Procedures: For Instruction

Class Discussions
In order for a student to feel confident in their learning process, I strongly feel it is
important for them also to feel comfortable in sharing their thoughts and ideas. This
procedure will help students know when it is appropriate to speak or listen and to do so
respectfully.
Teach:

Students sit at their desks or on the floor so that they are

facing each other and can always see the speaker.
Introduce students to how they will be selected for
participating in the discussion.
Show the can with painted craft sticks and each students
name on one.
Tell them that once they have been called on their stick will
go back in the can with opposite end/ color facing up, so
they are not called on again.
Remind students that when someone is speaking, all eyes and ears must be focused on
the person who has the floor. Only the person who has the floor can talk.
At the start of a class discussion, the teacher speaks first to explain the topic of
discussion.
The teacher will then select someone from the can to speak; they can either share or
pass.
The teacher should encourage the quiet students to participate by starting off with
simple common questions for them to answer. Or the teacher at the beginning of the
discussion can encourage everyone to share by saying, I encourage everyone to share
at least once.
Tell students that if their classmate says something they can
relate to or agree with they can make a connection hand
gesture.
To wrap up a class discussion, thank students for
participating and sharing their ideas. Also, thank everyone
for respecting one another and using manners.

Rehearse:

Invite the class to gather for a class discussion. Before the

discussion begins, review the steps for a successful class
discussion.
Remind them that you will ask the first question and then select someone from the can
to answer or comment.
Encourage students to participate but also, let them know they have the option to pass
if they choose.
Continue to practice until all student have taken part in the discussion.
If a student forgets the procedure or is being disrespectful, ask a classmate to prompt
the student on the correct procedure.
Thank students for holding a successful class discussion that allowed all students to
speak and to be heard.

Reinforce:

The next time the class gathers for discussion, observe if students are following the
correct procedures.
Comment and redirect students if necessary.
At the end of every class discussion, thank the students for holding such a respectful
and interesting discussion and for following the procedure.

Working in Groups
Working in groups is an important part of promoting teamwork, camaraderie, and
practical experience for future employment. Getting students into groups efficiently and
quietly will set the pace for how productively students work in groups.
Teach:

Explain to students that you have preassigned them to

groups.
Explain that this group is for this one activity and that the
next time they are asked to work as a group, it may be
with different classmates and a different number of
members.
Announce the members of your first group.
Point out the location where each group is to work.
Demonstrate the signal for gathering in groups
transition wind chime.
Explain to students while they are working in their groups that there are procedures to
follow:
o You are responsible for your own work and behavior.
o If you have a question, ask your fellow group members for help.
o If your group member asks for help, try your best to help that person.
o Ask a teacher for help only if the entire group is stumped, and everyone can
agree on the same question.
Model the transition cue wind chime for coming back to the class. Tell students that it
will always be the same.
Explain what the procedure is when the transition cue is given.
o Bring closure to what you are doing as a group.
o Return materials
o Return furniture to its original location
o Be back in your seats quietly

Rehearse:

Appoint a few students to be the first group and point out where they are to work.
Give them a simple task to do that requires them to interact.
Ask the rest of the class to act as monitors for the procedure.
Give the transition cue wind chime.

Once they are in their group and have begun working, stop the process and ask the
monitors for feedback on how well their classmates performed the procedure.
Correct mistakes and address problems as needed.
As the students to resume their work. Approach the group and ask what the procedure is
for when they have a question. Allow the class to determine if it is the right or wrong
answer. Correct them as needed.
Ask the students to continue working. Give the transition cue for dismissing the group
back to their desks.
When students are back in their seats, ask for observations from their classmates.
Correct mistakes as needed.
Thank the students for participating in the first group to model the procedure, pointing
out the highlights of your observations of whether the proper procedure was followed.
Reverse roles the students who participated in the first practice group are now the
observers while the rest of the class has been assigned into groups and their meeting
locations.
Give the cue wind chime- for group work to begin. Stop the process at the same point
as before and allow the observers to respond. Correct problems as needed.
Continue prompting at points throughout the rehearsal process until you are sure the
students know what the procedure is for going to groups, working in groups, and coming
back as a class after group work.

Reinforce:

Before the first real-time group work begins, review the procedure for group work.
As the students are going through the process, thank them for successfully following
specific parts of the procedure. Jill, thank you for moving to your group without talking to
your classmates. This affirms the particular action and is more useful than, Jill, you did
a good job moving to your group. Your specific words of encouragement help the
student to understand what your expectations are in carrying out the procedure.
When students have returned to their seats after the group work, give them feedback on
how the process went.
Affirm and correct the process as needed.

