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Model and practice procedures and rules for classroom, hallway, cafeteria, stations, centers, small group settings. Encouraging students to make the right choices and recognizing and praising them when they do.

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teacher table has 4 students

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Clear expectations

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I give specific expectations for small group time. Where to go, how to go, what's expected while they're there, when and how to clean up.

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I establish, through lots of practice, clear expectations. I make sure each group has a person they can ask before coming to me. Ask 3 before me

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1.Modeling, modeling, modeling student expectations in centers when starting center rotations.
2.Teaching routines and procedures. 3.Discussions in between rotation centers to discuss behaviors and star students who were on task during the activity.
4. Having one student in each group that is their go to person

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Practice, practice, practice procedures and rules. I assign a station leader to each group who is responsible for keeping the others on task and helping them with the assigned task.

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Explicitly model each center so students know exactly what is expected of them while they are at that center. Then holding them to high expectations all year long to do what they are supposed at that center and having consequences if they aren’t meeting those expectations!

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Clear expectations & modeling, modeling, modeling & practice, practice, practice!

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Explain and model activities in each center and review expectations during that time. Groups have activities they can do when finished too

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Practice, practice, practice rules and expectations. Make sure students know what they are supposed to be doing in each station before they go there.

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We start small groups slowly and I teach the expectations and I also model them. The students practice the procedures and I introduce new center activities one at a time.

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I put another student in charge. You can go ask the “extra teacher.”

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Rules and procedures are set during the first few weeks of school. Students learn to ask a friend for help when I am working with a small group.

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Wear a “Don’t bug me” headband (ladybug, bee, butterfly, etc.) at the small group table to minimize interruptions- Have a responsible group leader at each group to help with questions/confusion. “Ask 3 before me”

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For example to ask you partner and neighbor before asking teacher
Model the behaviors and expectations before they get a chance to do their small group
Have group colors so I can easily call a group

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Set clear expectations!

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Establish clear expectations and throughly practice them.

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Keep the centers pretty consistent throughout the year so that students know exactly what to do week by week so they’re not off task

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Make sure students understand expectations during small group time.

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Set clear expectations / rules and ensure that students have independent activities for the other students.

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Teach the procedures, lots of modeling, teach the routines, & reward the groups when they make good choices.

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Teach the procedures, lots of modeling, teach the routines, & reward the groups when they make good choices.

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Managing student behavior during small group instruction:

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Managing student behavior during small group instruction:

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It's essential to teach routine and procedures for small group instruction time. I tend to start with small time increments to practice and then increase the time I spend with groups as they learn what is expected.

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Establishing rules and expectations is a top priority, but I also always have must do/May do for each group working without me. Downtime can be killer, so it’s a great way to work in enrichment and student choice while keeping kids on task.

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Teach and practice procedures. Set expectations. Have materials available to students that they need and have helpers set up to answer questions or help those that need help. Have ideas posted to do for early finishers.

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I assign a few captains who are the only ones who can help students and come to the teacher.

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We practice working independently, solving problems on our own, and nail down procedures before small groups begin. Having a dedication to high academic and behavioral expectations is crucial for my management.

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We practice working independently, solving problems on our own, and nail down procedures before small groups begin. Having a dedication to high academic and behavioral expectations is crucial for my management.

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Model and Practice .  Reward for appropriate behavior.  Use a signal to let students know they are not to bother the teacher.  Pair up students who may have challenging behavior with a student who has excellent behavior and is a good leader.

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Model and Practice .  Reward for appropriate behavior.  Use a signal to let students know they are not to bother the teacher.  Pair up students who may have challenging behavior with a student who has excellent behavior and is a good leader.

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Set rules and procedures the first week and stick with them all year!!

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I explain every center before going into small group and give each group a person to ask questions to so they don't disturb the small group

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I explain every center before going into small group and give each group a person to ask questions to so they don't disturb the small group

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Managing Behavior While in Smalls Groups 

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Managing Behavior While in Smalls Groups 

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Modeling, modeling, modeling. This along with establishing clear routines and expectations sets our students up for success when implementing small groups.

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Establish routines and procedures at the beginning of the year and refer back to them throughout the year.

