Managing Your Classroom Collaboratively
The following activities encourage student accountability
with a minimum of recordkeeping on your part.
1. Group Check-in Procedure
Every base group should have a sturdy, three-hole pocketed
folder for important handouts and materials. The first page should
be a group check-in chart.
Students arrange group seating when they arrive each day and
immediately check themselves in by marking the dated box with
a + (signifying that all homework is complete) or an X (signifying
that they are not fully prepared for class). They immediately
display their completed work on their desks.
When everyone has checked in, the group displays a colored
sheet of paper (stored in the front pocket of the folder). Green
signifies that all homework is complete; red means that one or
more group members are not fully prepared. You can then visit
each group and spot-check the homework and the chart yourself.
The red sheet of paper signals that you need to talk to one or
more unprepared students.
This system saves time and paperwork, and it encourages accountability
on two levels: Students report what they have accomplished to
both the group and to you. Best of all, there's no need to wait
for students to search for homework when you're ready to begin
the class: It's already displayed on students' desks.
2. Planning Slips
This quick activity helps students plan and manage daily classroom
activities. It encourages students to make good use of class time,
whether they're working on an individual project or a group activity.
Step 1: Have couriers pick up and distribute strips of paper
so that each group member has one.
Step 2: Give groups a few minutes to make plans and select
tasks.
Step 3: Students write brief descriptions of the tasks they
will be performing.
Step 4: Before the actual work begins, you may want to circulate
and spot-check the descriptions.
Step 5: Students begin working. Each displays his or her strip
of paper as a reminder and guide.
Step 6: You may again want to circulate to see that students are
on task. Often no words are necessary: Your interest is enough.
Step 7: (Vital!) At the end of the work session, students turn
the paper over and briefly describe what has been accomplished.
Step 8: You review the papers and return them at the beginning
of the next class.
Additional suggestions:
- Ask students to save the paper strips (perhaps
held together with a paper clip) in their group folders. The
strips may be useful later on if you need to counsel a student.
- Instead of asking for individual task descriptions,
have groups collaborate on a single description.
- You can design and photocopy simple forms
to be filled out at the beginning of class. Include a space for
the student's name, date, task, and working plan.