Classroom Management

During Guided Reading

By: Michelle Beauregard

7/24/06

Classroom Management In the Inclusive

Classroom

Problem Statement

Teachers often wonder what to do with the other students while they are working with a small guided reading group.

This presentation serves to illustrate effective ways of managing students during guided reading lessons.

“Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. Guided reading occurs in a small-group context because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts to readers, sometimes supports them while reading the text, engages the readers in a discussion, and makes teaching points after the reading. Sometimes, after reading a text, the teacher extends the meaning of the text through writing, text analysis, or another learning experience. The lesson may also include work with words based on the specific needs of the group.” (Fountas and Pinell)

Defining Guided Reading

How to manage a classroom effectively is the biggest quandary teachers face because they try so hard to accommodate the needs of every child each day by using flexible group practices. “ Ineffective teachers discipline their classrooms with consequences and punishments, whereas effective teachers manage with procedures and routines” (Wong, H.K. 2006)

A “cookie cutter” approach to managing children is not feasible, simply because every classroom is unique.

When engaging a small group of children, a common question arises. “What do I do with the other students?” The other students learn certain routines that engage them in independent and meaningful learning tasks featuring Literacy Centers

Effectively managing your classroom is not something that will occur over-night. It takes time, energy and preparation to develop a productive, fluid management system. It is certainly worth all of the time and energy you can give it, because effective management can make the difference between purposeful movement and chaotic misdirection.

Note:

Classroom management consists of practices and procedures that a teacher uses to maintain and environment in which instruction and learning can occur (Wong,H.K., 2004). Before attempting literacy centers and guided reading it is imperative that your general classroom management is under control and that children understand the importance of procedures.

To establish a well-organized, manageable, and effective classroom, you will need to:

Plan Ahead

• As a preventative measure to misbehavior, employ interesting and varied activities within, whole group, small group, paired and individualized settings.

• In-depth planning of interesting and challenging activities ensure that students remain engaged and on task during class so that a successful and positive classroom climate can be maintained.

• Establishing your classroom climate-setting and practicing classroom procedures- early in the school year is one of the best time-saving strategies around. It sets up routines that help you and your students focus on the work at hand. And it creates and environment that is less stressful for everyone (Skylight Training and Publishing Inc.)

Devote Time to the Physical Set-up of Classroom

• It is pertinent and worthwhile to create a physical environment that is complimentary to both you and your students.

• “The physical environment in a classroom can play an important role in motivating children to read and write. Materials should be connected to content area subjects or a theme interest. (Morrow, L.M., Gambrell, L.B., Pressley, M. (Eds.). (2003, 1999)..

• A print-rich classroom will stimulate the literacy thought process.

• Make most materials visually and physically accessible for the children

• The physical space of the classroom must allow for orderly work spaces and environment.

• Physically arrange the classroom to enhance the kinds of literacy-rich activities you will utilize.

Inform Students What is Expected of Them

• From the beginning of the year students need to know what is expected of them and how to accomplish their tasks.

• When students know what you expect of them, behavior problems will be minimal.

• Students will be successful at fulfilling teacher’s expectations if they are provided with the following:

acceptable areas for completing activities

consistent time frames for activities

familiar routines

daily agenda

classroom procedures

• To ensure that students self-esteem remains in tact for learning implement, model, and recognize the use of Lifelong Guidelines and Life-skills. (Susan J. Kovalik & Karen Olsen ,Mar 1993)

• The purpose of utilizing Lifelong Guidelines and Life-skills is to provide limits encouraging self-evaluation among the students and to guide them into becoming responsible students, as well as increasing their chances at success.

Sample Schedule7:45-8:15 Settling -in Activities

• Silent reading

• Book response

8:15-9:00 Morning Meeting/Circle Time

• Calendar

• Big book/Read Aloud

• Poems/Songs

• Science/Social Studies Theme Instruction

9:00-10:30 Literacy Workshop

• Guided Reading

• Literacy Centers

10:30-10:45 Recess

10:45-11:15 Lunch

11:15-12:30 Writing Workshop

12:30-1:15 Math

1:15-1:55 Activity

1:55-2:15 Compliments/Appreciations

*Closely examine your daily and weekly schedule. Where can you you make changes to create more time for teaching and learning. (R. Routman)

Three basic components of the daily classroom routine are large-group or circle activities, small-group workshops, and independent work in activity centers during the plan-do-review process. Large- and small-group times lend themselves to the introduction of new materials or presentation of developmentally appropriate concepts and skills in specific academic areas. (Gardner,H., 1984)

Establish and Maintain Consistent Procedures• In school, procedures are techniques that inspire children to learn and promote effective

teaching.

