Noise control at centers

Discussion in 'Third Grade' started by Bella2010, Jul 5, 2014.

  1. Bella2010

    Bella2010 Habitué

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    Jul 5, 2014

    I am going to do centers this year and was wondering how you control the noise level? I talked to my new P who was a third grade teacher for something like 15 years. In theory, there really isn't any reason for them to be talking at any station except teacher table; however they're third graders. I'm trying to be realistic about it. My new district wants us to spend 3/4 of our day on reading and math. I wasn't going to do centers because I don't really have a lot of experience with them other than when I taught PreK. Anyway, I have about 2 hours to spend on reading. So, I'm going to spend about an hour on guided reading and focus skills and the rest on centers.

    Thanks!

    Beth

    Beth
     
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  3. agdamity

    agdamity Fanatic

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    I tend to do partner activities/ games for my centers, so there is talking. I just go over expectations and practice, practice, practice.
     
  4. iteachbx

    iteachbx Enthusiast

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    Jul 6, 2014

    I never did centers in 3rd grade. We had a 90 minute reading block.

    I find it hardest to control noise level when we're doing activities where they are allowed to talk. They get excited, they're all talking at once, it gets loud.

    If it's meant to be a silent activity, it's silent, period. This is a non-negotiable during independent reading. You can't let anyone slide with this in the beginning of the year or they'll get into bad habits and think they can get away with it. Have a consequence system- give 1 warning, then determine what will happen next if they're still taking. Again, you have to be consistent and don't let anyone slide.
     
  5. Bella2010

    Bella2010 Habitué

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    How did you structure your 90 minutes?
     
  6. waterfall

    waterfall Maven

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    Are you required to do centers? I much prefer the "menu" approach to guided reading time. While you're meeting with your guided group, the other kids have a "menu" of things that they can do at their desk. It would be the same types of things you'd include at a center- vocabulary, independent reading, sight words, etc. But the students are at their desk by themselves and more set up for working. I found that putting them in little groups on the floor or at a table or whatever was just more conducive to talking and goofing around. Where I taught gen ed though centers were required so I had to do it that way. It drove me nuts!
     
  7. Bella2010

    Bella2010 Habitué

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    No, it's not required. This sounds like it could really work for me. Could you please explain how you did it?
     
  8. WindyCityGal606

    WindyCityGal606 Enthusiast

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    Jul 7, 2014

    I follow Daily 5 so students end up having choices while I meet with guided reading groups. The structure of Daily 5 takes weeks to get up and running because each of the Daily 5's is modeled and practiced until there is stamina built before a new one is introduced. This builds practice of expectations and accountability into the actual doing of Daily 5. The Daily 5 model can be found easily online.
    -Read to Self
    -Read to Someone
    -Work on Writing
    -Listen to Reading
    -Word Work
    Each of these can be introduced and practiced in any order you chose. I always begin with Read to Self because once that is learned, it allows the rest of the Daily 5's to naturally build up. Also, getting to the point where you have sustained silent reading with an entire classroom of students reading independent choices at their reading level is a BEAUTIFUL THING! Students in my class practice the same standard using independent reading choices at their own reading level. It works.
     
  9. waterfall

    waterfall Maven

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    Each student has a "menu" of activities. You can differentiate by creating different menus for different reading/skill levels. They have a "must do" list and a "may do" list. You put whatever they absolutely must accomplish on the "must do" list, and then the "may do" list can be extra practice activities that they can choose from if they have extra time. You can also change up the "must do" list from day to day if you want them to work on different skills. You can rotate skills like vocabulary, writing, sight words, silent reading, comprehension, and word/work phonics. You can also pull your guided reading groups whenever you want without having to worry about a rotation or anything like that- students simply go back to wherever they left off on their menu when they get back from guided group. It's also really easy to be flexible with who is in each group since you're not worried about constantly changing center rotations.
     
  10. CDOR79

    CDOR79 Comrade

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    Aug 8, 2014

    Sounds good to me too!

    How often do you do guided reading?
     
  11. luv2teach415

    luv2teach415 Companion

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    What do you do about students who don't finish the "must do" list? Do they finish it for homework or work on it the next day?
     
  12. teacherintexas

    teacherintexas Maven

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    If you do Daily 5, I highly recommend reading the book and the CAFE book as well. Buy them used if you need to, but I think they take some of the stress out of implementation. They are fast reads.
     
  13. waterfall

    waterfall Maven

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    If a student is truly working the whole time and is just a slow worker, I would reduce the number of their "must do" tasks or let them work on it the next day. If they didn't finish because they were goofing around or just not working, then they have to do it at home or during a "fun" activity time.
     
  14. mrsleapfrog

    mrsleapfrog Companion

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    Jun 19, 2015

    How could you use the menu system with guided math?
     

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