In the previous page, we looked at classroom procedures — in general. This page is primarily for those who decide to establish an active Writing Period, organized much as I have described in my example in Giving Key Words at Each Step.  Moving an entire classroom into this approach might not be the place to start. For it might be an overwhelming challenge to make a complete shift this magnitude, in some situations. So the first thing to decide is how many children to move into this approach — in the beginning. So let’s look first at options.

Deciding Where and how to begin

The example of my own classroom I’m describing in this website took at least two years to fully develop. I’m sharing it here with the hope of saving others the time, thought and stress of going through the same process I went through. If you already have a classroom program devised, but are interested in moving in this direction, you might begin with just one small group of your students — perhaps those who are struggling with the program you already have — or perhaps a small group who you think would do well, to give you a chance to experiment with this successfully, before expanding it. To consider how you might do this, see an brief description of how two teachers Gradually Adopted The Steps.

Whether you move gradually with one group, or establish the program for the entire class, there are several preparations that will help things to move smoothly.  Following is what you need to do ahead of time for the room, and with the children to prepare them for purposeful, independent activity. Careful preparation pays off, both for you and for the children — so you’ll be amply rewarded for the time you spent on this!

Silent Demonstrations​: Create Order With this Montessori-inspired technique

Visitors who observed my children in the active setting often remarked being impressed to see the children go about their work with such a sense of order and purpose. The main reason, aside from being interested in the work itself, was the Montessori-style “Silent Demonstration.”  I used this technique to show the children how to handle virtually every new activity, set of materials or equipment I brought into the classroom. Having the children watch and practice them the classroom environment feel orderly and helps the active work period to run smoothly. So time one them is time very well spent.

They are usually done with the total group. So for example, the first lesson of the school year might might be a focus on how to use the thin, colored pens and writing/drawing paper. (The felt-tipped pens may be less common at home, so they are usually much more intriguing than crayons.)

First — and I can’t emphasize this enough: It’s critical to practice every demonstration yourself, ahead of time. Otherwise it may not go smoothly when presenting it to the children, and it is very difficult to recover from/change the impression a first demonstration makes on the children. Here’s how the silent demonstration would go for how to use COLORED PENS:

​1. THE DAY BEFORE introducing the writing pens: 

• Decide on a place for the pens to be kept within easy reach of the children.
• Put out several coffee cups, each containing one set of pens — enough in a set for 2 children to share. (So for 24 children, have 12 sets.)
• Place a stack of blank drawing paper on the shelf or table where you plan later to keep the children’s writing books.​

2. Practice exactly how you want the children to handle the materials:

• With slow, exaggerated motions, practice getting a piece of paper from the shelf and placing it on a table. (You’ll need move this way with the children, so it’s best to get used to it.)
• Next, slowly walk over and pick up one of the coffee cups full of pens and take it to that table. (If children become accustomed to carrying one piece of equipment at a time,  this will save dropping or spilling things later.)
• Select a pen, take the top off and hook it onto the back of the pen.
• Make a few marks on the paper, then put the top back on.
• Place the pen UPSIDE DOWN in the cup and take the cup back to the shelf.
• Pick up the paper and place it wherever you want the children to place their finished Writing Books. (I had a large table where the books could be arranged so that every child’s name would show.)​

3. IN CLASS with the children on the rug, begin the silent demonstration:

• Explain you have something special to show them, that they are to be completely silent, and that you also will not talk. (End this introduction almost in a whisper. This intrigues them, so usually, become rather motionless and remain silent.)
• Then proceed as you have practiced, using a table next to the rug, where all can see. All the while, look only at what you are doing, not at the children. (If anyone speaks, act as if you did not hear them. Others will probably tell them to be quiet, but you don’t look up.)  Go slowly to emphasize each step in the procedure. Don’t speak until you have completely finished and returned to the rug.
• Invite a child to repeat what you did for the group: Remind them to start by putting the paper on the table first, and call again for silence. (I have never had a child not do it as shown, but if I did, I would say I didn’t do the demonstration well enough Then I’d go through the entire demonstration again myself, before inviting that child to try again, if they want, or if not, someone else.)​

4. Give everyone immediate practice: Since this is your first demonstration and one that’s basic to your  writing work period, have the entire group practice, by making a simple drawing of their choice.

