Procedures are specific, concrete, sequential, and observable. What procedures are your favorite? What ones do you struggle with? I learned to make sure that students know my procedures from Dr. Harry Wong.
- Stay focused on what is happening right now. Instead of saying, don’t behave like… blah blah blah…. acknowledge what is working right now for this student, for this class, be specific about the actions that are working!
-We are absolutely sure that this class is the best class, the smartest class, the most positive behaviors, the brightest ones ever to cross these doors, let the students live up to your expectations! Oh happy day!
-Compliment the room, the table, the class, don’t always acknowledge the specific child
-Honest, real, genuine, what another student can do, focus on verbs of appropriate behavior
-Whenever possible, distract, distract, distract, and work hard.
Procedures are what the teacher wants done.
Routines are what the students are doing automatically.
- Explicit explaining of procedures works, make sure your students know your procedure in a quick way. You show the steps and then the students know how to complete the procedure quickly.
-Students are capable of conducting the procedure with little teacher talk.
-Teachers plan what their procedures are (Harry Wong is a wonderful model of procedure planning).
-Students and no one else interrupts during modeling a procedure and when a procedure is in play.
-Procedures allow a classroom to change or to begin a new system of learning
-Procedures allow for shared ownership.
-Practice the procedures numerous times
-Model and Describe
-Transfer ownership from teacher led to student led routines
-Teachers plan carefully for students’ strategic involvement in the routines.
Teachers plan for maintaining these routines by making sure students periodically practice their skills.
#1 Be Safe
#2 Be Happy
Mister Kindergarten writes about his third ‘rule’: #3 Being Kind
The rest of the rules…
I use this book to teach choosing lots of books to read during reading time. This book encourages the love of reading.
”Don’t be a PETUNIA!” Petunia walks around with a book tucked under her wing. She doesn’t open it. She is so silly that she doesn’t even know that there are words on the page. Finally, she realizes that to be a wise bird, she must tuck the words into her heart and mind. We must learn to read by really reading.
The wolf reads really fast. That doesn’t work. The wolf reads really slow. That doesn’t work. Then the wolf reads just the right rate and all the animals love his reading. Read to us Mr. Wolf. Mr. Wolf reads a book and a another book and yet another one.
Most every teacher has mentioned the 5 finger rule. 5 words on a page is too many mistakes. This book explains the rule well. It also links the perfect place to read – a tent in the library. The 3 bears and Goldilocks are in a tent reading away.
Make sure that children understand partner reading procedures.
Students take turns reading. (Everyone reads. Students read alone “me” or students read chorally “we”. Both students need to read either together or chorally.)
Students listen and follow along in the book while your partner reads.
Students are polite if you help your partner. (The teacher and students develop a monitoring chart or a fix-it strategy chart.)
Students follow the teacher-made rule about how much to read. (“Each page the students switch.” or “Each student reads a handful of text then switches readers.”)
Students follow the procedure: read, stop [reading], think [about the set purpose], and talk [about the set purpose]