How I Teach Preschoolers to Use School Supplies (Without the Chaos!)
Preschoolers are naturally curious and eager to explore, especially when it comes to school supplies. ✂️🖍️ Using school supplies is an important step in independence AND helps students develop fine motor skills!
But giving a group of 3–5-year-olds open access to scissors, glue, and markers on Day 1? Not the best idea.
I’ve found that introducing supplies slowly and intentionally not only helps my classroom run more smoothly—it also builds confidence, responsibility, and respect for our shared materials. Here’s how I do it:
🛠️ Introduce Supplies Wisely
When it comes to school supplies in preschool, my #1 rule is:
Assume nothing—teach everything.
Even if your students have used crayons or glue at home, that doesn’t mean they know how we use them in the classroom. So here’s my go-to method for introducing each material:
✨ One at a time – I introduce just one tool per day (or longer if needed).
🎯 Model everything – I demonstrate how to use it, where to get it, and how to put it away. (And include some brief non-examples of what we don’t want to do.)
🧠 Practice first – Students don’t move on to independent use until they’ve mastered using them with supervision.
💬 Use clear, kind language – We focus on safety, respect, and being part of a classroom community.
🧺 Here's What It Looks Like in My Classroom
At the beginning of the year, I ask families for donations—trying to be mindful of their time and budget. On Back to School Night, I set up a simple supply drop-off station. I’m always so thankful for how generously families give. Most years, I just have to fill in a few gaps.
Once I have everything, I sort and store the supplies:
✂️ Items like scissors, glue, stickers, and paint go in a teacher-only closet.
🖍️ Everyday supplies like pencils, markers, and crayons go on a low, open shelf where students can access them independently (once they’ve been taught how, of course!).
🧒 Day 1: Introducing the Supplies Shelf
During our classroom tour on the first day, I always point out the supply shelf and say something like,
"This is where we’ll keep our crayons and markers. We’ll learn how to use them soon!"
That first day, we focus on one big rule: “I Can Be Safe!”
We practice walking feet, safe transitions, and how to move carefully in the classroom. Then, when it’s time to try our first supply—usually pencils—I get very animated and make it a thing:
👀 I model safe and unsafe pencil behavior with exaggerated gestures. I have the kids give my action a thumbs up with a “ding-ding-ding” sound effect or a thumbs down with a buzzer sound effect. This keeps them engaged and having fun while I show them specifically what to do (and not do). I show several of the common mis-uses with the pencil as well as model the desired behaviors. Some examples include:
Pantomime almost putting the pencil in my mouth (then reacting with an exaggerated “Yuck! We don’t want to share germs!”)
Writing on the paper instead of the desk
Dropping it on the floor and walking away
I keep this focused purely on behavior with pencils, not proper pencil grasp or letter formation, etc.
After modeling, I excitedly tell them it’s time for a “Pencil Test!” I invite them to show me how safe and smart they can be with pencils. I walk around praising specific behaviors until I’ve complimented each child and each behavior I want to emphasize: "Wow, Mikey is making sure to be careful with his pencil! I love how Alice chose a pencil without fighting or taking it out of someone else’s hand!"
Somewhere in the lesson I always mention how it’s okay to make mistakes or a bad choice. I’ll simply remind them, or help them practice, or have them take a break until they are ready to try again safely.
After a minute or two I tell them what a great job they did and that they’ve proven to me that they can handle using a pencil on their own. “And isn’t that awesome! Remember how when you were little you didn’t know how to use a pencil but now you can use one safely! And we are going to get even better at using pencils this year! We’ll learn how to hold them and use them to write letters and our names and more!”
I then pass out pencil practice papers and let the kids have fun practicing and showing off their skills for a few more minutes. At the end, we practice how to clean up and put everything away properly. 🎉
🎨 Rinse and Repeat with Every Material
I follow the same process for:
Markers
Crayons
Stickers
Watercolors
Tempera paint
Scissors
Glue (sticks and bottles!)
And yes—this means we don’t use every material right away. Some tools (like scissors) might not make an appearance until several weeks in. I wait until I’m confident the group is ready.
Eventually, once we’ve built solid routines, I begin incorporating more supplies into independent centers like the art area—but only after we’ve practiced enough to trust that they’ll be used safely and respectfully.
💡 A Note on Inclusion: Why Clear Modeling Helps All Learners
There is a bit of a debate in teaching circles in regards to whether it’s okay to demonstrate non-examples—or behaviors we don’t want to see—like putting a pencil in your mouth or scribbling on the table.
Some educators feel that showing negative behaviors can be confusing or even accidentally encourage kids to try them. Others believe that, when done carefully, non-examples help clarify boundaries and give students the chance to recognize and correct mistakes.
In my classroom, I do use non-examples. I think the why and the how are both important to note here.
Why? I think it’s important to not just assume all students will know what I would consider an inappropriate classroom behavior. So I explicitly teach it. While some kids may naturally understand what’s expected in a preschool classroom, others—especially neurodivergent learners—often benefit from more explicit instruction. Showing what a behavior doesn’t look like can help clarify boundaries and reduce confusion. When paired with calm, supportive redirection and lots of positive modeling, non-examples can actually make your classroom more inclusive and accessible for every child.
How do I approach it? I keep the experience positive and fun and the emphasis on the correct behaviors, while still giving some specific examples of both desired and un-desired behavior. I feel like having the kids give me a thumbs up or down, with sound effects keeps them engaged, involves more of the whole child and makes it more clear and reinforced. I keep my examples calm and slightly exaggerated—not too silly or entertaining to make it look fun or desirable. I try to make it seem much more fun and desirable to do it the correct way. And I always follow up with a clear, positive model and lots of student practice.
💬 What About You?
Every group teacher and group of preschoolers is a little different, and I’d love to hear how YOU introduce school supplies in your classroom.
Do you have a fun way to teach glue stick skills?
A favorite clean-up chant?
An organizing hack that makes your teacher heart happy?
👉 Share your favorite tips in the comments or tag me on Instagram @DiscoveryAdventuresPreschool!
Let’s help each other set up safe, smooth, and joyful classrooms this year! 💕