Organizing Math Centers

I typically start my math block with a whole group mini-lesson. Then we break into groups during the rest of the math time.

How do we organize our math groups?

Most of our students need small group guidance on their math development daily. This can be a juggling act! Not only is it a challenge deciding what to do with these small math groups, but also, what do the rest of the students do while the teacher is occupied?

Here are some suggestions:

I use magnets to display these cards on my board. The names have magnets as well. (I change my groups frequently, depending on the topic I'm teaching and the needs of my students.) 

The above board represents how I might assign groups at the beginning of the school year. I would spend the first block of time teaching a game or two, and expectations for each center. The groups follow the cards vertically. Tanner's group would explore manipulatives first, while Bailey's group uses computers or tablets. Ethan's group has independent practice while Brian's group will play math games. Partners are usually assigned and are listed side by side. In the case of an odd amount of students, there will be a group of three.

At the beginning of the year, there is no "work with teacher" station. I use that time to circulate among my students, making sure they understand expectations and staying quietly focused on their assignments.

Once they've got the routine down,  the board might look more like this:

I'll be meeting with three of the four groups today. I'll find time to check in with the fourth group, but this is the group that needs less guidance. I'll only meet with them 2-3 times a week. I make sure to meet with my lowest group daily. I typically teach my groups a warm-up they can do without me, so I'll have a chance to make sure the other students settle into their centers.

As the year goes on, there are times when I need to assess individuals. 

My daily schedule might look something like this. I kept the one math group that really needed the guidance, but during the other 2 stations, I would pull individuals for assessment as needed. (You can see I used one of the blank cards for the group that needed time on that STEM project.)

If you're interested in these cards, just see the image below!

See the image below for information about organizing literacy centers.

How do you organize your math centers?

Introverts vs Extroverts in the Classroom

 In the mid 1980s I took the Myers-Briggs Type Indicator personality test and found out I was an ISFJ.

That stands for: Introverted/ Sensing/ Feeling/ Judging. 

That's my personality type. It took me a while, but after a lot of research, I grew to understand and appreciate what it all means, and who I am.

The part I struggled with the most? The introverted part. I guess I just didn't understand what an introvert is. I knew I enjoyed my time with people, so I must be an extrovert, right?

Then I realized I was stuck on myths and didn't quite understand what those words meant.  

 

Here Are Some MYTHS About Introverts:

• Introverts are shy.
• Introverts want to be alone.
• Introverts are anti-social.
• Introverts are quiet.
  
• Introverts don't take risks.
• Introverts don't like fun.
• Introverts are hard to get to know.
  

Here Are Some MYTHS About Extroverts:

(Note: Sometimes this is spelled extravert. Either spelling is acceptable.)

• Extroverts love to talk.
• Extroverts are happier than introverts.
• Extroverts are more confident.
• Extroverts don't listen.
  
• Extroverts are loud.
• Extroverts are "attention hogs."
  
• Extroverts are the "life of the party."
  
• Extroverts don't experience anxiety.
  
• Extroverts never need "alone time" 
• Extroverts are easy to get to know 

There is some truth to most of these statements about introverts and extroverts, but there is a whole lot more to these stories!

 

Here Are Some TRUTHS About Introverts:

• Introverts are quickly drained by social interaction.
• Introverts enjoy alone time.
  
• Introverts are good listeners.
  
• Introverts are reflective.
• Introverts are observers.
  
• Introverts prefer small groups or one-on-one to large groups 
• Introverts prefer to think things through before talking or acting.
  
• Introverts take longer to make decisions.
• Introverts like time with friends, but prefer to do it on own terms.
  
• Introverts experience anxiety about making phone calls.
  
• Introverts prefer to write rather than talk.
  
• Introverts have difficulty with multitasking and adjusting to a constantly changing environment.
• Introverts need quiet to concentrate.
  
• Introverts can be perceived as "stand-offish" or even "snobby,"
  
• Introverts don't like being the center of attention, but don't want to be ignored.

Here Are Some TRUTHS About Extroverts

• Extroverts don't mind being the center of attention, and often love it.
• Extroverts take well to networking.
  
• Extroverts show feelings easily.
• Extroverts love to talk.
  
• Extroverts prefer to talk through problems.
• Extroverts make quick decisions.
• Extroverts prefer to work with background noise.
  
• Extroverts get bored when alone for long periods.
  
• Extroverts acts before thinking.
• Extroverts feel energized and inspired by socializing.
  

