QUESTION:

I am a student teacher in a 3rd grade class.  My college says that you should never start a lesson with “Take out your math book.”  Okay… then how do you get the kids to take  out their math books?  My other question is how do you get them to do it right away? It usually takes 3 to 5 minutes and lots of discussion among themselves just to get the book out, let alone turn to the right page!  I speak the directions and I put them on the board. I would really welcome any other suggestions!  Thanks. 

RESPONSE:

For a regular classroom teacher, this type of thing is part and parcel of establishing very precise procedures in September so that after a month or so, the kids are well practiced in doing small tasks such as getting out their books and turning to the right page–without wasting any time. 

Many people feel uncomfortable taking the necessary time to properly teach procedures in September. They worry that it takes too much class time to do so.  In the long run though–as you’re discovering–if you are working with a class that doesn’t have an effective procedure in place, many more minutes per day are wasted because students are practicing sloppy procedures they have developed for themselves! Establishing procedures is the responsibility of the teacher.

If you haven’t done so already, read Harry Wong’s book.  He suggests that it takes at least eight practice lessons in order for all students to successfully learn to accurately follow any new procedure.  When you get your own classroom, you’ll know how to proactively deal with such things and won’t have to endure 5 long minutes of chaos for students do a routine task. Without practiced procedures, much time is wasted. Unnecessary discipline problems often arise as a result too!

In my own primary classroom, I taught and then more importantly, repeatedly practiced, a very simple routine for getting out a book and finding a page.  It works, not because there’s any magic to the particular routine but rather because I had the kids practice the procedure, consistently and precisely in the first weeks of school.  

In grade one, we have no text book but we do have a binder of calendar activities.   Each day, the students must find the particular page on which we start–the page on which we record the number of days we’ve been in school.  I give students something concrete to do once their book is open.  I say “Get out your binder and put your finger on number one.” 

As I said, there’s no magic here--any number of other procedures would work just as well.  It works simply because it was carefully taught.  There is no guesswork.  The students understand my expectations because I positively and proactively laid them out.  I reviewed them day in and day out for several weeks, giving personal feedback such as “Mary, you’re really in charge of yourself today.  Noah, your finger is on one already!”   If someone was off track, I politely redirected them:  “Alexander, what’s the procedure you should be following?” 

Because I was very fussy in teaching this little procedure (never starting the lesson until EVERY finger was pointed to one,) and have held to the expectation that it should be done EXACTLY as it was taught in September, there’s very little academic time wasted during the rest of the year. The students understand that I want them to find their page quickly, quietly and I want them to be able to exhibit self-control when it comes to waiting patiently for those who do take somewhat longer than others.  

Unfortunately, as a student teacher and guest in someone else’s classroom near the end of the year, you don’t have the luxury of acting proactively in this situation, however there are still some things you can do.  

Here’s an example:

Your college would like you to start in a way that invites attention.  You could play a little game that encourages some mathematical thinking and at the same time encourages a new, more efficient procedure for getting to the correct page number.  You could begin by saying, “I’m thinking of a page number in our math textbook.  When you think you know what it is, turn to it, but be really quiet so that everyone else gets a chance to think and play the game.   Are you ready?

It’s a number between 60  and 70.”  

It’s an even number.

It’s a number that’s part of the 11 times tables.

Both digits in this number are the same etc.

Additionally, you could simply give kids a CHALLENGE to improve their performance.  This is one suggestion that comes from Dr. Marvin Marshall, author of Discipline without Stress, Punishments or Rewards.   

You can say something like:  

In a moment, I’ll ask you to get out your textbook and find a certain page.  Yesterday it took us 3 minutes to do that and get quiet for the lesson.  I wonder if we could do it in less time today?  What do you think?  I’ll time you with my watch and when everyone is ready and sitting quietly with that page open in front of them, I’ll let you know how long it took.  Ready?  Go! (With a quiet voice or you’ll get them too whooped up and defeat the whole purpose!)

Then each day, challenge them to beat their previous record.  Even write it on a corner of the board to encourage them to think about beating that record the next day.

Other suggestions for motivating from Dr. Marshall that might spark an idea for you.

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Posted In: C. Classroom Mgt., Procedures in the Classroom
posted On: July 5, 2008: 11:47 am: By Kerry Weisner
Comments: 1 Comment