But How Do I Manage It

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But How Do I Manage It?
Carol Ann Tomlinson
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Some Hotspot Areas in Leading the Multi-Task
Classroom

• Getting into groups
• Giving directions
• Stray movement
• Starting and stopping
• Ragged time
• On-task behavior
• Finishing up moving on

• Effective group work
• Early finishers
• Curbing noise
• Re-arranging furniture
• Keeping track of work
• Grading daily tasks
• Turning in work
• Keeping up with papers

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Management Tricks

• Getting to Know and Accept Differences

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I GRAPH

• Color the first bar to show how good you think
  you are in reading.
• Color the second bar to show how good you think
  you are in writing.
• Color the third bar to show how good you think
  you are in math.
• Color the fourth bar to show how good you think
  you are in science.
• Color the fifth bar to show how good you think
  you are in history/social studies.
• Color the sixth bar to show how good you think
  you are in acting.
• Color the seventh bar to show how good you think
  you are in sports.
• Color the eighth bar to show how good you think
  you are in singing.,
• Color the ninth bar to show how good you think
  you are at being a friend.
• Color the tenth bar to show how good you think
  you are in dancing.

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How the kids think

• Student in Marian Gilewiczs class in
  Yellowknife, were skating after a week of indoor
  recesses due to -40 temps. On returning to the
  class, one student commented on the wide variety
  of skate sizes in class. Another student said,
  Thats like our clothes sizes. Another chimed
  in, Its like how we learn!
• Their teacher, who systematically differentiated
  instruction, said I couldnt pass that one up.
  So for the days journal assignment she asked
  What is different-sized learning?

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David, age 10

• If everybody had to learn the same thing at the
  same time in the same way, it would be too easy
  or too hard because everybody is different, not
  the same.
• If it were like that, I would be bored because
  school would be too easy or bored because it
  would be too hard.

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Bryan, age 10

• Different sized learning is different people
  having different activities because they have
  different learning needs.
• Imagine if everybody had to do the same thing!
  Whoa! And well, thank goodness its not like that
  in our classroom.

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Jeremy, age 10

• What would happen if we all had to learn
  everything just alike?
• Well, we probably wouldnt go to school because
  we would ask our parents to get home-schooled.
• Thanks goodness our school isnt like that.

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Shelby, age 10

• Different sized learning is sort of the way we
  are in all subjects because no one is the same in
  a subject.
• People are different in learning.

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Rebecca, age 10

• With different size learning we wouldnt
  understand so much and our marks would be lower.
• When we work so its right for us, our marks
  grow. Sometimes Mrs. G tells us what to do and
  sometimes we pick.
• It helps us to work our way up.

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Garrick, age 9

• If we didnt have different sized learning, it
  would be like everybody having the same job in
  this world.
• Now dont you think thats boring?

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Daniel, age 10

• If we had to learn exactly alike, wed quite
  being unique.
• People wouldnt develop their special qualities.

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Sonja Lea, age 8

• Different-sized learning is when you learn at the
  right level that is just the right amount of work
  for you.
• Not too much and not too little

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Shaun, age 9

• If it weren't for different size learning, we
  would have no challenge at all. Lots of people
  have lots of different learning abilities.
  Without different size learning we would be
  frustrated or else start anticipating everything.
  If you destroy the balance between student and
  work you plunge the school into chaos a sort of
  educational dark age.
  

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Management Tricks

• Forming Groups
• Assigning Tasks

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Flexible Grouping Patterns
Whole Group
Ability Groups
Interest
Student-Selected
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Getting Students Into Groups
Math Stations
Station
1
2
3
4
5
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Assigning Groups

• Clothes pins with students names to assign them
  to a particular task

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Round the Clock Learning Buddies
My Appointment Clock
Make an appointment with 12 different people
one for each hour on the clock. Be sure you both
record the appointment on your clocks. Only make
the appointment if there is an open slot at that
hour on both of your clocks.
Tape this paper inside a notebook, or to
something that you will bring to class each day.
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• RED
• Danielle
• Jenny
• Keith
• Susan

• YELLOW
• Joe
• Jules
• Julie
• Matt

• BLUE
• Jim
• Gerline
• Donna
• Todd

• WHITE
• Ellen
• Andy
• Carol
• Carolyn

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Management Tricks

• Giving Directions

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Giving Directions

• If the whole class is doing the same activity
  then give the directions to the whole group.
• Do not give multiple task directions to the whole
  class.

