How to Set Expectations for Guided Math Centers

I have had several teachers tell me that they struggle keeping students on task during guided math and it is one of the reasons that they do not like it.

Setting up expectations for guided math can be tricky and you have to be willing to invest the time.  Students must understand how to work independently and how to stay on task in order for this to work.  I spend an entire month setting up my expectations for guided math.

I am going to outline here how I begin teaching students independence in my room so that guided math is successful.


The four centers I have are:
Technology,
Table(Teacher),
Notes
Seatwork
Check out my post here if you would like to see how I created my centers.

Week 1:  Setting up Seatwork

  

Day 1:  Getting materials the RIGHT way
I start by giving students my expectations of them during seatwork time and explaining where they can get all materials they will need.  There is a tray next to the door where their seatwork will ALWAYS be, starting from the very first day.

A mistake I made when I was first implementing guided math was passing out papers to the students, or having someone else do it until we began rotations.  I heard "Where is the seatwork?  I forgot." about 8 billion times.

Model:  I read through the expectations poster (pictured above) and explain to the students what I am looking for and where they can get their materials.  I and a couple of volunteers model how to get seat work and take it to our desks with NO talking.

Practice:  I tell all students to get their seat work.   (there WILL be talking, pushing, etc.  stop EVERYTHING and go back to the  model step above).

Execute:    Send students to get seat work again.  Be prepared to do this SEVERAL times.

Once they have done that make sure to praise the behavior and talk about all of the GREAT things you saw.  Be specific!  This reminds students what they SHOULD do during that time.
"I saw ___ and ____ move around each other with no pushing!"
"I saw ___ and ____ put a finger to their lips to remind themselves not to talk"
"I saw ___ let others in front of him/her in line!"

*practice a few more times - I never have students do any seat work this day. We are just practicing how to get our materials.

Day 2 and 3:  How do I work independently?  
Model:  Start the day by reviewing the expectations.  I read them first, and then they read along with me.  We practice this a few times.

Practice:  I then place their seatwork in the tray and tell them to go to seat work.  I always start the line, modeling for students how it should look.  Again, there will be a few students who talk and mess around.  When this happens I say "oh no!  This is NOT what seatwork looks like!  We need to practice" (go back and review expectations).

Execute:  Once students have gotten their seat work silently and taken it to their seats you can actually let them begin working.  Some students will begin talking, I usually take that student all the way back to the beginning to practice getting work and taking it quietly to their seat and working without talking.  If there are several students talking stop the class and go all the way back to Model.

It is important when teaching students to work independently that they have something they CAN do independently.  I use math color by numbers during this first week.  Students enjoy them and they are getting fact practice at the same time.  Also, most students won't finish these during this time so you don't have to worry about the "I'm done! now what?" while you are trying to teach procedures.

Spend at LEAST 2 days practicing this.

Day 4:  How and where do I turn in my work?  
Model: Start the day off by reading the expectations for seat work. (Read aloud to them and have them read with you).  Then show students where and how you want them to turn in their work.  I set the timer for 2 minutes and show them how I get my work, take it to my seat (elmo), I double check my answers, make sure my name is one top, etc, and turn it in to the basket when the timer goes off.

Practice:  Students then collect seat work take it to their seats and we go through the entire page together.  We double check answers, erase and rewrite any messy handwriting. This is the day I explain that their work MUST be neat and complete or it goes back to them.  This is to keep students from rushing and to encourage them to check their work.

   Execute: We take it from the top and students collect work, go to their seats, double check it and turn it in.  I make sure we have a couple of short assignments so they get lots of practice today. I always make sure the last activity I have planned is fun so students who have to redo because they chose to rush don't get to do it, and students who are working hard on following your expectations have a reward.  As I am handing back the earlier assignment I say (NOT sarcastically) "aw man, its too bad you have to redo this work and don't get to do the other one.".  This shows them that I am sincerely empathetic for the poor choice they made- but again that I will NOT budge on my expectations.

*Any time there are students off task, review expectations and start over walking through the rotation with them.

*** DO NOT walk around the room to monitor and help students during this time.  This will teach them to expect your help while they are at seatwork.  When you are actually doing rotations you will be busy teaching.  I sit back at my table and remind students that they CANNOT interrupt me when I am sitting at that table.

Day 5:  Put it all together 
Model: Start the day by reading the expectations all together.  (You want students to have these MEMORIZED way before you begin rotations).   Model expectations for them, have students comment on what kinds of things they see you doing while you are at "seat work".

Practice: Now, students will get to do a seatwork rotation from start to finish.  I place their seatwork in the tray and remind them that as soon as the timer starts it is "seatwork time".The introduction of the timer always causes some excitement and therefore talking.  I stop the timer and say "oh no!  This is NOT what seatwork looks like!  We need to practice"! We go back to model. This may take a few tries before they get their seatwork calmly, and quietly take it to their seat.

Execute:  For today they are practicing using ALL of their time so no one is allowed to "finish early".
Students may turn their work in to the basket when the timer rings.  (again, there may be some pushing and shoving- send them back to the practice step and review expectations).

DO NOT walk around and assist.  The whole point of this activity is to teach students to work without your help.  Remind students that they can come ask you a question when the timer is not running.  So if they are stuck they may skip it and move on and get your help at the end.

When the timer rings I give students about 2-3 minutes to turn in their papers and return quietly to their seats.  Students who have a question on a  problem may come back to my table and ask for my help.

Differentiating  
Now students should clearly understand what is expected of them during their seatwork time.  The most important thing to remember is to make sure students have seatwork they can do without you.  I use common core review problems that are a part of our math program.  Students who are far above or below grade level are given different seatwork.  It is placed on their desk before math starts.  That student knows that I have given them something specific to work on and that it replaces their seatwork.

Congratulations!  You have set up 1 center rotation and hopefully your students are already learning some independence.  I know this feels redundant- but you want this to be almost robotic before you try to add in any more centers.

Stay tuned for How to Set Expectations for Guided Math Centers- Part II
I will be including my expectation posters for your use!

Thanks for reading!  Please comment below!