Give them jobs!
Have you ever wondered how to get 30+ kids to work together? As a science teacher with my own classroom I realized quickly that this was a difficult task to manage. Each year I teach a minimum of 3 different grades, typically 7 classes and about 200 students which revolve through my room 3 periods each week. This sounds like insanity… oh wait it’s still happening! Controlled chaos right!
Have you ever wondered how to get 30+ kids to work together? As a science teacher with my own classroom I realized quickly that this was a difficult task to manage. Each year I teach a minimum of 3 different grades, typically 7 classes and about 200 students which revolve through my room 3 periods each week. This sounds like insanity… oh wait it’s still happening! Controlled chaos right!
So
back to getting 30 or more students to work together… I was motivated to solve
this challenge since my first year of teaching.
Over the past couple of years I have tried different management systems to
find a way that would give my students more control over their tasks,
activities, and experiments which we conduct every week.
In
my first year of teaching I assumed all students would just work together… bad
idea. I learned that without presenting
my students with a controlled structure of routines and procedures for each task
that chaos would construe, and it did.
Within
my second year of teaching I assigned the role of a “table leader”. This person was responsible
for everything from passing out papers, getting materials, making sure their
team was on task, and cleaning up their table at the end of class. I noticed that there was less chaos than the
previous year but this also presented additional problems. I noticed that
giving one student per table a role left the other students at the table with
no real sense of involvement. I found
that the student who was a table leader was quite stressed with all the jobs
appointed to them. They were constantly
getting up to retrieve something for their table to use. This also meant that this student would not
be afforded the same amount of time to complete their work with all of these
“distractions”.
I
then attended a workshop by the famous duo Harry & Rosemary Wong in which
they presented their famous book, “The First Days of School”. In this workshop I was given the opportunity
to reflect on what worked and what didn’t in my classroom and come up with a
plan. A plan! How did I not think to sit
down and create a plan sooner? Sounds so reasonable and almost like it should
be common sense, but I find that I was always so focused on making sure the
classroom looked pretty, had what it needed, and that I had thorough lesson
plans that I did not think about creating a management plan for my classroom
environment. This plan encompassed everything from “how to walk into the
classroom” to “how to pass out pencils and supplies” to even “how to work
together in a group setting”.
I
reflected on the fact that I had one person at each table for a number of years
now, doing everything and this had more con’s than pro’s when I listed them
out.
I
then realized, what if I gave each student a role at the table instead of one student
doing it all solo? I was quite nervous to attempt this as I didn’t want the
whole class erupting in chaos due to too having “too many workers”.
So, I came up with this:
- Table Leader
- Material Manager
- Notebook Manager
- Inspector
- Assistant
- Encourager
Click here: Magnifying the Science Classroom
*Here's my laboratory classroom tables, don't mind the tape that's peeling up on the edges, it was the end of the year!*
I made sure to inform the class that each student is assigned a particular role and will only do the job when told. At the beginning of the year I was very strict about how I would hand out the “power” to do the job listed on their tables.
An
example, “ Material Managers – when I have finished giving the direction please
grab the pencils and baskets for your tables.” “Notebook Managers – please
gather your groups notebooks but do not pass them out until I inform you to do
so”. “Table leaders, make sure everyone at your table has what they need to
succeed in the days activity.”
I
found that it took about 2 full weeks of modeling and reminding students of
their jobs for my students in all classes to get into a routine. I also found that they LOVED having a role to
play in each class period. One student
told me, “I feel like I am working, but I like being in charge and helping my
friends!” *happy tears*!
By
giving them individual roles I noticed that students were not arguing over
silly things like, having a pencil, getting certain supplies, knowing what the
task was because they zoned out, etc.
This cut down on distractions and increased learning time in my
classroom.
The
role of “encourager” has really blossomed in my classroom. At the end of each class I ask the encourager
to point out something that they noticed at their table about a student or
group of students that was kind and/or helpful during the period. The responses have been heart warming and
help me catch the wonderful happenings I don’t always notice as I am working
1-1 with a student, in a small group, as I walk around to different groups, or
just not within ears reach of that particular table.
This
management plan and system has truly changed my teaching style and has given my students
a sense of pride in having a specific role to play in their learning. Giving them roles has allowed my students to be more responsible for the activities and tasks I give them, and has promoted and created a sense of team work throughout the different classes and grades I teach. I catch
myself smiling and sometimes have a tear in my eye as I see my students growing
into young adults that society would be proud of!
If you have any suggestions for other roles that have worked for you please leave them in the comments below!
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