• If procedures are created and perpetuated , both teacher and student will sustain positive and worthwhile interactions.

• Procedures guarantee understanding, consistency and personal responsibility.

• Teachers need to implement procedures because they:

Are non-threatening and the learner can remain “up-shifted”

Contribute to independence through self-direction.

Develop behavior.

Assure the teacher continues to be objective and maintains consistency.

• Present and practice procedures at the beginning of the year and regularly review as the year continues

•Ensure that procedures are accessible to students by either posting them on chart paper or creating a procedure notebook for each student to consult in order to proceed independently.

• This slide is important because you need good overall classroom management before beginning to implement guided reading and literacy centers.

• In an article in Education World Harry Wong stated “The very first day, the very first minute, the very first second of school, teachers should begin to structure and organize their classrooms, to establish procedures and routines.” Article by Linda Starr

Use Active Listening

Hands are still.

Feet are still.

Eyes are watching.

Mouth is quiet.

Ears are listening.

During guided reading, it is important that students utilize active listening in order to listen to what the teacher has to say with regard to the guided reading lesson.

1. Work with your group.

2. Use soft inside voice.

3. Take turns.

4. See “3 Before Me”

5. Do personal best

6. Share ideas* This slide is an example of a chart you may have in your room so that students can

refer to it when completing their literacy centers within their groups.

Group Work Procedures

During your guided reading lessons, children will be required to complete group work within their literacy center. It is important that you have the procedures in place so that they know what your expectations are and both you and the students can refer to this poster when necessary.

The Three-Step Approach to Teaching Classroom Procedures(Harry K. Wong and Rosemary T. Wong)

1. Explain

• Define the procedure.

• Demonstrate the procedure

• Demonstrate the procedure step by step

2. Rehearse

• Have students practice the procedure under your supervision step by step. All procedures must be rehearsed!

• Have students repeat the procedure until it becomes a routine and can perform the procedure independently.

3. Reinforce

• Re-teach, Rehearse, practice and reinforce the procedure until it becomes a student routine.

• If rehearsal is unacceptable, re-teach the correct procedure and provide corrective

feedback.

• Praise the students when rehearsal is acceptable.

How Centers Feed From Circle Time

Circle Time Centers

Reading of a theme related literature book

Reading of a story by a special author

Reading of a Big Book

Reading of a theme related literature book with author novelty

Singing of small books and songs with puppets

Discussion of concepts learned in read alouds

Theme related books on tape

Discussions of concepts learned in read alouds.

Art Center

Author Study

Center

Big Book Center

Book Making Center

Drama Center

Editing Center

Listening Center

Message Center

Morning meetings should happen each day and should last 15-30 minutes. During Morning meeting children learn social, emotional and intellectual skills. (R. Kriete)

Circle Time Centers

Discussions of concepts learned in stories.

Reading of a sentence strips in pocket chart.

Reading of poems and songs with pointers

Webbing of theme words and concepts learned

Reading theme related stories

Reading and sharing of hands on items.

Singing of small books and big books on

tape.

Teaching of a skill in context

Overhead Center

Pocket Chart Center

Poem Center

Reading and Writing the Room

Researcher’s Den

Science Center

Song Center

Word Work Center

How Centers Feed From Circle Time(continued)

Most early childhood programs incorporate both explicit teacher-led activities, in which the students follow the teacher's directives; and exploratory, teacher-facilitated activities, in which students guide instruction based on their interests and curiosity (Fradd & Lee)

Purpose of Learning Everything About Procedures For Centers (LEAP)

Beginning the first week of school, it is crucial to equip children with specific training on how to govern themselves independently The L.E.A.P. training period usually takes two weeks.

In order for your Guided Reading Groups and centers to occur simultaneously without a myriad of interruptions, children must learn how to work independently at centers and be effective at managing their own time.

Remember that often behavior issues are really management issues. If students know what’s expected, they are successfully on task and productive.

The ineffective teacher is anxious to start a textbook, whereas the effective teacher invests time in teaching discipline and procedures, knowing that this will be repaid mainfold in the effective use of class time.(Wong, H.K., 2004)

Introduce the Types of Literacy CentersEscort children on a tour around the room and provide an enthusiastic introduction to each of the centers.

Involve the children by posing questions:

• “What will you learn at this center?”

• “What should you do when you are finished with this center?”

• “What will the center sound like and look like?”

• “What questions do you have?”