• Tell them ahead of time that two children will share one cup of pens.
• Have them line up to get their paper from the shelf, instead of handing it out. (You want them to go through the complete procedure, as you demonstrated it.)
• As they will finish at different times, have them come back to the rug where you are in the process of reading a series of short stories as children gather there around you.

​(My children came to love these silent demonstrations. They once surprised me— and themselves — by spontaneously applauding when I finished with an especially interesting demonstration, and we all laughed about it.)

​Please Note: For most future demonstrations — of materials and equipment described on the following page— you will also need small rugs (approx. 2′ X 1.5′) to delineate the work area on the large, classroom rug in your “meeting area,” and somewhat smaller felt mats to use when working at a table.  You didn’t need it for the coloring demonstration above, of course, since paper/pencil/pen work is done directly on the table.

Prepare Materials For Key Words

For the Teacher:​

1. Word Cards.  Cut a large piece of chart paper (heavy tag) in half lengthwise and then cut 3-inch “word cards.”  (Approximately 11” x 3”)
2. Blank Duplicates.  Newsprint approximately 7” x 3”  — or smaller, depending on the size of the children’s writing books.
3. One large black marking pen for writing the word (and eventually, one small felt-tip pen (any color), for the time the children are dictating for sentences, at Step 2. (Use the same color every day, so color doesn’t become a tip-off for remembering a particular word.)
4. Metal Key Word Rings.  Each child will need a one-and-a-half or two inch metal Word Ring for holding the key words.  Test the quality of the rings you select to see how easy they are to open and close.  The children must be able to handle them.
5. The Visual Signal for Completion of Work. Prepare the visual you decide to use, indicating a child’s work has been checked. I filled my half apron full of plain wooden clothespins and pinned one on each child’s shirt/blouse to signal I had seen their work. As a reminder: I prefer the pin, as it’s completely neutral (not a prize) and easy to use.  Some teachers have a Must Do Chart on  the wall where children sign-off as “finished and checked.”  From what I’ve seen, children seem to get a sense of accomplishment using it, and they did sign off only after they had been checked.
6. Decide how to keep your clothespins and pens handy. (I used a very simple half-apron, with large pockets for clothespins, pencils, etc.​, so they were always with me.)

For the Children:​

1. Writing Books.  Make books with 5 blank pages of oversize newsprint (18″x 24″)— with colored construction-paper covers. Staple the upper left-hand corner only. 
2. Hole Punch Station.  Secure with yarn or string a hand-held hole-punch somewhere near the gluing station. (Check it to see that it works easily enough for the children, as some don’t.)
3. Colored Pens/Pencil Station. You have already shown the children where the cups of drawing pens or pencils live. Recall that each cup contains one set, and the children are encouraged to share them.
4. Decide on Seating: I do NOT recommended assigned seating. (You can always require certain children not to sit together if there is conflict or some other problem. Otherwise it’s best to let them choose, and I found most children frequently changed where they would sit to do their work.)
5. Set up a Gluing Station. PRACTICE the day before how you will model the gluing process for the children.  First, cover a table with newsprint, for protection, then try out various steps in the process you want them to use. The children will bring their work here — all you need to add is child-safe glue or paste.

 

Make Copies For You Of Record Keeping Forms

Click here to return to the page, Guiding Children Through The Steps. It contains examples of four forms useful for Guiding Students Through The Steps. Make a copy for the ones you want to use as you work with the children. They will allow you to know exactly where each child is in the Steps process, what skills each child is working on, and what will come next.  This is all very valuable information for you to have at your fingertips — not only to keep track of and guide the children, but to report to anyone who may ask about the progress of any child.

Make Multiple Copies of Steps-Level Cards to Place on Each Child’s Word Ring

Click here to return to the page, For Aides and Volunteers… There you will find links to PDF  versions of cards shown there that you can place on each child’s word ring.  It’s best to print them on  tag or  heavy card stock. You will place the appropriate one each child’s word ring now, to show your helpers where the child is in The Steps, and to remind them of exactly how to take the child’s dictation at that Step. You will  eventually need the same number of copies of these cards as the number of children in your class, so that you can replace the card when the child moves on to the next Step.

Next: Either to —> Gradually Adopting the Steps  — or —> Ideas for materials and activities in a Supportive Environment