| Every teacher has had this happen about 1,000 | | | | longer independently. |
| times. You send the children to complete a task | | | | Throughout the day I do not typically do |
| and 10 seconds later someone is "done". I have a | | | | worksheets, but on the occasion that I do and |
| few ideas on curbing the "I'm done" that I'd like to | | | | someone is "done", I have them go to the reading |
| share with you. | | | | center and read independently to our reading |
| During Writer's Workshop, I set a timer to let the | | | | buddies until the other children are finished. |
| children know when they can be "done". We | | | | Another strategy I use is "Choice Time". When |
| discuss what you can do on a story that is "done" | | | | children are "done" they can choose an activity |
| and what other details could be added. I also talk | | | | off of the "Choice Time" list. Activities I have |
| about sharing their story with a friend to see if | | | | used in the past were: story writing, reading |
| they have ideas on what they could add. At the | | | | books, puzzles, computers, and listening center. |
| beginning of the year, they are writing for short | | | | That way the children have an activity to do once |
| periods of time, maybe 5 minutes. By the end of | | | | they are "done". |
| the year I set the timer for up to 30 minutes | | | | The key to curbing the "I'm done" is to hold your |
| depending on the skills that we are working on. I | | | | children to high expectations and make it clear as |
| also let the children know that they are not | | | | to what they do when they are finished. I have |
| "done" until the bell rings. | | | | seen in many classrooms that the teachers are |
| At Centers I prevent the "I'm done" by placing a | | | | upset when a child is "done". This is because they |
| book basket in most of the centers, so when | | | | do not have a plan or procedure in place before |
| they are "done" with the assigned activity they | | | | hand. Come up with what you are comfortable |
| can read books. This has helped me a lot this | | | | with, model and implement it and then the |
| year - I can keep my guided reading groups | | | | "Teacher, I'm done" will seem more like "Teacher, |
| longer because the other students are working | | | | I'm ready for a new challenge! |