This is my first year teaching 6th grade math, I have been in the elementary schools for 7 years previous. I would love to have centers in my 6th grade math classes. The problem is that I have an average of 35 students in each class and this is tough to monitor at all times. Does anyone have any 6th grade center ideas or any ideas how to manage this many students during centers?
On 8/21/06, nick wrote: > This is my first year teaching 6th grade math, I have been > in the elementary schools for 7 years previous. I would > love to have centers in my 6th grade math classes. The > problem is that I have an average of 35 students in each > class and this is tough to monitor at all times. Does > anyone have any 6th grade center ideas or any ideas how to > manage this many students during centers? > > Thank you! Here are a few of the things that I do...hope this helps or at least gives you some ideas. I have my 6th graders move to centers step by step - For example: I tell them to get materials ready to move, then we all move at the same time. When they get to the new seat, they are to get quiet quickly (I sometimes give tootsie rolls to the quickest, quietest group). I will then give any further directions and then they may work. I actually spend almost a whole class period having them practice. We just go through the whole process about 3 times. This way they learn exactly what I expect. Another idea that may be helpful to keep students on task is to always have something at each center that students must write or complete to prove to you that they did the activity and use it for a grade. At first I had problems with students goofing off unless I was standing with them, but now each center has something to turn in and it makes a big difference.
I am looking for an activity that my Kindergarten students can do independently for the first 20 minutes of class each day. I like the idea of a DO NOW, but I'm not sure what to give them at this young age. Handwriting pages, color pages, etc???
5 year olds are so energetic in the morning.....so i decided to put any paper and pencil/crayon-coloring activites at a different time in the day. I had 4 groups(desks were set up in 5-6 students at a group.....i did a rotation system of 5 high interest activities and had them work on them for 20 minutes..... *building blocks/legos to add a level of difficulty i showed students how to build a tower under their desk and then try to explain how to build one that looked like theirs to a partner....as they tried to build it (could not see the built one until both had built it and then could see if they looked a like) *tangrams with picture cards and choice to trace picture if wanted *playdoh- making letters (previously learned),using cookie cutters, letter stampers, building words on top of word cards, etc. *puzzles, find and seek pages (could choose to do these since they required a pencil, rush hour puzzle (higher level thinking) 3-d puzzles *Fine motor activities....no pencils- tweezers, grippers, moving beans/popcorn kernels to small containers, sliding money off table into small containers,buttoning shirts, tying shoes,etc *math....all kinds of counters and cards with numbers to make groupings, patterns, etc. The key is to make each group have plenty of activities and manipulatives to keep children engaged. They only do one activity a day....so only needed 5 for entire week. Only added new items when new learning developed or when students had experimented with tubs for some time. This seemed to motivate most kids and kept them on task. I would have any student that was misbehaving sit by me while I conducted morning busy work....looking at folders, notes, dealing with tardies, etc. in the morning. I made sure they knew why they were with me and they just sat and watched the others engaged with the tubs and it usually only took once to sit there for 15-20 minutes for them to realize they would rather play!
On 9/25/06, Amy wrote: > I rotate 5 tubs throughout the 5 groups and days of the > week. Each has a simple, get started kind of task. Later in > the school year, I add materials that should be handed in. > This really works. I keep a system of 5 shapes so I know > what tub goes to what table on what day. Now, if I could > only get my centers to go as smoothly.. > > > > > > > > On 8/23/06, Denise wrote: >> I am looking for an activity that my Kindergarten students >> can do independently for the first 20 minutes of class >> each day. I like the idea of a DO NOW, but I'm not sure >> what to give them at this young age. Handwriting pages, >> color pages, etc???
When my students come itn, they have a routine that ends with them sitting down after all their jobs are done and journal for up to 30 minutes (it depends on them they get to school, some come early some arrive late) everyone get at least 15 minutes of journaling. This works as a great transition, I have classical music playing and they really know that school has started.
