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Managing Student Centers in the
Classroom
Eight elements can assist in developing
and implementing an effectiveclassroom management system.
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P
re-P
lanning Activities Form flexible groups based on assessment
Identify appropriate center activities also
based on assessment
Design Center Management System
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Guidelines to forming flexible groups:
Keep group sizes small (5-7 students maximum)
Reduce the group size to 3-5 for students in need of intensive
support
Base small groups on instructional need with specific
instructional strategies in mind
Consider behaviors, attitudes and work ethics of each student
Monitor the progress of high risk students more frequently to
make instructional changes or small group changes.
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Identify appropriate center activitiesalso based on assessment
Students must participate in activities theymay either do independently or with help from
a peer of higher skill ability. Plan with the learning objective, not the
product in mind. Though activities shouldengage students, there need not be a lot of
fluff.
Time must be a consideration.
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Time:
If you have allotted 20 minutes for the centerand the activity only requires 10 minutes, the
students will need something else to do.Continuous support materials such as puzzles,letter stamps, magnetic letters and boardsshould be available at each center for use
when students finish an activity.
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Implement a Behavior Management
System
Model, practice and review appropriateclassroom procedures to encourage positive
classroom behaviors. Don¶t fret. It may take at least six weeks to
implement student centers before beginningteacher led centers.
During this time the teacher should beroaming the room monitoring students andproviding assistance as needed.
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Try:
Send students to one rotation daily until theyget the hang of it before trying two or three
rotations daily because: Students need to be on task
Teacher needs to focus on students at teacherled center and this isn¶t possible if studentsare off task.
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Before implemention of student centers, students need to
know what to do when:
Something does not work
They do not understand the activity at a
center
They complete the activity
Whom to go to for help
How to clean up
How to decide who goes first in a pair orgroup activity
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When behavioral problems arise ask:
Did I do an effective job teaching the activity
Is the activity interesting to students?
Have students mastered the skill and need tomove on?
Is the center too difficult to do independently?
Did I introduce too many new centers at once?
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Checklist:
Listening center: What should Ms. Smith hear: What should Mrs. Smith see?
Silence as students follow along Students sitting in chairs with feet on
In text the floor
Reading as students reread along Students using their pointer fingers
With the narrator to follow along in the text
Only one student managing the tape
recorder.
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Center Chart
Checklist and management board support on task student behaviorTeachers are responsible for:
o Holding all students accountableo Make consequences meaningful
o Being consistent when implementing the behavior management system
o Reviewing the rules and consequences
o Practicing classroom procedures.
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It is important that students practice classroom routines
again and again until the classroom centers and
transitions are running smoothly.
TEACHERS
MODEL/REVIEW expected
behaviors continuously
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Give Explicit Center Directions
Model use of new center materials duringwhole group lesson or at the teacher led
centerFormat: Teacher models and explains:
Some activities need repeated modeling such ascompleting an open sort, but some onlyrequire modeling once like an alphabet matching game.
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Teacher Provides Supported Application
Students apply the skill as the teacherscaffolds instruction
*Scaffolding instruction:
The support that helps the student complete
tasks that would be unattainable without assistance.
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Independent Practice
Students apply the skill
independently
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Organize the Classroom
Enables the student to:
Easily locate materials
Focus on academic tasks
Use center time productively
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TEACH
Students how to keep materials organized,replace materials when needed, and clean up
in an orderly and timely manner. Modelingbehavior results in student cooperation inhelping take care of centers and limitsclassroom disruptions.
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Manage Transitions
Variety of signals may be used to indicate tostudents that it is time to change centers
Make every minute count by singing rhymingsongs, nursery rhymes or playing word gameswhile the students are cleaning up.
BE CONSISTENT with all techniques
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Establish Accountability
Important that accountability is establishedfor center activities.
Helps students stay academically engagedand to tell if students can apply what theyhave been taught
Give feedback in a timely manner Prevents students from practicing the same errors
Instills importance of quality work
Shows the importance of the task
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K eep in Mind:
The process of learning is more important thancreating a product at each center. Students need tobe accountable for work completed, but there does not
always have to be a product.Practice being aware of center activity, even if you are
actively involved with small group activity.
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Finally:Reading centers should provide opportunities forstudents to practice, demonstrate, and extend
previously taught skills.Using assessment data to form groups, planningappropriate teacher led and independent student
center activities, and consistently monitoring progresswill help support and manage centers in the classroom
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References:Diller, D. (2003) Literacy work stations: Making stations work. Portland, Maine: Stenhouse Publishers.
Harris, T.L. & Hodges, R.E. (Eds.). (1995) The literacy dictionary: The vocabulary of reading and writing.Newark, Delaware: International Reading Association
Snow, E.E., Burns, M.S. & Griffin, P. (eds.). (1998). Preventing Reading Difficulties in Young Children.
Washington, D.C.: National Academy Press
Teacher Resource Guide: Center for Reading Research, Florida Department of Education