Segments - Part One
This blog is the first in a series of different segments of a lesson. Starting off, obviously, with the beginning…
The first 8 minutes of any lesson can make or break the entire class. They set the manner in which the lesson will continue. As a teacher, I’ve come to appreciate the sheer importance of the Do Now and the opening exposition. In these first few moments, routines are established, focus is harnessed, and the tone for the rest of the lesson is set. These minutes are crucial in creating a space where students are ready to learn and are able to engage from the outset.
When a student walks into my classroom, the goal is for them to feel a sense of purpose straight away. The Do Now, a silent, focused activity that students begin immediately, signals that learning has already started. There’s no time for distractions, no room for wandering minds or for learning time being wasted. Students are greeted at the door and, as they take their seats, they see the Do Now projected on the screen or waiting for them on paper. They enter the classroom welcomed by the teacher and know what the expectations are. It creates a sense of urgency towards learning. It’s simple, yet structured. It draws them into a silent, reflective state, asking them to recall prior knowledge or apply a concept from earlier lessons. In our school we have a codified way to do this, which is simply by setting three questions all based on prior knowledge.
For the student, the Do Now is both familiar and reassuring. It’s not a test, but rather a way to ease into the lesson with confidence. The activity might ask them to reflect on something from last week’s class or a concept covered in a previous term. The expectation is clear - we start the lesson with silence and focus. For students, it should feel like stepping to a rhythm they know all to well. From the teacher’s perspective, this is a golden opportunity to actively circulate the classroom (register completed first of course!). This circulation happens in two stages, both important.
The first lap is procedural. Here, I’m ensuring that every student is complying with basic classroom routines. Is the date written? Is the title underlined? Are their books and equipment out and ready? Have they answered in full sentences? These small, seemingly insignificant details are key to establishing discipline and focus. When students know that I am paying attention to these fundamentals, it signals that every aspect of the lesson matters. It’s about setting expectations early on. When students are mindful of the small things, they tend to stay focused on the bigger things later on. It shows the students I care about their work and what they write and how it is presented matters.
The second lap is conceptual. This is where I’m checking for understanding, looking at the content of what students are writing down. Have they engaged with the question? Is their answer rooted in prior learning? Have they used the key vocabulary taught in previous lessons? I use this lap to gather data about the depth of their understanding and to identify any gaps in knowledge. It supports me with who I will question later during Do Now feedback and what misconceptions to address.
Capturing and maintaining student attention during these first components of the lesson is vital. Attention isn’t just about keeping students quiet or silent for that matter; it’s about ensuring that every student is mentally present and ready to engage with the learning. If attention isn’t secured in these crucial moments, it’s much harder to regain it later. A strong Do Now anchors students, pulls them into the lesson, and focuses their energy on the task at hand.
But these first components of the lesson aren’t just about review, they are also about setting up the exposition that follows. The Do Now is a bridge, leading seamlessly into the core of the lesson. By the time I stand at the front of the room to explain new material, students are already engaged. The quiet focus of the Do Now transitions into feedback on the Do Now is seamless and done with ease as a result.
As I deliver the exposition, it feels almost like storytelling. My job here is to pull the class into the narrative of the lesson, to take what they know and push it just a bit further. For the student, this part of the lesson is about discovery. The exposition is where they see the new material come to life and, for many, it feels like opening a new chapter. There’s curiosity, but there’s also a need for clarity. That’s why every explanation needs to be clear, structured, and connected to what they already know. The better I am at this the more they can follow along without feeling lost. I find scripting what I will be delivering really helpful.
In these moments the classroom feels alive with possibility. Every student is tracking the speaker, eyes following every word. When I pause for questions it’s not to break the flow, but to keep everyone on the same page. I have set the tone, created a classroom where engagement is expected and learning is the natural outcome.
For teachers and leaders alike the first fragment of any lesson is a powerful tool. It’s more than just an introduction, it’s the foundation on which the rest of the lesson is built. With the right routines, a purposeful Do Now and a strong exposition, the teacher creates a space where students are prepared to think, to question and to learn.
I have been really reflective on my teaching recently, thinking critically about how I must ensure that my students think more, whilst maximising as much learning as possible. Part Two will delve into checks for understanding within a lesson.
References:
Principles of Instruction by Tom Sherrington
Teach Like A Champion3.0 by Doug Lemov