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Teach rules and procedures through modeling
Practice rules and procedures with students
Stay consistent

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Set high expectations from day one and STAY CONSISTENT! Have plenty of activities for students to work on independently while I pull groups. I have a light up sign that students know not to come to my table when lit.

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Clean expectations and routines. Predictable format for how we learn in the small group.

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Clear expectations are set at the beginning of the year. I have a system where students can use hand signals to show if they need to use the restroom, need a supply, or have a question. I can nod or give the 1 minute signal back without disrupting the class.

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Discuss the "why" to help students value that small group time and view it as sacred 

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Discuss the "why" to help students value that small group time and view it as sacred 

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I set clear expectations with an agenda that is visible to students. We also PRACTICE PRACTICE PRACTICE. I set routines so students know what to do if they have a problem or need help.

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Model routines, procedures, and expectations from day 1!

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Model routines, procedures, and expectations from day 1!

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Setting and practice the expectations of what to do when you have questions.  

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Setting and practice the expectations of what to do when you have questions.  

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Establish rules/expectations and do a brief review before beginning

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Establish rules/expectations and do a brief review before beginning

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Small Group Instruction - Managing Behavior

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Small Group Instruction - Managing Behavior

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Set rules/expectations beforehand;
Write down Yes/No questions on white board and ask me; do not interrupt;
When the timer goes off, freeze and move when I say

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By setting clear expectations from the start. Having expectations posted in each small group area. Praising good choices. Including engaging activities that keep children motivated, focused, and learning. 

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By setting clear expectations from the start. Having expectations posted in each small group area. Praising good choices. Including engaging activities that keep children motivated, focused, and learning. 

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Modeling expectations and what centers should look like before we ever get started.

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Model and teach the routine over and over.  Revisit the routine as needed and be consistent with the procedures.  

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Model and teach the routine over and over.  Revisit the routine as needed and be consistent with the procedures.  

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- Set up rules/procedures
- Discuss the why behind rules/procedures
- Model rules/procedures
- Practice rules/procedures
- Positive reinforcement for those who follow rules/procedures
- Repeat

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I set student expectations and develop relationships first. Then I can give my students the look when they approach my table during small group.

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Establish rules and expectations through modeling the behavior expected. As groups are done more students will know what is expected and group norms will be established.

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Setting clear expectations and modeling procedures.

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Teach procedures extensively and be very consistent so the students know exactly what is expected of them.

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With explicit instruction of routines and reminder of routines and procedures. Lots of modeling

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WBT rule 6, keep your eyes on the target

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Identify those students who are going to test you and push the boundaries early and invest in those relationships. Getting those students on your side early can go a long way in helping manage the classroom environment.

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If students understand what small-group time is going to look and sound like, they will be more successful with it. Before you begin implementing small groups, hold a lesson with students telling them what small groups are and why you are doing them. If possible, model for the class what a small group will look like AND what the rest of the class will be doing. By teaching the routine, you set students up for success.

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Modeled student work examples helps K-2 visualize and set the expectations.  For example, writing his/her name on lined paper or generating a simple sentence. The teacher sets in the center/station her name written as a visual or a sentence model, not for copying but to serve as a reminder of what is expected.  

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Modeled student work examples helps K-2 visualize and set the expectations.  For example, writing his/her name on lined paper or generating a simple sentence. The teacher sets in the center/station her name written as a visual or a sentence model, not for copying but to serve as a reminder of what is expected.  

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Timers going on the promethean or smart board of how much time is left is wonderful for students who struggle with time management.

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Make sure to model expectations and practice for small increments of time to let students understand. I usually had a rule that no one could interrupt my teacher-led group. They had to ask 3 friends first, and if they were unable to find the answer, they could put a sticky note on my desk with their question. I would help them when I had a minute.

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I think it is very beneficial to develop group norms! Norms help with student attitude and behavior!

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If time permits, establish roles and responsibilities for the group members when assigning independent work: recorder, time keeper, etc. 

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If time permits, establish roles and responsibilities for the group members when assigning independent work: recorder, time keeper, etc. 

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I like to set my groups based on an Exit Ticket.