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Giving Directions

• For small group work, tape directions so students
  can listen to them repeatedly
• Use task cards to give directions to small
  groups.
• A general rule is that once the teacher has given
  directions the students cant interrupt while
  he/she is working with a small group

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Anchor Activities

• Ongoing assignments that students can work on
  independently throughout a unit, a grading period
  or longer.
• Meaningful work tied to content and instruction.
• Must have clear directions and hold students
  accountable

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Some Anchor Activities

• Research
• Long-term Class Projects
• Brain Teasers
• Learning Packets
• Activity Box
• Learning/Interest Centers
• Vocabulary Work
• Accelerated Reader
• Practice Tests

Montgomery County, MD
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Some Anchor Activities

• Silent Reading
• Related Readings Questions or Activities
• Extension Activities from Text Series
• Listening Stations
• Commercial Kits and Materials
• Journals or Learning Logs

Montgomery County, MD
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How To Anchor Activities
1
Teach the whole class to work independently
and quietly on the anchor activity.
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Flip-Flop
Half the class works on anchor activity.
Other half works on a different activity.
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1/3 works with teacher---direct instruction.
1/3 works on anchor activity.
1/3 works on a different activity.
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Management Tricks

• Managing Time

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Time

• Must be flexible in order to address every
  childs readiness level
• Catch-up days
• Anchoring Activities
• Postcards for Writing Ideas
• Independent Investigations

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Transitions

• Directions for transitions need to be given with
  clarity and urgency.
• Time limit for transition
• Address the acceptable noise level
• Rehearsal

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Handling Materials

• Assign jobs to different students (materials
  handler, table captain)
• As a teacher ask yourself, Is this something I
  have to do myself, or can the students learn to
  do it?
• Remember that you have to teach children how to
  become responsible for their own things.

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Management Tricks

• Teaching Group Skills

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Teach Group Skills!

• Dont assume students know how to work in groups
• Dont assume they know the difference between
  effective and ineffective groups

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Teach Group Skills!

• Dont assume all students have the same level of
  interpersonal skill
• Dont forget there is a whole array of group
  skills to work on

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Management Tricks

• Handling Materials

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Handling Materials

• Assign jobs to different students (materials
  handler, table captain)
• As a teacher ask yourself, Is this something I
  have to do myself, or can the students learn to
  do it?
• Remember that you have to teach children how to
  become responsible for their own things.

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Management Tricks

• Getting Help

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Getting Help in Groups
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Management Tricks

• Managing Noise
• Stray Movement

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NoiseControl
V
W

• Quiet Signal
• Team Stop Signs
• 6-inch voices
• Talking Chips
• First Aid Station

STOP
STOP
Cindy
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Management Ideas

• Ask 3 Before Me
• Ask Me Cap
• Teacher available signal
• Only 2 up at a time

ASK ME
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Working Conditions for Alternate Activities
(Winebrenner, 2000)

• Stay on task
• Dont bother anyone
• Dont call attention to yourself

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Management Tricks

• Keeping Track of Progress

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Routines for Handling Paperwork

• Color-coded work folders
• Portfolios
• Baskets for each curricular area or class period
• Filing Cabinet
• Key to these organizational patterns is that
  the children have access to their own work and
  know how to file and/or find what they need to
  accomplish a task.

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Student Accountability

• I will study.
• I will produce
• By this date
• With these materials
• I will evaluate my work by
• Next time, I will

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Daily Planning Log
Student Name ____________________________________
Date __________________
Today I will work on the following tasks on my
personal agenda 1. ______________________________
_________ 2. _____________________________________
__ 3. _______________________________________ I
will complete the following tasks by the end of
agenda time today 1. ____________________________
___________ 2. ___________________________________
____ 3. _______________________________________
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Work Log
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Work Log
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Audit Cards
Proof Place Audit Card
Today ___________________ worked on problems
using Students
Name _____________________ and proved the method
by Name of Computation using
_______________________.
drawings, diagrams, objects My partner was
_____________________. The method
we Partners Name used to check my work was
_________________________.
estimation, objects, diagrams, drawings
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How Did I Do?
Next time, I will
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Flexible Grouping Patterns
Whole Group
Ability Groups
Interest
Student-Selected