Good Luck,
Anne
On 2/10/08, H wrote: > 5 year olds are so energetic in the morning.....so i decided > to put any paper and pencil/crayon-coloring activites at a > different time in the day. I had 4 groups(desks were set up > in 5-6 students at a group.....i did a rotation system of 5 > high interest activities and had them work on them for 20 > minutes..... > *building blocks/legos to add a level of difficulty i showed > students how to build a tower under their desk and then try to > explain how to build one that looked like theirs to a > partner....as they tried to build it (could not see the built > one until both had built it and then could see if they looked > a like) > *tangrams with picture cards and choice to trace picture if > wanted > *playdoh- making letters (previously learned),using cookie > cutters, letter stampers, building words on top of word cards, > etc. > *puzzles, find and seek pages (could choose to do these since > they required a pencil, rush hour puzzle (higher level > thinking) 3-d puzzles > *Fine motor activities....no pencils- tweezers, grippers, > moving beans/popcorn kernels to small containers, sliding > money off table into small containers,buttoning shirts, tying > shoes,etc > *math....all kinds of counters and cards with numbers to make > groupings, patterns, etc. > The key is to make each group have plenty of activities and > manipulatives to keep children engaged. They only do one > activity a day....so only needed 5 for entire week. Only > added new items when new learning developed or when students > had experimented with tubs for some time. > This seemed to motivate most kids and kept them on task. I > would have any student that was misbehaving sit by me while I > conducted morning busy work....looking at folders, notes, > dealing with tardies, etc. in the morning. I made sure they > knew why they were with me and they just sat and watched the > others engaged with the tubs and it usually only took once to > sit there for 15-20 minutes for them to realize they would > rather play! > > > On 9/25/06, Amy wrote: >> I rotate 5 tubs throughout the 5 groups and days of the >> week. Each has a simple, get started kind of task. Later in >> the school year, I add materials that should be handed in. >> This really works. I keep a system of 5 shapes so I know >> what tub goes to what table on what day. Now, if I could >> only get my centers to go as smoothly.. >> >> >> >> >> >> >> >> On 8/23/06, Denise wrote: >>> I am looking for an activity that my Kindergarten students >>> can do independently for the first 20 minutes of class >>> each day. I like the idea of a DO NOW, but I'm not sure >>> what to give them at this young age. Handwriting pages, >>> color pages, etc???
hello everybody. hope you all had an enjoyable summer, and are to a degree looking forward to going back to work : )
i'm an ais (academic intervention services) provider for students with special needs in a K-8 school in Arverne, NY (Rockaways'). as such, i service between 20 and 30 special needs kids, in grades ranging from 2-8...
time was, as a regular classroom teacher (special needs), that having penpals for my students was one of the most inspirational and motivational activites of the entire year. the kids just loved it, and they learned so much on many, many different levels...
however, since becoming an ais service provider, i haven't been able to share this experience with my kids. BUT I WANT THAT TO CHANGE!
i am looking for penpals in grades 2-8 for my students to share the 2006-2007 school year with. teachers of special education with 10-12 kids in class would be ideal, as i will no doubt be able to pair each child with a contemporary from my school...
once we get the ball rolling, there are many, many options that we can explore, including creating an interactive website together (i have vast technical expertise : ), so please do not be intimidated...)
ANYONE WHO IS INTERESTED IS WELCOME! PLEASE RESPOND, AND LETS MAKE THIS AN AWSOME YEAR FOR OUR KIDS...
On 8/25/06, Vincent Leone wrote: > hello everybody. hope you all had an enjoyable summer, and > are to a degree looking forward to going back to work : ) > > i'm an ais (academic intervention services) provider for > students with special needs in a K-8 school in Arverne, NY > (Rockaways'). as such, i service between 20 and 30 special > needs kids, in grades ranging from 2-8... > > time was, as a regular classroom teacher (special needs), > that having penpals for my students was one of the most > inspirational and motivational activites of the entire year. > the kids just loved it, and they learned so much on many, > many different levels... > > however, since becoming an ais service provider, i haven't > been able to share this experience with my kids. BUT I WANT > THAT TO CHANGE! > > i am looking for penpals in grades 2-8 for my students to > share the 2006-2007 school year with. teachers of special > education with 10-12 kids in class would be ideal, as i will > no doubt be able to pair each child with a contemporary from > my school... > > once we get the ball rolling, there are many, many options > that we can explore, including creating an interactive > website together (i have vast technical expertise : ), so > please do not be intimidated...) > > ANYONE WHO IS INTERESTED IS WELCOME! PLEASE RESPOND, AND > LETS MAKE THIS AN AWSOME YEAR FOR OUR KIDS... > > feel free to email me: [email removed] ~
Help I'm a 6th grade teacher who wants to use centers. When giving me the much needed advice please keep in mind the following: 1. I will have 33 students 2. I teach ALL subjects
On 8/28/06, Gina wrote: > Help I'm a 6th grade teacher who wants to use centers. > When giving me the much needed advice please keep in mind > the following: 1. I will have 33 students > 2. I teach ALL subjects
I teach 6th grade ESL and I use centers. I split into groups of 5/6 depending on size of space they'll be rotating to. I have 5 different centers they rotate to: grammar review, poetry forms, newspaper (answer questions about different sections), listening center, teacher group. I make sure I've quickly reviewed the worksheet/work earlier in the week then I tell them I'll collect for a cumulative quiz grade. Good luck
Someone mentioned the Practice with Purpose book by Debbie Diller book as being a good resource. I haven't had a chance to buy it yet, but I found a web site that discusses it. Practice with Purpose
I am a parent trying to find out time frame for Language! is supposed to be carried out. This is mentioned on Sopris West web site, but is vague. I also thought it was taught 5 days per week for 90 min. Is there data I can get my hands on. My daughter is in 3rd grade and dyslexic. I do not care which program they use for dyslexic students, but if not carried out as it is normed is setting ourselves up for failure. I need hard data that shows norm referenced group size, frequency,time implemented.
