My first year in the self-contained classroom I was overwhelmed and understaffed (okay, so that’s EVERY year, but especially year one.)
To make the most of our time, I began incorporating an independent work station. While stressful at first, I quickly learned that an efficient interdependent work station can change the entire way your classroom runs.
Here are a few tricks I have picked up along the way.
Establish Expectations
The first thing to consider is how YOU want your independent work station to look. Once those expectations are established, it is important to then teach, re-teach, and practice these expectations consistently. Students should know exactly what this station should look like and sound like.
How do they ask for help? What should they do when the station is completed?
Utilize your Staff
As with student expectations for independent stations, it is also important to properly train any staff that might be in charge of this station. In my K-2 self -contained classroom, our independent station required quite a bit of support, especially in the beginning.
My paraprofessionals were excellent at managing this station, because we established teacher expectations early on. They knew the prompt hierarchy (least to most intrusive). They knew how often to reinforce at rates specific for each kid. When we noticed something wasn’t working, we worked together to brainstorm strategies that might work better.
Enable Success
Make a list of all the things your students will need to be successful. Task boxes, visuals and other positive behavior supports can play a huge role in how this station functions.
I always make sure my students have all the materials they need in advance (dry erase markers, clothespins). If a student is expected to complete an activity without the needed materials, I find that this often lead to unwanted off-task behaviors.
Table top pocket charts are a great way to organize visual pieces.
Start Small and Reinforce Expected Behaviors
Independent work stations should consist of activities the students can complete INDEPENDENTLY. Start with tasks the students have already mastered. Error-less activities are also great options for students first learning the routine. (Think: simple put-in tasks). As students learn the routines, begin to incorporate more academic concepts.
How do you run your independent work stations?
Leslie says
You are truly awesome! Thank you!
Stacy White says
I love your task boxes. I’ve been using them for over a month but I am encountering a big issue with the kids not understanding how to set up the pieces so that they can complete the activity. They seem overwhelmed when they open the boxes and see the pieces just sitting there in a stack. I like your table top pocket chart idea but due to understaffing I don’t have an adult who can keep resetting the one pocket chart that we have for each task. Do you have any suggestions for inexpensive ways to organize the answer pieces so that there is more visual structure to the tasks? The key here is something that I can do ahead of time so that when they open the drawer there is not as much for them to organize themselves, but also something that won’t require me to go out and buy a bunch of stuff…any cheap DIY ideas would be much appreciated! ?
Michaela Davis says
Hi Stacy! I completely understand that, especially when understaffed. I have a few ideas that might help:
1.) try putting fewer tasks in the box. If there are 10 matching activities, maybe start with only 5. This might be a good opportunity to teach students how to separate and set up the table top visual themselves. (Although I completely understand that is asking a lot for some of our friends).
2.) I’ve glued large pieces of felt to foam poster board, which is a great, cheap way to organize the small pieces.
3.) Paint sticks with Velcro are also great for organizing small pieces. You could pre-set the paint sticks for each box, which would keep them separate from the task cards.
I will be thinking of more ideas, but hopefully these ideas might help!
Darby says
Another thought might be to include a picture of the task set up already in the box for the students. I just bought the tasks cards so not sure if this is feasible yet or not.
Meg says
Where did you get the pocket chart?
Caitlin says
Greetings.
I purchased your task box bundle from Teachers Pay Teachers and I was wondering if you have any data sheets to go along with the task boxes? This would make it so much easier when tracking the progress of my students.
Thank you!
Kendra Black says
I love all these ideas! I am still overwhelmed with how to run the class overall, the actual schedule. Do you only do these independent stations with your students or is this station part of a rotation? I am a Middle School Life Skills teacher. We have 45 minute classes and I will be teaching all subjects. I will have my students for 2-45min ELA classes, 2-45 min Math classes, and then twice a week for Science and Social Studies. I am curious if these are apart of a class rotation or if this would be only what they work on. I hope this makes sense. If these are apart of a rotation, do you have a posted schedule for them to see and follow, so they know where to rotate next?
Michaela Davis says
Hi Kendra! I know how overwhelming it can be to get into a routine. I’ve found that flexibility is key! I had my students all day, and our schedule was broken into 15 minute increments. Students would not be at a work station for more than 15 minutes. Some blocks, such as whole group work, would often be 30-45 minutes. I think breaking down your 45 minute blocks into 15 minute increments would help you get started with work stations!
Here is a blog that shows how I broke down my system:
https://especiallyeducation.com/5-tips-for-successful-schedules-in-the-sped-room/