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jezermeno

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Posts: 11
Reply with quote  #31 

My newest procedure I worked out for last year was dealing with classroom transitions, p. 146.  I teach in stations usually 3 days a week and finally came up with a method for transitioning students from one station to the next. 

I bought a stop light timer and every student had their own binder.  Each station that had paperwork or a lab sheet for it was labeled before the students went into stations and placed in the front pocket of their binder.  I found it much more successful for the students to have all their paperwork in advance, rather than acquiring it in each station.  The students learned very quickly that when the timer went off or they saw it blinking red it was time to pack up their lab sheets and return their station to the way they found it for the next group.  The students knew that when the timer went off, it did not mean dash to the next station, but to clean up and prepare for my cue to switch.  I was so impressed by how successful the kids were at moving between stations.  I hardly had to do anything.  I always tell the students in advance the length of time for the stations, usually 15-20 min., so they had a time frame in mind when they began.  Another key feature to using a binder was some stations were in the floor and the binder doubled as a clipboard for the students to record information without need for a desk or table. 

Transition procedures between stations minimized chaos, allowed for effective use of time in each station,(students realized they had the time allotted and used it wisely), encouraged teamwork, saved so much precious time that can be lost if transitions are not fluid, and maximized the amount of material I could expose an entire class too.   Without good procedures for classroom transitions, stations teaching would be a disaster. 


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Jennifer Zermeno
whb2014

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Posts: 12
Reply with quote  #32 

The procedure that I currently use and feel is the most successful in my classroom is Classroom Jobs.  I believe this procedure was most successful because it allowed the students to take ownership for their learning and the appropriate behaviors to use during classroom activities such as guided reading and stations rotations.  The students were divided into heterogeneous group; each student in the group had a job responsibility.  Some of the job titles included “question leader”, “time keeper”, “materials manager”, “station captain”, and “noise controller”.  Each student wore a job badge that included a picture and job description to help them remember their responsibility.  This worked really well for the students and they really took their responsibility seriously.  Typically, I would change the job assignments as the group assignments were changed each 6 weeks. 

The badges were downloaded from “teacherspayteachers”.  You can search “classroom jobs, I’m not sure how to, or if it is possible, to attached a document.

falcon20

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Posts: 6
Reply with quote  #33 
I have used Assigned Seating for quite a while.  First alphabetical then adjusting daily/weekly as needed.  This has made Classroom Management so much more effective.  Monitoring how the kids interact and potential problems.  I have used the warm up activity each day.  The students know from day one that the passing period time is theirs, but when the bell rings the warm up is on the board as well as the objectives for the period.  This is my favorite part of the day.  I give them journal writings.  Most are quotes.  Some are common everyday questions.  No matter the journal prompt, we always discuss the prompt and I give them a chance to verbalize their response if they want to in front of the class.  After I quickly grade them, we move straight into the lesson.  I use group work, mostly when writing.  I gather them in groups and after a writing lesson, I have them pass their papers to their right, record the name of the person holding the paper on the back of the writing.  First person checks spelling by reading the paper backwards and records any mistakes by the readers name.  Hand the paper to the right again. next person records their name and checks punctuation and records any mistakes they find by their name.  This goes on until all items are checked(grammar, title, etc).  when the author gets their own paper back, he/she checks the suggestions and can discuss with the proofreader any questions.  This group work gives them ownership.  All of the before mentioned procedures make classroom management much easier.  Again, this book has reminded me of things that I read in Harry Wongs book "The First Days of School".
tarheels6922303

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Posts: 9
Reply with quote  #34 
At the end of last year I started telling them they need to be in their seats & quiet when the late bell rings (There are 3 bells for each period!).  That has worked fairly well, Remember I am HS special needs, & I teach 4 different  social studies courses each period! (page 118, getting students' attention).

I did project based learning last year in the computer lab across the hall, but I was under the radar, as the librarian would not let me in there "legally" 2 or 3 periods a day, so, if a teacher signed up legally, I couldn't be in there.  When they finished their work, they were allowed to go to games sites on the computer.  Problem is, some of them want to do that all the time!  Every day or every couple of days they were required to do a PowerPoint  or a project of some type on a TEKS subject (for different learning styles); that way I covered the TEKS, & I had 4 lists on the board, 1 for each subject.  (page 154, finishing work early).



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Sue Sutphin
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