managing student centers in the classroom

8/6/2019 Managing Student Centers in the Classroom

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Managing Student Centers in the

Classroom

Eight elements can assist in developing

and implementing an effectiveclassroom management system.



P

re-P

lanning Activities Form flexible groups based on assessment

Identify appropriate center activities also

based on assessment

Design Center Management System



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.



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.



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.



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.



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.



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



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?



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.



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.



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



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.



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.



Independent Practice

Students apply the skill

independently



Organize the Classroom

Enables the student to:

Easily locate materials

Focus on academic tasks

Use center time productively



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.



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



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



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.



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



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

managing student centers in the classroom

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