Author: TCR Staff

Classroom Management, Teacher Resources

Tips for Returning Work and Distributing Classroom Materials

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After checking student independent practice (see previous post, “Tips for Checking Student Work“), you’re ready to return graded papers, assignments, and/or distribute additional learning materials, but how do you do so in the most efficient and least cumbersome way?

Returning Work
There are several ways that work can be returned to students without making it a time of turmoil in the classroom. One way is to use student mailboxes. Corrected work, notes to parents, and other kinds of communications are sorted into the student mailboxes much the same as the post office does to post boxes. Student helpers can distribute the papers. Organizing the mailboxes in a way that makes it simple to find a particular student is the key to success here.

If you prefer, student work can be returned during sharing time. If the class meets on a rug for sharing, the students returning work can then easily put the work out on the desks. This reduces a lot of the confusion that might otherwise occur during the time when work is returned. After sharing, students simply go to their desks to put their returned papers into their notebooks or backpacks to take home.

An added bonus for having students pass out corrected work is that students have a reason to learn how to read each other’s names. At the beginning of a new class, it becomes an honor to be the first to be able to read all the names in the class. The students who need help merely show the paper to someone who reads it for them.

 

Distributing Materials
One thing that helps the class run more smoothly is to have a plan for passing out papers, books, or other materials that are needed to complete assignments. Without a plan in mind, passing out learning materials can take up precious learning and teaching time. A lesson can really be sidetracked as the students become restless while waiting to get started between instruction and guided practice. Save yourself the hassle and have a plan or set-up prepared.

Here are several ways to get materials to students quickly, efficiently, and with the least amount of disruption:

  • If students sit in teams, rows, or table groups, one student can be the paper or supply monitor and be responsible for getting the materials and then distributing them to the others at his or her assigned area.
  • Teachers can have materials ready in folders for each row, table etc. The folders can be distributed before the lesson or as they are needed. (Parent volunteers or a classroom aide can prepare the folders.)
  • Paint pails with handles (supply tubs) are especially useful when there are materials or supplies that students need in addition to paper. Before the lesson, the teacher or student helper can put the necessary equipment inside a pail for students in a row, table, or team. Then, the teacher can locate the supply tub for easy access when needed. This method is especially helpful when using manipulative materials. For example, supply tubs will work well for a science lesson in which hand lenses, rocks, and recording sheets are needed. When it is time to use the manipulatives, it will only take seconds to distribute them.

Got a method you use to distribute materials that wasn’t mentioned? Share it in our comment roll!

Classroom Management, Teaching Tips

Tips for Checking Student Work

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As a teacher, you probably spend a good deal of your time checking student work. If you’re not, you may be neglecting a crucial follow-up to independent practice (see previous post, “Tips for Independent Practice in the Classroom“). Here are some things to consider when checking student practice work.

First of all, ask yourself why is the work being checked? The main reasons to check practice work are to give the students feedback on how they are doing, to stop them from practicing something incorrectly, and to promote whatever is being taught. Therefore, the checking needs to be done either right after students finish the work or while they are doing the work. Spending valuable time checking a set of class papers will do little to assist learning if students do not get them back for several days. Students need immediate feedback on how they are doing. If the work is at the correct level of difficulty, students will naturally make a few errors during guided practice. This is not the time to grade for accuracy because it is practice and not mastery. You might have students check their own practice, check each other’s work, or have peer tutors or parent volunteers help with checking the work so that you as the teacher can be free to teach.

However, the most crucial times for teachers to check student work themselves are
(1) when students are being tested or checked for mastery of something they have been taught
(2) after students have been given opportunities to practice and to correct errors

In other words, teachers should evaluate tests while students can often check daily work.

For more tips on checking student work, check out the Jumbo Book of Teacher Tips and Timesavers.

Next Post: Tips for Returning Work and Distributing Classroom Materials

Classroom Management, Teacher Resources, Teaching Tips

Classroom Center Time

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Center time can be provided every day for independent student practice. During this time, everyone is engaged in learning by interacting with an activity.

It is important to allow students to choose which activity they’d like to investigate further. Some will choose the same activity for several days if their curiosity is stimulated or if they’re becoming expert at the task, which in turn builds their self-esteem. Students tend to choose activities appropriate to their ability levels because activities which are too easy or too difficult will not hold their interest. If a child is not able to choose an activity which is appropriate or productive, you may have to provide guidance.

This block of practice time is quite useful in assessing students. Teachers can hear and see what students are choosing, what they are capable of doing, what they are interested in, and how well they get along with others.

The teacher needs to provide many types of activities. He or she must also give instructions, model them, and set specific parameters for the use of each. Teachers must also be able to explain the various skills and purposes to each activity to visitors and/or parents who experience this time with the class.

Once the classroom is conducive to productive, enjoyable learning, the teacher’s job is simply to monitor behavior. When students are involved and active, take the opportunity to listen and watch all of the excitement that learning brings to the classroom. If desired, keep anecdotal records of your observations.

There are many areas or activities that can be made available to the class during open work time. Remember to provide activities done previously in formal instruction. Repeating lessons and activities is a useful learning tool for students. Lower achieving students benefit from the repetition while higher achieving students will improvise and extend the learning.

The labels provided in the following pdf can be duplicated and used during center time to mark each area or activity.

Center Labels

Duplicate each twice—use one to label the area or activities and one to display as either open or closed. Using a pocket chart or double-sided masking tape, put up the labels of the areas that are open. Hang these in a place that is easily seen. The second label can be hung or placed at the area that is open for work. Children can match words or pictures to find out which areas are available. Labeling the centers open or closed gives the option of closing an activity that is being used inappropriately or needs some update or adjustment.

Next post: Tips for Checking Student Work

Teaching Tips

Tips for Independent Practice in the Classroom

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The teacher can provide a multitude of ways to practice. This enables individual needs to be met. Centers can be set up to store the practice materials and activities (see next post; to come soon). Students can then be allowed to choose or be directed to specific centers. They may work there individually or in small groups.

A few other practice exercises include journals and various other kinds of writing, sustained silent reading, rebuilding in the pocket chart, and work with individual word cards. The segment of the day labeled “open work time” is a time specifically set aside for these activities. Remember to allow students to spend several days on one activity if they wish since students learn at varying rates and extend their thoughts at different levels.

With purposeful practice, students’ literacy and thinking skills can improve over time. Given proper modeling, materials, and guidance, along with plenty of opportunities to practice, all students can experience successful learning.

For worksheets, activity books, and other resources to help strengthen independent practice at home or in the classroom, check out the following books: