Determine procedures for...
  • Managing behavior
  • Moving around the room
  • Getting/returning materials
  • Students asking for help
  • Quiet signal
Students need to know what to do when...
  • Something does not work
  • They do not understand the activity at a center
  • They are finished with the activity
  • They need help
  • It is time to clean up​
Tip: Successful centers require consistent routines with which both teachers and students are very familiar. Be consistent with the center model that you choose so that students can become comfortable with the routines and procedures.

Setting Expectations and Managing Behaviors

  • Set clear expectations and be consistent.
    • It is very important for students to know exactly what is expected of them at all times in each center.
    • Depending on the maturity and levels of your students, some will take this into action in no time. Others will need constant reminders such as visual and verbal reminders.
    • Anchor posters are a huge help!
  • Model, practice and review appropriate classroom procedures often.
    • Consider age-appropriate role-playing and going thorough all the rules in each center.
    • ​Review procedures and expectations often.
  • Pre-teach each type of activity.
    • This is the best way to prevent student questions during centers.
    • Consider doing new activities with the whole class before expecting students to complete them independently.​

Gathering/Returning Materials and Moving Around the Room

Determine what materials are needed for each center. When possible, provide students with all materials in one place so that they do not have to search for items.
If this is not possible, have a central location for all materials. Consider assigning one student in the group to gather all needed materials.

Students Asking for Help

If the teacher is participating in a center, students in other centers need a procedure in which they can ask for help, Clear instructions and well-practiced procedures are the best preemptive tool!

Some strategies to consider:
  • Ask group members
  • Ask group that has already done center
  • "Ask Three Before Me"​
  • Stop Lights
  • Have place in room where students write questions and teacher (or other students) writes answer
Source: Dr. Jean
Source: Third Grade Thoughts
Source: TES

Students Finish Work Early

  • Activities at different centers should require equal amounts of time
  • If possible, activities should be endless; for example...
    • Speaking/Writing: provide enough prompts that students can continue answering questions
    • Reading: when finished with a book, students move on to a new one
    • Games: students can continue playing
  • Provide extension activities
  • Finished early board, bin, or choice board
Source: Les Idées de Mme Roxane
Source: Shelley Gray