Learning Centers/Workstations

[TeachMe]

I want to know how do you effectively use centers/workstations when there are students, who do not get the concept of staying in a specific center that was assigned to them/or that they chose to visit? I have students who do not stay in their center/workstation. They want to move around from place to place. They will choose an activity and then after 5 minutes, they will want to do something else in another area. How do you handle this situation?

[mopar]

I have given the students pictures to show where they need to go. Then I set a timer and they can only change centers when the timer goes off. I would provide stickers or something small for all the students who remain in their center the entire time. This would encourage the other students to stay in their center too.

[Boxcar]

Do they finish thier activities before they want to leave? If they've finshed the task, it is easy to see why they think it is time to move on.

Is the whole room open during this time? You might try closing some centers on a rotating basis. Then you tell your children that there are only four open spots in the science area, five at the water table, ect. This helps children see that they need to stay in thier selected center until it is thier turn to move on. If there is no where to go, they will not keep trying to leave. You can also point out all the fun things to do at thier selected center. You might have to help them find tasks to occupy them at first.

The timer idea is also very good.

[Mr. Larrabee]

My suggestion (if it's a carausel-type activity)
You might try construction paper armbands that help to keep the groups together. It's one thing to tell students that they're in group number 3 and to stay with their group, but if they have a green armband that points out the fact to the red armband group that this student isn't where he's supposed to be, then you'll find it easier to keep up with them. This is of course, untested, but seems a sound strategy.
If however, you just have stations that you use for a designated amount of time, is their a rest area that they can return to as they finish their activities, rather than just running along to find the next one?
I'm not an elementary teacher, so I may be way off base, so please, forgive me if I am.

[Zookeeper]

I am coming from a Daily 5 philosophy - take time to model how to go to a center, what to do at a center, how long you will be at a center, and what to do when time is up. Make a chart (with pictures) of center time and what to expect at each center (post it at the centers). Take time to discuss and review the posters before going to centers. great book - Literacy work stations by Debbie Diller.

[sunnylane]

Hello!

With younger children it takes some getting used to on their part. I use a small kitchen timer that has a magnet and I stick to my chalkboard. I do short periods of time in each center to begin with so they have an opportunity to rotate and learn what is available at each center. I slowly lengthen the amount of time they stay at the centers. I walk around to the centers to monitor their progress and see if any assistance is needed. Sometimes kids just need a bit more direction as to what should be done and they'll be fine. Guide them and they will eventually get the hang of it.

Good Luck!
Tracey
Sunny Lane Learning