Model how to adequately complete the center activities.

Upon completing the center demonstration, don’t forget to emphasize the importance of cleaning it up and leaving it the way they found it, so that it is ready for the next child.

While you are working with your small groups, the other children are going to need something to do. Literacy centers are a productive means for students to have something to do so that the teacher will be free to work with her small group. Literacy centers provide reinforcement of reading skills previously taught in the classroom.

How do children learn to work independently at centers?

At the onset of the school year, these skill must be discussed and modeled.

Your initial objective should be to train children how to effectively make choices, work independently and keep prolonged interest in an activity, as well a how to organize their center work.

To ensure that children have positive center experiences, it is necessary to model an rehearse the established center procedures repeatedly.

Patience is a virtue when it comes to preparing your students, the extra time will certainly pay off in the end.

Children do not have the inherent ability to organize time, make decisions, or work independently. For this reason we as educators have to teach them how to accomplish these things effectively.

Introduce the Center Procedures

Explain center procedures in great detail.

Model and rehearse procedures.

Practice going to centers.

Remind the children that only 3 people may participate at a center.

Display overhead of the center ticket and rehearse how to fill it out.

Demonstrate how the center ticket should be store in their folder.

Note:

Every time a teacher wants something done, there must be a procedure or set of procedures. Classroom procedures tell a student how things operate in a classroom, thus reducing discipline problems (Wong, H.K., 2004)

Center Procedures For Children

• Work Quietly.

• Stay at your center.

• Finish your work.

• Clean up.

• Complete center ticket.

• Put your work in your center folder.

• Fix or finish an old center.

• Read a book from your book basket.

Center Clean-up Procedures

• Listen for the music

• Clean up your center

• Return to your seat

• Work Quietly

• Wait to be checked

• Put your work away

Sample Center ticket which will help the children keep track of what they have completed.

Name:

Art Overhead

Big Book Pocket Chart

Book Making Listening

Computer Word Work

Drama Writing

Library Research

You can find a collection of literacy centers to use in your classroom at www.fcrr.org.

Practice the “Help” Procedure

To curtail your interruptions, it is important to create a procedure on how children get assistance when you are unavailable.

One procedure you may choose to use is the “Three Before Me” method:

1. Think to myself.

2. Check the direction chart.

3. Ask a classmate.

*If you still need help clip your name to the help chart.

Once you have established a procedure, model it and then have the children practice the technique.

At the onset of small group instruction, don’t forget to consistently use the help system you have developed, otherwise children will ignore it and go back to interrupting your instruction.

3 Before Me

1. Think to myself2. Check the direction chart.

3. Ask a Classmate

If you still need help clip your name to the chart for teacher help.

In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.

Introduce “What To Do When You Are Finished”Demonstrate for the children where they are to put their

completed center work. (You may choose to use a center folder with one side labeled finished and one side labeled not finished).

Model how to complete a center ticket, which they will complete as they finish each center activity.

Establish and model other tasks that they can complete when they are finished with their center.

Create a chart that lists a variety of activities from which the children can choose:

1. Complete work in center folder.

2. Read from my reading basket.

3. Write in response journal.

4. Finish writing a story.

5. Go to a “free choice” tub.

Some students will complete their center before you are finished meeting with your small guided reading groups. Students will need to know what to do so they don’t find mischief. The above procedures allow children to know what they may do when they are finished.

When I am finished with my work, I can:

1. Complete work in my center folder.

2. Read from my personal reading basket

3. Write in my response journal.

4. Finish writing a story.

5. Go to “free choice” tub.

Note:

This is a sample of my current “When I am finished procedures”. This is also posted in my classroom to provide a visual of what students may do when they finish their centers.

Introduce Managed Movement TimeChoose a center system that works for you (self-select or rotation). Introduce your system and spend time rehearsing how it works.

Though it may seem elementary to you, never assume that children will know exactly how to proceed. Review this process in great detail.

Describe what some children will be doing while the teacher is working with others during small group reading time.

Emphasize that children will be called to reading group three times per week. Sometimes it will be from their seat and sometimes from their center.

Explain that once their reading group is over, they are free to return to their previous activity.

Post a direction chart at the front of the room so that children are aware of your expectations.

1st Seatwork

2nd Literacy Center

3rd “When I’m Finished”

•Be sure to clearly teach, model, and have students practice and rehearse all procedures that will occur in changes of activities.  This includes such things as the students’ quick and quiet movement from their desks to the carpet area, putting away/taking out materials, and so forth. (Rief, S., 2004)

s

ss s

s

s

T

Literacy

Centers

When I’m Finished I can…

………………..

