Teaching My Center Routine

Once students have had 3-5 days of practicing the pocket choice routine, I introduce students to their center groups, which color-correspond with their Pocket Choice stick. You can certainly avoid the fruit names; I use them to avoid confusion with my table colors (red table, blue table, etc). 

Finally, I bring out the center assignment papers. 

The secret ingredient to teaching my Center routine is that I introduce it a little bit at a time. For the first week, I place a Post-it note over the middle assignment of each paper. I want the students to REALLY master finding and familiarizing themselves with that one center and then moving on to a Pocket Choice, which I've already thoroughly introduced. I include these centers on the Pocket Choice hunt that they complete on the first day of school, so students should have noticed the placement of the centers before. After giving instructions about the assignment/materials contained in each center, I dismiss students, one group at a time, to find their center box and the table at which they should work.

I do require students to show their completed work to a teacher or other adult before making a pocket choice. Or… like in the Math Center, where they usually play with pattern blocks the first week, I tell them when they can finish with those materials to make a choice (usually after about 10 minutes).

After one or two weeks of practicing the first center and pocket choice, I cover the first center with a Post-it note and have students follow the same routine, but with the middle assignment and then a Pocket Choice. I know teaching the routine this way takes quite a few weeks, but it ensures that students slowly adjust to the full routine. Once the full routine has been introduced, students know exactly how to follow it.

After another 1-2 weeks of the middle assignments and pocket choice, I remove the Post-it notes altogether and have students complete both assignments before making a choice. Most of the time, students are able to work at their own pace (I rarely assign group assignments for these centers). Students may need a slightly longer center time in order to get to the Pocket Choice with the full routine in place… I want them to experience the satisfaction of getting that free choice, though; rather than being discouraged by having time consistently run out. As they become more accustomed to the routine, you can shave down the time… except for the weeks that you are feverishly trying to finish testing for report card scores J.

Note: To find out more about Pocket Choices and how I introduce that routine, click here.

Teaching My "Pocket Choice" Routine

Introducing routines is a critical part of the beginning of each school year. Well-taught routines will ensure that students always know what they should do and how they should do it. Many students will only misbehave when expectations are unclear; so securely placed routines will help maintain structure and prevent MOST mischief-making… there will always be those few kids J.

Routines need to be taught so thoroughly that I generally do not use my full center routine until about a month into the school year. Because it is the most fun and requires the most practice, I always introduce the “Pocket Choice” first… during Week 1 of school (the other center papers do not even need to be posted yet). This routine is somewhat difficult for students to grasp, because it does require A LOT of awareness and attention to procedure. Here is how I teach it:

I start by using a worksheet containing the labels of each Pocket Choice area. I have students “hunt” the labels with a clipboard and pencil… they can mark the label with an X when it has been found. This helps students become familiar with the classroom and take notice of the center placements. Students are encouraged to notice, but not play with, the materials in the center. If I model a (silly) serious "Hmmmm..." observing expression, most kiddos are willing to imitate it. :) THEN, I bring out the pocket papers and talk about the kinds of materials found in each area (showing if necessary)... be sure to explain that materials should not be scattered throughout the room. Last, I show the students their Popsicle sticks (labeled with names and color-coded so they are easier for students to find) and talk about the number of sticks allowed in each pocket (I generally allow 4 in each, unless… heaven forbid… I have more than 26 students; 5 would also work nicely if you have enough "stuff" at each station to avoid arguments). I do allow students to change their choice as often as they want, as long as there is room in the center. Encourage students to check to see if there IS room in the center they would like... BEFORE removing their stick from the current choice.

My Pocket Choice papers... the Book Center should have an allowance of 4-6 students during this phase of the center routine. I change it to 2 later on, when 5 kiddos are already assigned to be there after doing art. Also, these sticks are only examples... the ones my students use are colored on both ends (paint or Washi Tape) and are labeled with the student's name on BOTH sides.

The number restriction is the most difficult part for students to grasp. They need to remember to be aware enough to count the sticks already in the pocket, so they can determine whether or not they can make that choice. I model briefly to help cement this concept; I put various numbers of sticks in each pocket (1, 2, 3, or 4) and ask, “If I want to play here, can I choose this pocket?” I demonstrate how to react if a pocket is full, “Aw man… maybe later.” Have students repeat that phrase a couple of times. Throughout the week, they may need a lot of reassurance that if a choice is unavailable to them, they may be able to choose it later on or another day. Make sure that you show at least one example that includes a Popsicle stick hiding behind others.

You should also encourage students to always double-check the name on the stick to make sure it is theirs. Students should NEVER, EVER remove a stick that does not belong to them. Of course some will try to oust other kids so that they can do whatever they want… don’t be too annoyed… young children are egocentric by nature; they aren’t TRYING to be bratty and selfish. They are simply trying to solve their problem rationally, and are unaware of other children’s feelings. It is our responsibility to help them become aware of why that would be an unfair and inappropriate solution.

After hitting all of those crucial points (quickly and efficiently to avoid boredom, mind you), I pass out the sticks and allow students to choose… one color at a time. I try to make sure that an adult remains aware of the pockets to ensure that things are going according to routine. If you have an adult to spare, it is helpful for someone to stay right by the choosing area for guidance... however, if it is just you in the room, I would not risk giving up your proximity (remember... where the teacher is, the trouble isn't)... just make sure to glance over quite frequently and do a spot check to resolve any errors that might have arisen.