 Now Here's One BIG Truth About Introverts and Extroverts:

 

It's a scale! No one is completely introverted or completely extroverted!

We all draw from both sides!

Sometimes people use the term "ambiverts" for people who fall near the middle of the scale. I prefer not to use that term because pretty much everyone shows indicators of both preferences at some point. However, most people lean more toward one preference or the other.

Here's a quote from THIS article that explains it well:

"Extroversion and introversion refer to where people receive energy from. Extroverts are energized by socializing in larger groups of people, having many friends, instead of a few intimate ones while introverts are energized by spending time alone or with a smaller group of friends

The big takeaway: It’s not how you act but what situations you thrive in and get energy from." 

 

Well-Known Introverts

• Bill Gates
• Mark Zuckerberg
• J.K. Rowling
• Abraham Lincoln
• Meryl Streep
• Steven Spielberg
  
• Emma Watson
• Mahatma Gandhi
• Elton John
• Lady Gaga
• Audrey Hepburn
• Albert Einstein
• Eleanor Roosevelt

 Well-Known Extroverts

• Oprah
• Tom Hanks
• Steve Jobs
• Bill Clinton
• Martin Luther King Jr.
• Jim Carrey
• Madonna
• Winston Churchill
  
• Ben Franklin
  
• Beyonce 
  

 

Believe it or not, I recently read this information (in THIS article) that shows a significant difference in how brains react.

"Introvert brains react differently to dopamine than extrovert brains do. That's a chemical that turns on the reward- and pleasure-seeking part of your brain. Introverts and extroverts have the same amount of the chemical, but extrovert brains get an excited buzz from their reward center. Introverts, on the other hand, tend to just feel run-down by it."

I've been studying this stuff since the 80s, and this really explains WHY we have these personality differences! We're chemically different!

I suspect by now you've thought about which side of the scale you fall upon, as well as your students. One thing to be careful about: when introverts are comfortable with someone, they'll become quite chatty! Don't let that lead you to believe they're extroverted! (Many people have confused me with being an extrovert because I become passionate about certain things, like brain research, and won't stop talking about it!) 

There are plenty of introverts as well as extroverts in your classroom. (Studies show it's close to 50-50.) It's impossible to cater to all their needs, all the time. (Nor is it in their best interest.) But here are some suggestions for supporting each preference and helping them be successful in your classroom.

 

Suggestions to Support the Introverts in Your Classroom:

• Make sure there are "quiet" times in your classroom.
• Give them time to think before they are expected to talk.
• Know their interests and passions and encourage these.
• Be sure to have one-on-one time with these students.
• Post a daily schedule and stick to a routine so they'll know what's coming up.
• Do "Reader's Theater" or a class play. (Believe it or not, many introverts shine with these genres!)
  
• Make sure there are places where they can be by themselves. (nooks and crannies)
• Help them work to develop friendships. (This is very difficult for introverts!)
  
• Use notes or email for communication.
• Remember, introverts get lonely, too! Make sure they have interactions with others and an opportunity to bond with classmates. Just keep it on a small scale!
  

 

Suggestions to Support the Extroverts in Your Classroom:

In general, most classrooms are designed for extroverts. (Just look at the amount of students in the room!)

• Give them plenty of opportunities to talk.
• Let them "call out" sometimes, without require raising hands.
• Give choices: work alone, with a partner, with a group.
  
• Give choices: oral report, written report.
• Allow for group discussions on what they're learning and books they've read.
• Be flexible with the schedule.
  
• Embrace them. 

 

 

Suggestions to Support the All Students in Your Classroom:

• Share information about introversion and extroversion and help them understand who they are. Make sure they know they are an important part of the classroom! (Make sure there are plenty of reminders that one way isn't better than the other way!)
  
• Include Morning Meeting in your day, and make it clear that this is a safe place.
• Be a role model, verbalizing your respect for the differences in students. Show that you celebrate those differences. 
• When setting up your classroom, include areas for large groups, small groups, and individuals. Let children use them all.
  
• Give choices: work alone, with a partner, with a group.
  
• Give choices: oral report, written report.
• Give choices: read with a partner, read alone. 
• Touch base with all students daily, whether it be a group conversation, a one-on-one conversation, or just a quick not. They all need you.
  
• Don't hesitate to challenge them by going out of their comfort zone, but only a bit. (We don't want to traumatize them!)
  
• Embrace them for who they are. Celebrate who they are. Enjoy who they are. 
  