Reading Any Place Time

Reading is a skill useful in all subjects. Incorporating reading into the daily schedule
gives students time to read for pleasure each day. The more students are exposed to
reading; the more likely they are to be successful at it.
Teach:

Introduce students to the inviting spaces for

reading in the classroom.
Designate a time during the school day for reading
time Daily 5- and tell students how it works and
when they can expect Daily 5 time in their daily
schedule.
Discuss the Daily 5 guidelines and what they
achieve.
o Students must sit at arms length from each
other. Silent reading only no talking to
other classmates.
o Student of the week VIP student gets the opportunity to use the special chair
first
o Books must be returned to their correct places when Daily 5 is over.
o No wandering or distracting other readers during Daily 5 time.
As the activity comes to an end, allow for a quick sharing of anything exciting theyve
learned or read then have them write in their reading logs for five minutes
comprehending what they just read.

Rehearse:

Model what Daily 5 time should look like.

Show students how to choose reading materials and where to sit in the classroom.
Remind them to sit at arms length from their peers.
Ask a few students to model what Daily 5 looks like.
As the class practices this procedure, remind students that Daily 5 is for silent reading.
Gently correct students who forget to read quietly and independently.
Ask half the students to stop their work and demonstrate how Daily 5 time works.
Ask the other half of the class to monitor their peers and call out corrections to the
procedure.
Rehearse again reversing roles with classmates.
Ask volunteers to share anything exciting they have learned from their reading.
Instruct students to go back to their desk and write in their reading logs about what the
read about during Daily 5 time.

Reinforce:

Acknowledge the students for following the procedure.

If the procedure is not being done correctly, simply ask, What is the procedure for Daily
5 time, please?
If a student is idly sitting waiting for the rest of the class to finish an activity, ask, What is
an activity you can do while waiting for the remainder of the class?

Taking a Test
Test day can be time-consuming if you do not have an efficient process in place. This
procedure minimizes unnecessary lost learning time.
Teach:

Explain your procedure for taking a test.

o Keep your eyes on your own paper
o Remain quiet during test time.
o When finished, turn your test over and place all
papers on the top-right corner of your desk.
o Once you have turned it over you may not
return to your test.
o The test will be collected as soon as everyone
has indicated they have completed the test.
o Remain seated and begin assigned work or read quietly.
Before testing begins have students set up testing dividers.

Rehearse:

Tell students that on test day, all regular classroom procedures will be followed.
On test day, students should enter the room quietly and begin their Morning Work as
usual.
Show students how to set up and put away testing dividers
Model how students should indicate that they have completed the test by placing their
papers face-down on the top-right corner of their desks.
Remind students that once they have done this, they are not allowed to return to their
test.
Emphasize students should remain in their seats and start on the assigned work or read
quietly.
Remind students there are no bathroom breaks allowed during testing time.

Reinforce:

On the day of the first class test, discuss the test-taking procedures again to eliminate
any misunderstandings.
Remind students that should remain silent even after thy have completed the test
because their classmates may still be working.
Highlight the assigned work posted on the board or encourage students to have a
reading book readily available.
Clarify any questions students may have about the assigned work.

Students Correcting Work

Seize the opportunity to lighten your workload. Your time spent on correcting papers can
now be used to other professional responsibilities. Not all papers need to be checked or
scored by the teacher. Students are taught responsibility when correcting their
classmates work.
Teach:

Pass out student work, making sure each student has another persons assignment.
Distribute colored marking pens.
Have the student who is correcting the work sign their name on the bottom right-hand
corner of the page. This stresses the importance of taking responsibility for accurately
correcting the paper and treating the work with respect.

Tell students only to make marks next to the incorrect answers.

Instruct students to place and X next to incorrect answers. No other marks are to be
placed on the paper.
Recite the answers, so students can correct the papers.
Ask if clarifications are needed as you give the answers.
Tell students to tally the total number of marks on the paper and place that number next
to their name written at the bottom of the page.
Collect all of the corrected papers to review and check for accuracy.
Collect all marking pens.

Rehearse:

The first time papers are corrected as a class; double check the accuracy of students
corrections by exchanging the corrected paper with a seat partner.
Ask the seat partners to sign their names next to the name of the person who corrected
the paper.
Remind students they are checking each others work. Go through the corrections once
more time.
Repeat how to mark the papers if they find something incorrect.
Tally the number of incorrect answers on the paper and not the number next to their
name at the bottom of the page.
Ask partners to compare their findings with each other.
Collect the papers and the marking pens.
Review all papers and compute the final score.

Reinforce:

Upon inspection of the student corrected papers, inform the class of your findings and
thank them for helping with checking this work.
Affirm that the actions were followed correctly and encourage them to do the same the
next time you need their help.
Reteach the procedure with students as necessary.