It's time for week 2! Thanks to those who linked up, commented, and viewed my first series/linky. It made my day. :)
Last week, I shared how I model and set expectations for routines in our classroom. This week, is a similar focus. I'm sharing how I demonstrate expectations during our learning- or our content areas.
So let's use Read Aloud for example. Before we start our first read aloud of the year, I'll ask them, "What should it look like during read aloud?" I always say something like, "If Principal _____ walked into our room, what would she see?" Usually on the chart, I put ideas for both what I am doing as a teacher and what they are doing as a student. Again, I try really hard to phrase things in the positive. So if a student says, "Students don't bring pencils with to the carpet." I try to help them state it in the positive, "Students come to the carpet with empty hands." Every now and then I just write what a kid says without realizing that it is a negative, but then we go back and add the positive (as you see above).
We then go to, "What should it sound like during read aloud?" This is one of my favorites because a lot of time, kids think they are suppose to be quiet- all the time- all day long. (It's actually kind of sad that they think this is the expectation ALL DAY.) This is the perfect time to talk about appropriate times to talk during this part of the day. For example, while the teacher is reading, it should sound quiet because they are thinking in their brains and listening. But when the teacher says, "Turn and talk about____" then it should sound like a buzzing hum with students talking about the topic (and yes, I do get pretty specific). I try to guide students towards these responses through my questioning so that it's not just me yapping.
Lastly is the trickiest of it all, but a really good one for certain parts of our day, "What should it feel like during read aloud?" This one is important (and often left out) because it sets the expectation for their body language and movements, but also sets a mood. If we say during read aloud that we should feel calm, then we talk about what a calm body looks like. That way, students know of proper expectations. This one is especially important when discussing things like recess or when we have a guest teacher. (We should feel safe, included, fun, kind... if students don't follow these, there are consequences).
When do I create these charts at the beginning of the year?
|I always display our guest teacher chart when I KNOW I'll have a guest teacher (sub) in the room. It gives the kids a reminder and is nice for the sub to know what our expectations are and that we have discussed them.|
- Mini-Lessons for Reader's and Writer's Workshop
- Math Whole Group and Small Group/Independent Working
- Word Work
- Read Aloud
- Snack Time
- Library Area
- Guest Teacher
Can you use them at other times of the year?
Yes!! I use them for field trips and special events like assemblies as well as a review activity after winter break.
The nice thing about these is that all I have to do is draw an upside down Y on the SMARTboard and either draw my little symbols or just put the first letter and they know that we are about to discuss expectations and their hands shoot up. It's quick and predictable!
can grab one here to pass out for students to keep!
So now, it's your turn!Leave a comment about this post or the question below or grab the buttons and write a longer post sharing any charts or ideas on how you set clear expectations during learning time!
This is week 2. Take a look at what is coming up!