Years ago, I did a series of posts about the Myers-Briggs Personality Types, which I learned about during my Masters program. Here's a post about Introversion and Extroversion:

Myers-Briggs Part 2: How Do You Find Your Energy?

 

When I grew to truly understand what an introvert is, I grew to be proud of who I am. Unfortunately, this didn't happen until I was in my 30s. Hopefully, our children will learn who they are and appreciate themselves at a much younger age!

 

 

The Final Lesson:

All types need each other! 

 

Introverts become artists, writers, architects, librarians, psychologists, scientists, chefs, ITs, journalists, and accountants. 

 

Extroverts become managers, real estate agents, lawyers, politicians, salespeople, managers, event planners, nurses, life coaches, and human relations specialists.

Don't we need ALL these people? Of course, since most people fall closer to the middle of both preferences, our children really can be anything they want to be!

And I've known many, many teachers who fall under both preferences who are highly successful!

Wondering what will keep them engaged the last week before Christmas?

If you are already on vacation, congratulations for surviving! If you're still going, like I am, you'll be needing something extra special to keep those restless, overtired children engaged!

 

This week we did some STEM activities from this set: S.T.E.M. Activities for December.

The children had a great time creating face warmers for Santa!

And designing workshops for elves!

Every student was engaged, plus there was learning going on! Their reflections really showed they were learning about the Engineering Process, as well as learning to work as part of a team. I was proud of their achievements!

There's a lot going on this coming week. (Yes, we go through Friday afternoon at 3:30!) I'll be pulling out all the stops with some of my favorite holiday activities. 

We'll be painting, illustrating, and reading some of my favorite holiday stories. We'll also bring in a little Science and Social Studies with this resource: Science and Social Studies Activities for December.

They'll be reading informational text about the North Pole and about the Aurora Borealis, practicing their mapping skills with a map of the North Pole, sorting Christmas scents, and learning about laws by sorting elf laws.

 

Besides all this fun, I'll be pulled out of class on Thursday for an IEP meeting, so I'll be assigning some of the pages from this resource: Holiday No Prep Activities.

I can be sure the children will be getting fun practice on important reading, writing, and math skills with these! 

If all else fails, it's time to pull out the glitter! (Yes, I plan to!)

Of course, I hate to leave for vacation without being ready for that first week back! Here are a couple of resources I'll be pulling out at the beginning of January!

Beanie Toss to 100!

Thank You Cards

These may be going out of style for some, but grandparents still prefer a handwritten thank you card. Who doesn't want to keep grandparents happy?

 

2024 Calendar of Fun!

Here's a little something extra they can do with these calendars!

The "Summer Games" are Complete!

I made it through the last week of school by celebrating the Academic Olympic Summer Games. (See THIS POST)

 

We had an exciting week, starting with our Opening Ceremonies!

We marched up and down each hallway with our flags and banners. The Olympic torch led the parade, and the American flag was at the end. (The USA was the "host country"!) Other countries include: Japan, Italy, France, Mexico, and Canada. (It just so happens I had flags to represent those countries, and a very old CD that has the National Anthems of each country, which was needed for the medal ceremonies! We came back to the classroom, read the Academic Summer Games Oath and Creed, and said that famous phrase: 

"Let the Games Begin!"

I wish you could see the pride in their faces!

We had many medal competitions during the week. Yes, medals were given daily for behavior, plus there were competitions in sight word reading, math facts, group scoot games, memory games, and brainstorming games. We recited the creed daily, along with the Pledge of Allegiance and our school's promise!

For a sampler copy of this, and a few other related items, check out this resource: 

Their banners and some of their medals:

Canada!

France and Italy!

Japan and Mexico!

Honestly, there were double this many medals by the Closing Ceremony!

I think everyone's favorite part was when we had medal ceremonies, which was a lot!

Yes, I actually let the kiddos stand on desks!

Again, I wish you could see the pride in their faces!

Finally, it was time to "sail home", from the U.S.A. back to Japan, Italy, France, Mexico, and Canada! The children made ships from milk cartons and various "S.T.E.M." materials and set sail.

I confess, I didn't get any pictures of the real ships they decorated. This photo was from a Summer Themed Week we had a few years ago, that you can read about HERE. Their ships were far more colorful and elaborate! I couldn't be prouder!

A few other "Olympic-related" resources that might interest you:

 

Academic Summer Games Activities: Team Building

Academic Summer Games: Math Task Cards

Academic Summer Games: No Prep Activities