Here is the last part of how I get my children ready for our year of learning together. Ginger ++++++++++
When I think about how I want my year to go I decide for myself what general procedures I need to explicitly teach my children in order for me to be able to "do my academic work" with them. I make a list of all the routines, things we will do each and every day/week. Procedures that I want to become automatic and smooth so I don't have to take the time to "deal with them" constantly. This is a way to help each child become independent in the everyday behaviors I expect. Here is my list: hallway behavior when coming in for the morning, locker behavior, what to do when you enter the classroom, how to line up for a special (Music, Art, P.E.), bathroom break, how to work at the table groups, how to work with a partner, living room (gathering area) behavior (getting and leaving there and during the lesson), independent reading behavior, small group instruction behavior, indoor recess behavior on raining days, dismissal, etc. We hold class meetings the first few days (which tend to be longer as we build our community/classroom culture) where we create LOOKS LIKE/SOUNDS LIKE charts together for each behavior. They help me create the charts after turning and talking. It's not me telling them. I set up the situation. "What should I see and hear when you are coming down the hall from the buses each morning? Turn and talk." But of course if they forget something crucial I contribute to the conversation. If we are about to take our first walk to Music I plan the time to do that chart just before that time so we can have a smooth transition from the beginning. Again, the book The Daily Five has explicit steps to follow when "training" for procedures. I highly suggest that book. The part that I always remember to include in this training is the modeling piece after we've written the chart. Having first one student show the INCORRECT way to do the behavior, then have the class reflect on why that was not correct. Then have that student demonstrate the correct behavior. I then have a small group of students demonstrate the correct behavior. And then the entire class practices. Always having the class reflect on what was correct and why. Adding the "why" connects completely with the thinking work I will be doing. It's that deeper layer. I've gone to this TRAINING mode for years now and have found that it nearly eliminates the behavior problems that arise from lack of structure. I actually post the LOOKS LIKE/SOUNDS LIKE charts around the room for the first few weeks and before a transition I remember to walk over the chart, point to it and say, "What should it look like and sound like when we are coming to the living room (gathering area) for shared reading?" I take the time to have them turn and talk it out first and then have a few tables share back. I suggest they all watch and listen as we do the transition and then I ask for feedback on how they think it went. If it didn't go well I stop my plans and have them return and we do it all again. I point to our chart. They turn and talk and share back and have a go at it again. Depending on the group there have been times we do this over and over until the behavior improves. It sounds mundane but I can't tell you how crucial it is to MAKE and TAKE the time to shape the class in these areas. I want to be able to do the teaching I have planned and I can only get to that when my children are ready and available to learn. Behavior can be set up for success by making and taking the time early on. I've always found it well worth the time. We don't always have it down the first time either. They're kids. We need to take it slow, use kindness, and keep at it with lots of praise and reflective words. But every year my kid are able to show the correct behaviors if I follow these steps. And the best thing..... once they DO show you as a class that they CAN do what is expected, you can always know it IS possible. Especially on those behaviorally challenging days. Just step back, take a breath, stop your teaching and RETEACH the behaviors using the charts and the modeling and the practicing. It works. After a few weeks when we are in the groove I do take down the LOOKS LIKE/SOUNDS LIKE charts but I save them so I can bring them out again for class meetings to reteach and discuss if they slip back into chaos. Again, don't let it go when that happens. I've heard teachers say, "They KNOW what to do, why do I have to take my time to teach them again?" Personally, I can only say, when I DO take the time to retrain them, I see great results and then I am less frustrated with them and I can teach. It's more about my own consistency in ALWAYS framing those key supportive words, "O.k. We're about to line up for lunch. What should it look like and sound like? Let's see how we do." Then when I reflect back to them what I saw and heard it reinforces what I am wanting them to do. It becomes natural. I love it. Laying this groundwork only makes my instruction time more efficient and more successful. At least that's what I've experienced. Ginger _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
