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Thank you all for your replies! Here is a requested HIT as well as the original post: Thank yuou again!! Kim Monaco School Library Media Specialist Bellerose Ave. Elementary School East Northport, NY 11731 http://www.northport.k12.ny.us kmonaco@northport.k12.ny.us (Sep-June) **** I am semi-planning my second year as would like to ensure more active participation in my lessons. Do any of you have some strategies you care to share or ideas? I have a new set of lap whiteboards and want to use them more! Also, in the same vein, I want to improve my classroom management skills. One of my biggest roadblocks is that the children sit at round tables, so I would have a few backs to me- not something I want! Any ideas on how to handle this aside from getting new tables (eventually!) ? I have 4 people to each table, 6 tables. I tried to move the chairs so they would all be facing me, but if they need to write they run into problems with the table legs. If I am using the computer the obviously have to turn to see it, but that is short-lived. More active participation would ensure that they are looking at ME. *****RESPONSES:**** 2 ideas: I have each student put their name on a playing card (but you can use any type of card). Then I collect them and use the cards to call on students instead of having them raise their hands. This way they have to be paying attention because they never know when their card will be pulled. I also use these cards for other things like choosing teams,assigning jobs, rewards, etc. This way you can't be accused of having favorites. Second, sometime I play the chip game. I give every student a poker chip (again, use any type of chip). As I ask questions throughout the period, I collect the chip from each student as they respond. If I have every student's chip at the end of the period, I reward the class (like I move them up 10 yds on a football field poster I made to use to keep track of class rewards. When the class gets a touchdown, I reward them in some way.) Be advised, it is very tempting for the students to tap the chip on the table, which can get very annoying. This is with 6th grade, at least. When I did elem, I used the story area (we had stepped levels) to intro lessons. Short, quick demo on almanac or the worksheet or even what we would be doing at tables. Then usually we would head off to tables for group or class work. I had one principal that thought it was inefficient to move, but she couldn't offer a better way to get the whole class focused. Once a week in the library doesn't translate to knowing where your chair is.... I used the transition time to 'touch base' with kids that needed something extra (remind to get a good partner, make sure you get seat close to screen, etc). Kim, I am only beginning my third year and understand. Not knowing your media center's layout. Those days I knew I was using the whiteboards I would have them on the floor! Not sure it is convenient. My 5th and 6th graders enjoy sitting on the floor. I don't say "Indian style" I use pretzel style --they know, or cross legged. Anyway, when I was in the classroom using the whiteboards more often, there was no talking and they had to show me immediately when they had their answer. Boards were facing me! Old socks are great for wiping off. Have assigned or earned the opportunity to be helpers when items are being given out or taken up. I have some legal-length clipboards in my library for just that purpose. Of course, then everyone wants a clipboard, but that's ok too! As far as classroom management goes, with the round tables you might need to do the moving. Get a laser pointer My students sit at round tables too and that can be a problem. One thing I do is have the kids turn their charis towards me or my screen if I am instructing. Another thing I do is walk around while I talk. I call on kids even if their hands aren't up. As far as getting kids involved, I will often have a lesson in which kids are "handling" something. For example, when I am teaching the atlas, every kid has an atlas in front of her/him. Same with dictionary skills. (you can double or triple up if you don't have enough). When I teach fiction vs. nonfiction I put a bunch of books on each table and kids sort them before and after I explain the lesson. When teaching title page info, I might give each kid a book from a set so all the copyright info is the same and then we can all look at it together (maybe I'll use "state" books). When teaching call number, again I put books on the tables and then I take kids to the shelves so they can observe the call numbers "in action". Before we do any kind of activity that involves going to the shelves we lay down a few ground rules (no running, no goofing off, etc.) Hope some of this helps! We had the same setup. I just had the kids turn their chairs quickly so all were facing me. It worked especially well if the direction part of the lesson isn't too long. 10-15 minutes is usually the younger kids' limit. If you can show a little, and let them discover on their own, or do something physically to reinforce what you want them to do/learn, it works much better. Tracing words you want them to know in the air with their finger, Repeating the new words with different volume levels, Tell them what you want them to do, using visual aids. Model it, have THEM do it, while you check each table to see if they've got it. Then check back at later intervals to make sure they understand and retain the knowledge. We currently use kidney shaped tables, and don't allow kids to sit in the keyhole area. This is only a suggestion, hope it helps. If you have lap boards , do not use the tables at first. Arrange the chair seated students in a semicircle around the main instruction - you and the computer. Do your modeling lesson with the student lap boards for billeted short reminders for them, sort of secretaries taking essential notes. Orally present what is on the screen and discuss it. Ask for questions to confirm understanding and then have them return to tables to practice what you taught as you circulate around all the tables assisting. I finally have rectangular tables instead of round but the sectioned format causes less discipline problems and more name recognition for me. =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=- All LM_NET postings are protected by copyright law. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. 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