We’ve all been there. You explain the directions of an activity, pull a small group of students to work with, and then….it happens. A student says, “I don’t know what to do!” Your students all gave you a thumbs up showing that they understood what to do, and you even had a student repeat the directions to make sure they knew what to do. UGH!!
What do you do when this happens? Maybe a better question is, what can you do before this happens? Teachers strive to promote independence. We want all of our students to be self-starters and use available resources when they are stuck or confused. Students who are independent thinkers and doers, are more motivated, have higher self-confidence, and develop stronger problem-solving skills. Let’s look at three practices to help promote independence in your classroom.
Start Early and Be Consistent
New Year’s resolutions are great because you can start a brand new year with a goal. Waiting until December to start working on that goal defeats the whole purpose. The same can be said for starting January 1st and giving up when you don’t get the results you want by February 1st.
Promoting Independence in the classroom is no different. For optimal results, you should start early and make it a habit through the entire school year. Set clear expectations during the math block is key for students to understand what is expected of them.
Along with consistency, it helps to practice. It is important to set expectations early. However, just because it is November and your students seem to know what to do, you can still have your students practice what is expected during independent work time, small group, or WIN Time. This is especially important when you have new students join your class. Having clear expectations and a room of students who know what independence looks like, help make it easier for new students to transition to your classroom. Another benefit to being consistent and practicing these routines is that your students know the expectations if there is a substitute for the day. Your students will work harder and be more motivated even when you aren’t there.
Use visuals
When asked, many adults will say they are visual learners. They need to see it in order to process what it is they are learning. Our students are the same way! Using visuals in your classroom can help promote independence as students will use them to self-start, as a reference point, and to extend their thinking all on their own. Here are some examples.
Sentence frames/starters
Helps students start written responses when explaining their work, understanding, or reasoning. These can be a great resource not only when students write in math, but also when they collaborate and participate in math talk. Research shows these are especially helpful for primary students and English Language Learners (ELL’s).
Anchor charts
These can be a helpful reference point for students throughout the year. A well-designed anchor chart can be used as a scaffold for students who need it or get stuck.
Helpful hint: Create the anchor chart with students. This creates buy-in. Plan ahead so you know what information you want displayed on the chart, and guide students to this information.
Something to consider: Grades 3-5 may start covering up anchor charts and posters one at a time as MCAP draws near. This will allow your students to see the appropriate testing environment and develop perseverance prior to the actual test. Grades K-2 should consider the same, but with a number line or 120 chart.
Independent work & WIN Time procedures
What should your classroom look like when you are meeting with a small group? What should those students who finish early do while everyone else is still working? Having a Must Do/May Do board displayed during independent work time or small group time, encourages students to look at the board to see what is expected of them and what to do once they are finished. You’ll notice with the Must Do/May Do board there are pictures to help students process what to do which again helps struggling readers and EL’s. The WIN Time board offers the same support and shows students where they should be during this time.
Set Goals
Goal setting is a proven concept that works for both students and adults. When we set goals and make a commitment to reaching them, we are more likely to reach and possibly surpass what we set out to do. Setting goals with our students gives them something to strive for in both the short and long-term.
MAP -Meet with students to discuss their goal between each administration, as well as their yearly goal. Last year, teachers who met with their students to set goals saw significant gains for the school year.
WIN Time -Do you have a student or group of students who struggle to stay on task during WIN? Set a goal with those students of working the entire 25 minutes without getting off task or bothering a classmate. Another option is to have a class competition to see which group or “Team” in the above example, does the best job of staying on task and showing independence.
eDoctrina -Getting students on eDoctrina seems to be a challenging task especially in the primary grades. Set a class goal that everyone will log onto eDoctrina and take today’s assessment. Continue this routine, and increase the amount of times students log on as the year goes on. The more you do this, the better your students will get at navigating eDoctrina…and the more next year’s teacher will thank you!
Dreambox -Our county’s weekly expectation is 5 lessons/60 minutes. Create a star chart or any type of document that will hold students accountable for their weekly goal. Goals can be for reaching 5 lessons or for showing proficiency in grade level standards.
All teachers want their students to develop independence and become a self-starter that solves problem. Putting procedures in place through consistent practice with the use of visuals and goal-setting will allow all learners the opportunity to succeed.
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