I teach Language!3 at an elementary school in a self- contained classroom comprised of 4th, 5th, and 6th graders. There are 16 students in my class. I have taught Language! for the past two years. The program is designed to be taught 5 days a week. Depending on the schedule, it can be taught for 90 minutes a day or 45 minutes a day. You may or may not be aware but there are 6 steps to each lesson. For a 90 minute 1-day lesson plan, steps 1 and 2 last for 10 mins. each. Steps 3 and 4 last 15 each and steps 5 and 6 last for 20 minutes each. The 45 minute lesson plan spans over a two day period with steps 1-4 being taught on day one and steps 5- 6 on day two -- 45 minutes total each day.
If you have any questions, I suggest you speak with the Language! teacher at your child's school. I hope that they would be glad to answer any questions that you may have. I hope you have found this helpful.
I am a 6th grade lang. arts/ss. teacher. I would like to use learning centers while I am working with small groups. Does anyone have any ideas. Thanks, Kim
On 9/01/06, kim wrote: > I am a 6th grade lang. arts/ss. teacher. I would like to > use learning centers while I am working with small groups. > Does anyone have any ideas. > Thanks, > Kim
I teach an ESL 6th grade class and I also use centers. I have a listening center, newspaper center (answer questions from various sections), grammar review center, poetry forms center, flyer center (answer questions about).
I'm truly confused about centers. My teammates would like to start using more literacy centers this year, but each has their own idea about how to do it. I'm sure there is no one "right way," but what I'm confused about most is the role of the teacher and student. Do most teachers allow students to utilize centers during guided reading? Do the students all need to do the same center? I guess my concern is that I'm not sure what I have in mind is anything more than busy work. :(
On 9/02/06, Lisa/IL/5th wrote: > I'm truly confused about centers. My teammates would like > to start using more literacy centers this year, but each > has their own idea about how to do it. I'm sure there is > no one "right way," but what I'm confused about most is > the role of the teacher and student. Do most teachers > allow students to utilize centers during guided reading? > Do the students all need to do the same center? I guess > my concern is that I'm not sure what I have in mind is > anything more than busy work. :(
On 9/04/06, Veronica wrote: > On 9/02/06, Lisa/IL/5th wrote: >> I'm truly confused about centers. My teammates would like >> to start using more literacy centers this year, but each >> has their own idea about how to do it. I'm sure there is >> no one "right way," but what I'm confused about most is >> the role of the teacher and student. Do most teachers >> allow students to utilize centers during guided reading? >> Do the students all need to do the same center? I guess >> my concern is that I'm not sure what I have in mind is >> anything more than busy work. :( > > I teach
Help! I attended a "Make it take it" workshop several years ago and made a learning center with batteries and wire that lit up. I have lost the plans for this. Does anyone know a site that can help?? Thanks! C
On 8/21/06, nick wrote:
> This is my first year teaching 6th grade math, I have been
> in the elementary schools for 7 years previous. I would
> love to have centers in my 6th grade math classes. The
> problem is that I have an average of 35 students in each
> class and this is tough to mo...See More