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 :)