Thank you to everyone who responded to my request on scheduling check out
times in my 4-5 open media center. I still haven't decided on a final plan,
but you have given me so many ideas to consider! Here are some of the
responses (edited) :-) Liz
1. We are flexible scheduled for the most part; however, we
do see each class once a week during a scheduled 15 min. time to guarantee
each child an opportunity to check out a book. We do this during the
school day as we would never have enough time before the school day starts
to check out this vast number of children. The children then can come any
other time during the week to check out another one teacher permitting.We
allow student research, pleasure reading, class work, etc.,all day
regardless of who or how many is in the library. The teachers just have to
check our research schedule to schedule their own class to make sure it
won't be too full to accommodate them. However, sometimes, we just have to
find an empty
corner to put them in.
2. I have grades 4-7 and have much open time but I do have a schedule for
"book check out" so I see all classes and can impart important info etc.
Each teacher schedules his/her class for 20 minutes every other week. When
classes come in they return their books first so my assistant can get them
checked in while I talk about something for 5-10 minutes- even read a short
story etc
3.How lucky you are! Don't worrry about seeing every child. Worry about
having every teacher collaborate and incorporate the program into their
ongoing classroom instruction. When that happens you do see every
child...often. I hope your principal evaluates you and your classroom
teachers on the collaboration and integration elements. When teachers are
so evaluated they tend to believe that the principal wants them to make the
most of a flex schedule and it happens. Without that evaluation system in
place it is an uphill struggle.
You might like to look at Ellen Jay's books for instruction ideas.
A new one will be out in Oct on using software to integrate technology
into ongoing classroom activity. We will be at CEMA, too.
4.I have concern with limiting students to exchanging books only once a
week. Why not allow all students to exchange books during the before school
time on an as needed basis? I had many come in daily and others less
frequently, but they never had to wait till the correct day. If they made a
bad choice they could fix it the next day. Yes it was sometimes a bit of
line to check out, but they were focused as they were only there with a
need. Just because students are scheduled to check out a book neither means
they check one out or more to the point read it.The bottom line should be
that students have daily access to book exchange and come based on need for
recreational reading needs. Assignments is another matter.
5.Teachers sign up class for 15 min. during the day for check out or 30-45
min. for a lesson with check out. That way we can take them when we're
transitioning and less disruptive to teaching time. Children can go 2 at a
time anytime to check out or return.
6.1. Have NO scheduled time for book check out. Encourage teachers to
encourage children to visit. Teachers can actually write in their plan
books "encourage children to visit library". As they get up in the
grades, they really need that encouragement.
2. Teachers sign up for book selection times bringing their whole
classess....they they stay, of course. If your facility is large enough, a
class could be working while another circulates getting books. An aide is
really essential for this. Without one, you'll be pulled in a thousand
directions.
3. Teachers schedule small group times when maybe group "A" or "B" or
"C" visits.
7. I ask each teacher to sign up for a specified time to
visit the library on a regular basis. Most schedule about 30 minutes once a
week Because they team-teach and I work closely with classroom teachers in
planning, their coming to the library is used as classroom instruction -
they incorporate whatever they're doing in class to their library visits
(also meets state curriculum requirements). It may include my instructing
about research and reference, or they may be checking out books on a topic
to support a current lesson. Teachers also send kids (grades 3-5) to the
library in small groups with specific assignments. (practically speaking, I
have a calendar posted at the
entry that they fill out, or they e-mail me their requests. I'll combine
groups as necessary - K-1 students have different needs than grades 4-5).
Liz Curtis, Media Specialist
Johnson School
Bethel, CT
curtisl@bethel.k12.ct.us
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