Figure 5.
Questions students may have during child-managed lessons: What do I do...
... if I do not know how to do the activity? ... if someone at my center is not doing the activity the right way? ... when it is time to go to the next center? ... with the work I completed? ... with the work I did not complete? ... with the supplies I used? ... to show the teacher I am ready?
... when I am finished? ... if I have a question? ... if I do not have everything I need to do my work? ... if my pencil lead breaks? ... if I need to go to the bathroom? ... if my neighbor is annoying me? ... if I get thirsty? ... if someone at my center asks me a question?
Classroom routines refer to specific sequences of behaviors students learn to perform to facilitate smooth, uninterrupted transitions and to maximize instructional time. Routines are important because they help students achieve expectations and reduce problem behaviors. Spending time at the beginning of the year to ensure that well-taught, well-modeled, and well-practiced routines are in place is an essential prerequisite for effective small-group instruction. The reality that there are another 15 to 20 students in their classroom at the same time that a teacher is working with a small group makes it difficult for a teacher to deliver uninterrupted instruction. Consider all the questions students may have while their teacher is providing small- group instruction. Establishing and practicing routines means teachers are providing answers up front to all these questions students may eventually have. To teach a routine, first explain and model the routine. Next, ask a student to help you model the routine. Then, ask a student (or students) to model the routine on their own while you observe and provide feedback. Lastly, be sure to practice the routine daily for several days. Additionally, it may be beneficial to put reminders (e.g., posters) that provide visual reminders about the steps in routines in strategic places around the room. When planning for small-group instruction, teachers can be confident that there are benefits of an intentional transition from more teacher-managed small-group time to more child-managed small-group time depending on students’ levels of knowledge and skill competency. When introducing new content or supporting students who are having difficulties learning a particular skill, teachers may make more use of teacher- directed small groups. However, evidence suggests that as students develop skill competency, the transition to child-managed small groups is advantageous (Connor et al., 2011b). A teacher may “float” from child-directed small group to child-directed small group to ensure that all students are following the established rules/expectations and receiving the necessary support and feedback.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 25
Made with FlippingBook - Online catalogs