My research is going good. My questions is: What happens when I use small group instruction for students who need extra guidance in math?
Unfortunately, what I am seeing so far is how challenging it is to meet with a small group to re-teach concepts in math. I feel like the learning is constantly being interrupted because the students who are working independently are coming over to me and asking questions.
Does anyone have any suggestions on ways that you meet with a small group in your classroom without any interruptions?
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3 comments:
One thing I have seen teachers use when they are working with small groups is to have some visual sign (stop sign on the table, red circle around your neck) for the students so they know it is not a time to ask you a question. They can however ask a friend for help, quietly, and then go back to working independently. I am not sure if this will work for you, but I have seen it be extremely successful. Good Luck!
That's a great idea, Hillary. I remember having talks with my kids at the beginning of the year when we were establishing routines in which I tried to make the expectations for small group time very clear. My part of the bargain was that I would give them plenty to do at centers or as seat work and I would provide clear instructions; their part of the bargain was that they needed to work independently while I was with a small group. They could quietly ask a friend for help, but they could only interrupt the small group if it was an emergency and I shouldn't have to interrupt the small group to keep them on task. Those routines were established step by step in the first few weeks of the school year. I imagine it's a real challenge to add a new small group routine in the middle of the year. I wonder if it would help to go back to square one and have a class meeting to discuss expectations. . . When they interrupt the small group, is it usually because they are having trouble understanding their independent work or is it more mundane issues, such as asking to go to the restroom or tattling on each other, etc? Good luck! I think it's very valuable that you are focusing your research on both the process of trying to establish these groups as well as the results of the groups for those students with whom you're meeting.
Kristin,
When I need to work with a small group, I make sure that the seat work is truly independent and that instructions are clear. Also, it helps to keep your mini-lessons with the small group just that - 10 or 15 minutes max. That way, the rest of the class doesn't get antsy.
Also, my kids know that if I'm with a group, they can pass me a Post-it note if the question is an emergency. At least it's non-verbal!
Terry
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