DAILY SCHEDULE TIPS

Ideas for Making the Day Go Smoother

LARGE GROUP OR CIRCLE TIME

• Start the group time with an introductory activity as soon as just two or three children are present.
• Use props or puppets to catch and hold attention.
• Vary the tone and intensity of your voice.
• Allow children to offer input; make it interactive.
• Include some movement and/or rhythmic activities.
• Try placing children who are not yet ready for group activities or who are especially "wiggly" at the BACK of the group.
• Four-year-olds are very territorial; give each child his/her own space with plenty of elbow room.
• Divide the teacher roles; one leads the group and the other manages routine interruptions and behavior issues with a minimum of fuss.
• Make the group time short at the beginning of the year, with plenty of music and movement.
• Give children lots of opportunities to learn rules and follow directions.
• State expectations clearly and often.
• Acknowledge positive behaviors; ignore most attention-seeking behaviors.
• Use Big Books, class-made books and experience charts to involve every child in the process.
• Read familiar, well-loved stories OVER and OVER.

TRANSITIONS

• A regular schedule helps children anticipate transitions.
• Make transitions smooth and non-stressful.
• Give a warning before changing activities.
• Make routine transitions familiar and predictable (a "clean-up" song, turning out lights, activity records).
• Use non-verbal cues whenever possible (hold up fingers for "3 more minutes").
• Music is a great tool for transitions. Different types of music played at different volumes or tempos can bring down the energy level of a group or enliven things after some quiet time.
• Playing some favorite dance music is a great way to assemble the group. If you begin a group time with a bouncy movement activity, then use a finger-play to ease into a story.
• Reserve some props just for transitions. Some favorites are:
  THE TICKLER - a large feather duster used to touch children lightly when it is their turn to wash hands, line up, etc.
  ECHO MICHROPHONE - sounds wonderful to child who is talking or singing into it. As a few children finish the activity and come to join the group, let them sing with the microphone. As others come, they get a turn as well.
  FLASHLIGHT -a useful tool for "spotlighting" children who are cleaning-up, ready for story, participating in group, etc. Try playing quiet music and giving 3 or 4 children the light to shine on the ceiling. S they leave the group, to get coats, for examples, they pass the light to other classmates.
• In addition to transition activities, stockpile ideas to fill wait time; some teachers call these "sponge" activities.
• Songs and finger plays are popular choices.
• Play language games like "I Spy" or "Rhyme Time."
• Walk with different "feet" - "marching feet outside", "tiptoe feet" in the halls.
• Play "Follow the Leader" with children copying your hand movements - hands on head, out to the side, one arm up, etc.
• If children argue over space in line, assign a regular order (ABC by first name is an easy one to remember).
• Have door holder walk after the line leader, but move to the back of the line after everyone is through the door; lots of doors have two door holders.
• Teach door holders to stand close to the free edge of the door with their back to the door, feet together, and both hands pointed down with palms on the door.
• Begin clean-up with just a few children or in the area that is the most cluttered.
• LABEL! LABEL! LABEL! It will help both children and adults return things to the proper place.
• Assign some clean-up jobs as regular classroom tasks - book helper, housekeeper, computer monitor.
• Give children short, specific instructions: "Billy, put all the food in this bin." - "Taylor, please push up the chairs at the writing table."
• "Spotlight" those who are helping with a flashlight or write their names on a wipe-off board labeled "SUPER DUPER ALL STARS CLEAN-UP TEAM."

CHILD-SELECTED PLAY

• Model appropriate ways to use materials and interact with peers.
• Provide time to explore materials and practice using tools like paint brushes.
• Label containers for easy clean-up.
• Teach children to use materials in designated places and/or to put them back after use.
• Have enough materials for several children at a time; supplement regular classroom supplies with real and "found" objects.
• Resist the temptation to spend your time in administrative duties; interact with children as often as you can.
• Make sure your materials cover a variety of learning styles - creative, logical mathematical, linguistic, etc.
• Guide children toward making choices, either formally or informally, instead of "roaming."

PLAYGROUND

• Make a list of playground rules or put them in a book for easy reference.
• Make picture cards of acceptable playground activities - riding tricycles, sliding, playing ball. When a child needs re-direction, have him choose a card from the stack.
• Give children plenty of opportunity to play freely.
• Chose non-competitive games for more structured times.
• Provide options such as clipboards, building toys, or dolls and dishes.
• Add materials to boost interest late in year - obstacle course, ball and tee, large boxes for building,
• Take art to the playground - large murals, spray bottles, sidewalk chalk, etc.
• Place teachers around the play space with a clear view of all the children.
• Minimize personal interactions with other teachers.
• Help children talk through and solve their own problems; don't be too quick with a solution.

SMALL GROUP INSTRUCTION

• Have all your materials ready and close at hand before you begin.
• Have enough materials for reach child (plus a few extras).
• Use concrete, hands-on materials; include lots of real and "found" objects.
• Teach children to work independently; have several independent activities available.
• TALK to children and LISTEN to what they say. "Tell me about what you did" is a powerful teaching tool.
• Emphasize exploration and experimentation, not just the "right" answer.
• Minimize wait time.
• Include a sensory activity every day. Many over-active children respond well to the calming effects of playdough or water play.
• Use trays or other types of mats to designate individual work-spaces. Use your space creatively - a writing center can go in an old briefcase, a math center in hula hoop on the floor.
• REPEAT SUCCESSFUL ACTIVITIES; for some things, once is never enough!

 

*Created by Georgia State Best Practices Project