The first day of school often begins with icebreakers or a syllabus review, but one high school teacher has made that initial class period more purposeful by planning the last day of school on the first day.
Instead of starting with course content, the teacher opens a shared document and presents three questions to students:
- What will we do this year to get the most out of this experience?
- What do you hope to accomplish this year?
- How do you want to feel on the last day?
Students discuss their answers in pairs before sharing with the class. As common themes emerge, the teacher records them in the document, creating a collective record of the class’s goals. This document remains untouched until the final day of school.
How the exercise shapes the school year
The questions serve a clear purpose. The first—about actions—helps establish shared agreements. Typical responses include “pay attention,” “complete work on time,” and “arrive prepared.” The teacher presents these as commitments the entire class makes together, rather than rules imposed from above.
Related: Homework Benefits and Drawbacks Revealed in Six Charts
If a student struggles later in the year, the teacher can refer to the document in a brief conversation: “Remember when we all agreed to this? How do you think you’re doing?” This method moves accountability from top-down enforcement to a shared understanding of the class’s values.
The second question—about personal goals—allows students to express what they want to achieve. In a literature and composition class, responses might include “become a better writer” or “participate more confidently in discussions.” The teacher connects coursework to these goals, answering the question “Why are we doing this?” by pointing to the students’ own stated ambitions.
The third question—about emotions—holds particular significance. Many students have experienced classes that left little impact. The teacher explains that they, too, sometimes felt that way as a student and doesn’t want that for their class. Responses often include feeling “challenged,” “proud,” or “ready for what comes next.”
The list becomes a reference point. If a student appears disengaged midyear, the teacher can revisit the document in a private conversation: “Do you feel any of these things right now? What would need to change?” The discussion remains focused on the student’s own words, making it more meaningful than a generic pep talk.
Related: USC Unveils New Artificial Intelligence Initiative
Most classrooms follow a cycle of assignments and deadlines, but this approach adds intentionality. It focuses not just on what students learn but on how they want to remember the experience.
The final day brings it full circle
On the last day of school, the teacher reopens the document. Students often react with recognition—“Oh yeah!”—before laughing at their earlier responses. The class reviews each column, answering the same question after each: How did we do?
The exercise highlights their progress. Goals that once seemed distant are now met, written in their own words. The difference between who they were at the start and who they’ve become becomes clear.
For teachers, the activity turns the first and last days into bookends that frame the entire year. For students, it provides something concrete to take with them—a record of who they were when they started and proof of who they became.