For the remainder of the week, the students will only need reminders of the rules… especially paying attention to how many sticks are already in the pocket (modeling again if necessary). Be sure to begin the stick distribution with a different color each day; that way, many students get to experience making the first (and last) pick. I let students play in the pocket choices for about 15-20 minutes each day that first school week, continuing to regularly check the pockets to make sure things are going alright. I realize this is a good amount of “play time”. Many of the students coming into my classroom are not accustomed to very much structure; they come from home having had a lot of control over how they spend their time. I have found that this amount of free play during the first week eases the transition into school structure and helps students get to know one another. And after all, I believe a Kindergarten teacher's most important job is to teach students to learn to love school (so I let them play a little more at first)!

Questions? Suggestions? Feel free to comment :)

Centers

For many years, my center routine was a source of a lot of thought and concern. I kept changing the way I ran them, how they were organized, and where I kept the materials. Teachers have so many different styles and I have seen a variety of center routines that work well. What works in one classroom does not always work in another; so it took me a long time to fine-tune this part of my classroom and teaching style. After about 4 years, I finally figured out what works best for me and I love the way I do centers now! Feel free to adopt/adapt this method if you feel like it would work for you!

I had a hard time deciding whether to assign work or offer free choice; so I ended up doing both! My students MUST complete the first 2 centers (which are more academically based) and then they make a “pocket choice” (which is more like free play). Hopefully, this motivates them to manage their time wisely so they can earn more free play time. Aside from that, we all know that “play” promotes cause/effect reasoning, problem solving skills, social skills, and more. Once a week, though, students are assigned to do art (because sometimes it is a longer project) and visit the book center (it is such an important center so I really want them to go there at least once a week).

I try to plan my centers so that students end up with about 15-25 minutes of work and 5-10 minutes of play (occasionally 15, depending on how quickly they work). Most of the centers have a short task to complete individually (like a paper or project to hold students accountable for completion) but they usually do use materials and/or manipulatives to engage students. Barring absences and 4 day weeks, each child will visit every center each week (I simply move the group card once to the right every morning). If the school week is any less than 4 days, I put something else in the place of my center time, so that students are not constantly missing activities. Usually, I allow centers to last for about 30-40 minutes since it is an excellent opportunity to run small literacy groups and/or work with or assess students on a one-on-one basis (once students are trained in independent work). It is extremely helpful to have another adult in the room if at all possible.

Grouping

I try to keep the groups at 4-5 students (no more than 6 if ABSOLUTELY necessary). I try to group students heterogeneously. Because I want to be running small groups during this time, it is helpful for each group to have at least one student who can provide a little direction if necessary. I do not allow more than 4 students in the “pocket choice” centers so that it will decrease arguing over materials. This is the reason students must identify their choice with a name-labeled stick. Many teachers have students post their choices at each center and that is certainly another option; I just like to have mine consolidated in one place.

Keep checking the blog for more specific information about each center, and how I teach and introduce the routine at the beginning of the year.

P.S. – My center graphics will soon be posted in my store at TeachersPayTeachers. I will include the assignment pages and a page of small labels for tables and material buckets/containers.

Schedule Cards

These are the schedule cards that I use in my Kindergarten class. I used to be a little reluctant about using a schedule; but it really is GREAT for the students. We all know that young children thrive on routines; but with special activities here and there, it is impossible to make every school day the same. A posted schedule at least helps the students know what to expect from the school day - they LOVE the independence of checking the schedule at their own leisure. And if you tire every once in a while from hearing, "Is it almost time to go home?" the schedule will help with that as well. :)

Beware that the children WILL get pretty attached to the schedule. They will definitely notice if you forget to change it from the day before. I also frequently remind them that I am the teacher and I reserve the right to make changes to the schedule if necessary. This is why I made them magnetic and easy to move around! I printed mine in color, pasted them on black construction paper, laminated them, and put magnets on the back. I post them on the whiteboard in the front of my room and change them before school each morning (or during the day if necessary).

Note that using a picture schedule is actually a really good intervention and/or accommodation for children with Autism (though you may not be able to be quite as flexible). These children are especially dependent on routines, and can become very upset if routines are changed or interrupted. Depending on the child, he/she may be okay if you notify him/her as soon as you know that you will be making a change.

You can see most of the cards below (just 8 are missing off-page; lunch, assembly, seatwork, curriculum story, computers; a second copy of the literacy, drink, and snack cards).

https://www.teacherspayteachers.com/Product/Kindergarten-Schedule-Cards-1839944

Although I teach half-day Kindergarten, I have revised my cards in order to be able to share them with all Kindergarten teachers. I also tried to design them so they could be used even during non-standard weeks (like... the week before Christmas or the last few days of school). Rest assured that I do not spend all of my time watching videos and doing special activities. :) Hopefully, you will find everything you need here, even if you teach a full-day class. I hope you enjoy them!

To download the cards from my Teachers Pay Teachers store, click here.
Note that all graphics are credited to mycutegraphics.com