……………….

……………….

……………….

Seatwork

Guided Reading

Time Managed Movement

Practice Managed Movement Time

Students will need to practice this system until they have a complete understanding of how it works.

If you are using a pocket chart rotation system have the students find their name card next to the center card on the chart. If you are using a self- select system I recommend sending only a few children at a time to choose their center.

Once students know which center to go to have them complete their center ticket.

After this is finished students may proceed to their designated center.

Finally, the teacher signals for the students to return to their seat.

During this rehearsal begin working on acceptable noise levels at centers.

Practice Using Center Activities

In this next phase, have students go to a center, work with the materials that are there and practice cleaning up.

Keep these sessions simple so that teacher assistance is not required. This practice may take several days.

One way to do this might be to have four children complete the activities while the other children circle around and observe. Take time to discuss what went right and what needs to be improved. You can choose to do this at each center allowing different children to take turns practicing with the activities.

For the first few days of independent centers, you may wish to walk around and conference with the students to reinforce and monitor center procedures and activities. Your presence during this stage is critical for success.

If we want children to get better at piano, what do we tell them? Practice! If we want children to get better at reading or math or spelling, what do we tell them? Practice! But if we want them to get better at self control and responsibility, then what do we tell them? Be Good! The step we too often miss is practice. Children need opportunities under the caring guidance of adults, to practice these essential skills, over and over again, with out criticism or judgment. (Wood, C., 2003)

Sharing Time

Plan a 5- 10 minute sharing time so that children come back together as a group and share how things went.

Some possible questions for discussion:

How did your center experience go?

How about clean up?

How was the noise level?

Do you have any problems or concerns?

What can you do to improve the next time?

This is a great opportunity to reinforce the good things that happened during center time.

If there are concerns, they can be addressed during the class meeting.

Final Thought

Providing high expectations and clear procedures for meeting the goals will allow students to feel successful with their learning. Acknowledgement of student success will intrinsically motivate students to want to expand their learning.

Keeping children “upshifted”, by providing the above systems and by making children feel a sense of belonging and feel safe will help to prevent most behavior problems in your classroom.

Guided reading is a crucial part of teaching reading. It is extremely important for the teacher to be able to work in small groups during this time. Differentiating instruction within the classroom can be quite a challenge, with children working independently and at various activities, while you engage a small group. I hope this power point has given you some ideas on how to better manage guided reading time so that your students will have the opportunity to maximize their learning.

Skylight Training and Publishing Inc. reprinted with permission from lesson lab, a Pearson Education company. www.lessonlab.com)

Routman, R.; (2003) Reading Essentials,, New Hampshire: Heinemann Publishing

Starr, Linda, (2005); Speaking of Classroom Management-An interview with Harry K. Wong, Education World : www.educationworld.com

Kriete, R., (1999) Morning Meeting Book,, Massachusetts: Northeast Foundation for Children

Mundy & Loucks-Horsley, 1999 Designing professional development for science and mathematics teachers: Decision points and dilemmas, National Institute for Science Brief, 3(1).. ED 430 810

Florida Center For Reading Research. Electronic Preference Literacy centers recommended by Florida Center For Reading Research.

Retrieved July 11, 2006, from World Wide Web:

(http://www.fcrr.org).

Fradd, Sandra H., & Lee, Okhee. (1999). Teachers' roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28(6), 14-20. EJ 592 517

Morrow, L.M., Gambrell, L.B., Pressley, M. (Eds.). (2003, 1999). Best practices in literacy instruction. (2ndedition) NY: Guilford Publications.

REFERENCES

Fountas, I., Pinell, G.S. (1996) Guided Reading, New Hampshire: Heinemann Publishing

Wong, H.K., (2004) The First Days of School California: Harry K. Wong Publishing, Inc.

Wong, H.K. (2006) What’s the Most Important Thing I Can Do to Have a Well-Managed Classroom?, Retrieved July 20, 2006 from NEA, website: http://www.nea.org/classmanagement/hwong.html

H. Gardner, (1984)"Developing the Spectrum of Human Intelligences," Harvard Educational Review 57(2)187-93.

Wood, C., (2003) “Responsive Classroom Newsletter” , Spring 2003, Volume 15, No. 2, Northeast Foundation for Children

Rief, S. (2004) Preventing Behavior Problems During Transitions and “Challenging Times” of the School Day, Retrieved July 18, 2006 from Sandra Rief, website: http://www.sandrarief.com/tips/tips_pbp.htm