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Chapter 9: Managing independent work. By Brittany O’Hare. Teacher testimonials. Ken states “seatwork is inevitable” Barbara adamantly “hate(s) seatwork” Your thoughts?. Seatwork: how much, what, and why?. What are students doing when they do seatwork?
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Chapter 9: Managing independent work By Brittany O’Hare
Teacher testimonials • Ken states “seatwork is inevitable” • Barbara adamantly “hate(s) seatwork” • Your thoughts?
Seatwork: how much, what, and why? • What are students doing when they do seatwork? • Why do Americans engage in so much seatwork? • Instructional perspective: practice skills, apply new knowledge, and develop independent work habits. • Managerial perspective: keep students involved for a predictable period of time that does not require close teacher instruction.
The pitfalls of independent work: The Challenges for teachers • Selecting or creating seatwork that promotes academic achievement, yet can be done independently • Matching seatwork to students’ varying levels of achievement • Keeping track of what the rest of the class is doing • Keeping students on task • Dealing with the varying paces at which students work (ragged endings) • Collecting, correcting, recording, and returning seatwork assignments
The pitfalls of independent work: The Challenges for students • Completing assigned work on their own • Understanding how and when to obtain the teacher’s help • Understanding the norms for assisting peers • Learning how to be effective in obtaining help from peers
Designing and implementing effective independent work • Assign work that is clear and meaningful • Match the work to varying achievement levels (differentiation) • Make sure oral directions are clear • Monitor behavior and comprehension • Teach children what to do if they get stuck • Plan for ragged endings • Find alternatives to workbook pages