earning them a score of nothing. On the other hand, a good record of correct or at least entertaining answers to those morning questions would, I promised, be used to nudge upward any borderline report-card grade at the end of each quarter.