Chapter+6;+Differentiated+Classroom

Chapter 6 Once the Work Begins
 * Routines in a Differentiated Classroom**

Sandi Lindberg

The authors make a powerful statement about routines. Teachers who give meticulous care to establishing routines ultimately free their students to work. (p116). Teachers should have a routine within their classrooms, should anticipate what might go wrong and have a procedure or routine in place. In a differentiated classroom these routines and/or procedures prevent problems from arising.

The following procedures/routines were discussed within chapter 6: Calling on Students, working in groups, managing noise, getting help, helping students transition, managing time, and keeping track.

The authors discuss how it is easy to get into a rut of calling on the same students who volunteer the answers. This allows the shy, detached or lacking in confidence students to opt out of participating. The authors want teachers to make sure that all students have the opportunity and responsibility to speak. The teachers need to develop a system to help students to contribute to the conversation. On page 118 the authors provide a chart giving examples of different methods to call on students.

Working in groups can be a complicated process, as not all groups work well together. The authors give us examples of watching school boards, city councils, and teacher committees. Working in groups is a skill or process that needs to be taught. Students need guidance and practice to be able to work effectively together. The teacher needs to establish guidelines and routines for group work. Along with this, teachers need to provide a "way out" for students that are having a difficult time working in a group.

When managing noise within a "flexible" classroom, the rule is not elimination of all noise, but establishing parameters for productive noise. Students need to be taught what is acceptable noise. They need to know that working silently is important and teach them how to do it. Teachers also have to make sure that they have clarified student expectations of what conversations look like when working in groups. If there are students in the class that are very sensitive to noise, allow them to block out the distracting noise by using a headset or ear plugs to dampen the noise.

In a differentiated classroom, the teacher needs to have a routine in place for students to seek help. Students often see the teacher as the primary source for helping answer questions or getting help, but there are many ways to alleviate this issue. Making sure that the directions for what needs to be accomplished are clear. Teaching students to be active listeners will help students proceed with a task. Ensure students know when to ask for help. Students need to know that there will be times the teacher is off limits and there should be alternative routines for help when this is the case. Having the students use "question chips" is another way to limit the number of questions students can answer. This makes student weigh whether or not they can find a solution or not to their own questions. Giving the students a way to let the teacher know that they have tried all the other options to get help, but still are having trouble is important so that the students understand that their questions will get answered.

Teachers need to teach students how to transition between different groupings within the classroom. Student needs to have routines and practice how to go from small group to independent work to whole group back to their base seat.

Managing time for student's work completion is difficult for most teachers. Not all students complete given work at the same time; providing anchor activities allow students who finish to engage in meaningful activities that expand the curriculum. Giving students extended time on assignments, such as projects or authentic assessments would require students to petition for an extension of time.

An important reminder is that a school is a place of learning for students and teachers alike. Teachers who are new to leading and managing a differentiated classroom need to see themselves as learners.

This chapter made me think back to APL, if you want it you need to teach it. Most teachers forget to teach the routines and just expect students to know what they want.