Procedures for Keeping Supplies Organized

One of my first day of school procedures is the supply caddies. Keeping the caddies organized and putting supplies up is a behavior that should not be assumed, but taught and positively reinforced.

Step 1: Teach the Expected Behavior

I start by having each table dump the contents of the containers out. I ask them to identify what they see-glue, giant eraser, rulers, scissors, highlighters, protractors, compasses, etc.

I draw a two dimensional layout of the caddie on the whiteboard and ask them where they think the best place for the given tools should be. Some students will try to change it up, but after a discussion students come to an agreement that the original placement is best. This gave my students that sense of ownership for where the tools should go.

I then have students place the items one at a time in the baskets making sure that all students participate in the placement of the tools into the caddies. (Not hard, because all students want to touch and play with the tools.)

Step 2: Positive Reinforcement

I look for students demonstrating the proper procedure and behaviors and use a three step acknowledge approach.

1. Say the student's name.

2. Thank them for the appropriate behavior and procedure.

3. Finish by identifying the specific task.

Example: "Sean, thank you for closing the glue and putting it back in the right spot. I appreciate that."

Trust me, it's not silly or a waste of time. In the seconds it takes to identify that behavior, I have praised a student, set an example, identified a positive behavior, and hopefully corrected the negative behavior being done by Katie next to him.

It usually works because students become my supply caddie monitors. I'll see students correcting their neighbors poor behavior and demonstrating the correct procedure.

Step 3: Make a Quick General Statement

Sometimes, the positive reinforcement is above their heads; so, I'll make a general statement to the class. I only acknowledge the behavior for a quick second, and then I will thank the student for the positive behavior demonstrated.

Example:

My least favorite behavior is the slapping of ultra flex rulers. I thought by using ultra flex rulers I would avoid the wooden rulers spinning on the end of pencils scenario. Instead, I introduced another fun behavior-slapping, bending, rolling, etc of the ultra flex rulers.

General statement: "Thank you for putting the rulers back in the baskets." And I keep teaching. Most of the time, either the students corrects their negative behavior or their neighbor elbows them.

Step 4: Make a Quick Specific Statement

I definitely have this one kid that is oblivious to all things unless specifically addressed with an explicit statement.

Example: "Dawn, scissors down please, thank you." OR "Dawn, thank you for putting the scissors up."

I have found that when I thank students for a behavior I expect to see, they comply with a smile. However, if I order a student to do something, it has a negative affect.

Another trick of the trade is to provide them with a reason.

Example: "Fred, thank you for closing the glue. We wouldn't want it to dry out and use your project/supply money to replace it." (They hate wasting their project/supply fund.)

Step 5: Reteach the Expected Behavior

Sometimes, a student needs to be retaught an expected behavior. I usually keep them after class for the few minutes it takes to:

• check and close all glue bottle lids for the classroom
• dump out and reorganize the supply caddy for their table
• demonstrate the appropriate behavior for handling a specific tool

I have only had to do this a few times.

 

Another behavior I have had to deal with is writing on my tables. A student thought writing on the tables was allowed. I held him after class and had him clean all tables to show him the lengths I go through to keep tables clean.

 

Added Note: I have been called a supply nazi, which is not appropriate; but I know, they know I mean business.

 

I never let an inappropriate behavior slip without identifying and providing them with the expected behavior.

 

Language:

CRAP! say "Stuff!"

Shut-up! say "Hush my angel!"

 

Action:

Student throws a pencil to another. I make them redo the exchange by handing the pencil to each other.

 

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Constructions!

I LOVE CONSTRUCTIONS! I plan on teaching them as an ongoing concept.

Last summer, I was introduced to them at a workshop. I was never taught constructions when I was in high school or college. This was brand new. I went home and completed a detailed step by step and guideline for myself. I will share this. If it doesn't make since or you have another way or constructive criticism, please let me know. I did teach some this past year and the experience went really well. The students loved them and it helped build a stronger connection and understanding amoung the fundamental concepts of Geometry.

