As I thought about this, I realized that for some, those expectations are not readily understandable. Some are working closely with their own questions, needs, and expectations rather than the "group plan" as some name it.
To try to better this situation, I'm going to try to add expectations to the daily schedule today to see if that helps. The day's schedule will look like this:
- Sign in - add your lunch choice next to your name on the Friday column
- Read at table - read a book of choice quietly at your table
- Math test instructions - listen carefully to the instructions
- Math test - take your time, do your best, check your work, ask questions if you are confused
- Read when done with test - find a cozy corner and read
- Recess - play and have fun
- Library - follow the lesson, choose good books
- Read aloud - enjoy the story, draw while listening if you would like
- Instrumental lessons - follow along, learn to play the songs or Science helpers - help the teacher prepare for next week's solar oven investigation
- Lunch/Recess - energize your bodies with good food, enjoy the friendship of friends, and play
- Quiet reading - enjoy a good book in a cozy corner
- Math Lesson - listen to the directions, enjoy working with models and colors to study geometric shapes
- Clean up - stack chairs, clean up your tables, pick up papers on the floor, get your bags and meet in the circle.
- End day recess - end the week with play
I can imagine some saying that the schedule has too many transitions, but when you consider the energy of 10- and 11-year olds, the program moves along well with many varied activities from quiet by-yourself learning/study to whole class and group work. As the teacher, there's plenty of time to coach students ahead. Being more explicit about expectations may help some students who don't naturally think this way. Let's see if that helps. Onward.