Differentiation, Elementary Music, Management

Setting up Centers: The First Day

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Hey everyone! As the school year just started (or is about to start), every teacher in the world is working on rules, routines, and procedures. For a lot of that, rules, routines, and procedures include centers. But what do you actually do on your first day of centers?
Let’s talk.
I came up with this post because I overheard some second grade teachers discussing centers with the assistant principal at school yesterday. The AP was describing how she used to set up her centers for math.
And you know what? It is the same thing that I do.
Well, it is the same thing that I do after that first terrible centers experience that I had, which I outline in my post about centers with “bad classes”.
The first thing that I will say is that your first round of centers does not have to be magical. It does not have to be the absolute best lesson you have ever done ever. There is time for that later.

Setting up Centers: The first day. How do you get started on the first day of centers or workstations in the music room? Here are some ideas to destress you centers time and help your students understand the routine. Becca's Music Room.

 

In your first day of centers, go for simple

You may love having four or five or seven centers (although I seriously advise against that!), but don’t. On the first day of centers, start with two.
If you did centers last year, then you can go ahead and do three or four. But if you have new kids, have never done centers, or have students (like mine!) who forget ALL procedures over the summer, then just do two.
One group works independently, and one works with you.
If you are adventurous, maybe go for three groups. Two independent and one with you.
That leads me to my second point…



Have a group work with you

I know they may not have to, but try it anyway. This does not necessarily mean that you are teaching the same lesson to each kid 50 thousand times. It just means you are doing an activity with them. Now, for the first day of centers, it can be something they can do by themselves, and you supervise and are available for questions. But this is the time to work with one of the groups. You can assess or extend depending on the group you’ve got.
There is a reason that the classroom teachers do this—because it works.
It’s extra fun to have your group work with instruments. Because they are with you, you can supervise their playing better. But if that is too much for your first day of centers, don’t bother.

Also read: Tips for Incorporating Social Studies in the Elementary Music Class

Have the independent group do something they already know how to do

This is THE BEST classroom management technique I could give you for centers.
Have you ever had a group that sat down to do centers and just sat there and did nothing?
Or they play with other kids the whole time?
Or they throw things and knock things over and run around the room?
Because no matter how much you talk about what they are doing, how many directions you write on the board, or how many times you explained it, they still don’t get it.
I do not understand why, but it is a thing. Maybe your school doesn’t have this problem, but my school does.
Literally. They would sit at the center and do nothing.
Because no matter how many times I explained it, they did not hear me.
So this is the antidote to that.
Take an activity that the students already know how to do. Use a game you did in class as whole group. I sometimes have them practice something the class before. For example, when I introduced Kaboom!, we played it the day before. I had four sets, and it was in groups, but everyone did the same thing.
Then when we played it in centers, they already had the procedures down.
Then you can take that same thing and make it harder—like they could add melody to the rhythms, they could put rhythms together for a quick composition, they could do different body percussions for the rhythms, etc.
But independent work should be something they can do easily.

Like my students know how to do this rhythm bingo, so it works well as a group activity.



Really emphasize the procedures

In my class, we earn class points. On my first day of centers, I tell them all of their points are connected to centers procedures—keeping voices down, transitioning, being kind to each other, etc.
Seriously, it is more important for the students to understand the routines than for them to learn music today.
I know, you hate me now. Let me be clear, the FIRST day of centers is for procedures. The rest of the days of centers are for music learning.
It’s like the first day of school. But in small groups.

You can read more about my classroom management ideas here.

Focus on being kind

The thing about centers is that you cannot watch all of the kids all of the time. Yes, sit so that you can see them. Occasionally circle while your group is busy. But you cannot necesarily hear everything.
So preface this with a pep talk on being kind.
I tell them that they are a team (that’s why they earn class points as a team). You have to work with people on your team, even if they aren’t your favorite. We go through what to do when people are annoying you, we talk about keeping our personal space, etc.
And then I tell them that if they cannot handle centers, we won’t do them anymore.
And they usually like centers because I usually have lots of games for them to play.



Then what?

Now that procedures are down, you can experiment more! I would suggest having only three centers, but like I said in this article, break the groups down further. So I have six groups, but they only do three things.
Now you have to decide how many centers to have. This will vary greatly based on time and space, but give the kids enough time to enjoy a concept. They need at least 5-10 minutes to actually do something productive.
Use your centers to differentiate (I hope you didn’t gag when you heard that word) to help students understand concepts more fully.

Also read: DIY Music Manipulative: Battleship

If you have any tips of questions, put them in the comments. We would love to hear anything that works in your classrooms! Good luck in these first couple weeks!
Happy teaching!






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