 

I begin constructions with a diagram and a few 'rules' or guidelines for myself and my students.

I couldn't tell you how I folded and glued these ten pages togther, but this is the coolest document that I think I've ever done. It is front and back and about 9 feet long.

One side is my initial attempt and additional practice. The other side is my detailed steps and constructions. I hope that these make sense, and if not, you can find a lot of great videos on youtube!

 

 

 

 

 

 

 

 

This last one is a confusing combination of my discovery and the presenter's approach. I always knew that SSA was not a postulate/theorem of triangle congruency. How? "Because you don't say ASS in class!" is what my high school teacher told me. It wasn't until my third year of teaching that I figured it out. I actually learned this through Khan Academy and of course put it to paper. The way the presenter approached it, you would never have a problem with the 'a-word' in class, but I couldn't tell you what or how she said it.

 

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Geometry: Angle Basics, Protractor, Compass, and Types of Angles

Pg 10. Compass: What, How, and Use

It was important to diagram (trace) and label the components of a compass. We took a few minutes and practiced constructing circles with the compass on scratch paper to discuss the essential task of a compass.

I felt that it was critical to have students write out the steps for each concept. By writing the notation and terminology, students used them when teaching and working with others. Even though arcs haven't been officially introduced, I still used the term and notation for the diagram. This was a good experience for them. They began to observe and identify arcs as they came up throughout the year.

The independent practice problems that they store behind the notes previously completed by glueing the notes down 'like a pocket'.

FAVORITE: One of my perfered methods of teaching is to introduce the concept, complete a guided example together, and finish with one independent practice problem that day. Then on a seperate day, I have them go back and do one more. When they finish four days later, students either have it down, or we complete another set every other day. This helps them retain the skill over a period of time. There are some days when my students are independently mastering a series of concepts. I enjoy those days.

 

Pg 11. I begin angles with a page called Angle Basics. This page focuses on the components of an angle. I feel that in geometry it is very important to know and continually recognize angles.

 

Pg 12. How To Measure an Angle

For this page, my students are given a regular plastic protractor an angle, and together they are to build a set of three to four step instructions on how to measure and angle.

Then we take an envelope, cut it half and use it as a pocket for their own personal protractor that I print off on a transparency.

EXCELLENT IDEA: Print reusable tools like rulers, protractors, and grids on transparencies. Templates can be found through google. I use the grids for transformations of shapes and functions, and I also discovered that they are a great tool for layering and comparing systems of equations (especially those with infinite solutions because students then understand when we say the two equations are the same line - one over the other) from a list of four to five equations.

Pg 13. Angle Construction

Each student constructed their own angle and completed a set of sentence stems.

I really like the idea of students individualizing their experience-creating diagrams, writing problems for given information, etc. This encourages students to collaborate with others about their findings and allows them to teach each other without cheating tendencies.

Next year I plan on inserting a page of Angle Construction using the compass to copy angles, bisect angles, etc.

 

Pg 14. Types of Angles

This page is a half fold consisting of five flaps.

 

BETTER IDEA:

I pulled this diagram from a SmartPal template book. Using a push brad and straw, we created a reusable took for types of angles. We used the straw to physically demonstrate each type of angle and then we defined them under the 'area' for that angle.

LESSON SEQUENCE:

1. Engaging: Read Sir Cumference and the Great Knights of Angleland to my high school students. (They actually enjoyed it!) As I read they were given post-its and asked to write down any words or phrases they thought were important to the world of Geometry. From here, I knew that they caught the cute geometry references along with the important vocabulary. They demonstrated a significant prior knowledge for angle types (which I should expect). They then posted and organized the class post-its into some form of organization. Discussion ensues.

2. Exploring and Explaining: We complete the foldable.

3. Evaluating: I would ask them questions that required them to demonstrate a certain angle measure and type using their foldable and hold up their journals when asked. (Surprise(Elaborating): Disscussion of the two angles that actually exist each time came up!)

It just so happened that I ended up with a unannounced evaluation that day. It couldn't have gone better. I will never forget that lesson.

 

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