6 Steps to Launch Centers in Kindergarten

Small group instruction is where the magic happens in any classroom, but the thought of establishing small group centers that can keep and sustain the attention of 5 and 6 year olds can be daunting to say the least.  After more than a dozen years of trial and error with small groups, I can say I have a system that works well, and here are six steps you can take to have the same success: 



1.  Setting the Stage:  First, you need to be sure you have the right mindset for the early weeks of centers. Think of the first few weeks as a time to establish routines and set a strong foundation for centers, and not a time to jump into academic skills. I know, most of us have been told to optimize every minute in order to attain the most instructional time possible, but trust me, your students will be more focused and productive for the rest of the academic year if you take your time in these first few weeks.  The length of time you spend on this step varies by class. We've all had the very mature class that picks things up quickly and easily, and then the not so mature class that needs more explicit instruction. Remember, it will get messy and chaotic at times, and you might even feel like giving up, but if you stick with the plan, and believe in your students' abilities, they will soon amaze you! So be prepared to roll up your sleeves, put academics on the back burner, focus on routines, and don't give up!

2.   When to Start Centers:  This point is debatable, and of course you need to do what works best for you because if you're not comfortable, your students definitely won't be either, but I prefer to jump right in!  I start centers the first full week of school.  Yes, the first full week of school!  I prefer to establish the routines that will be followed for the entire year as soon as possible.  One thing I am sure we will all agree on is that little ones are sponges.  They absorb routines more rapidly than any other age group, and as I said above, my focus is on the routines not the academics in the beginning weeks.  So I say, go for it!  You will get your year underway faster!  

3.  Grouping Students:  Don't stress about this part at the beginning of the year.  I used to spend countless hours trying to be sure I placed students in the absolute best possible group at the beginning of the year, only to discover a week or so later that it wasn't the right group for them.  It takes time to get to know students so just use your best judgment (or assessment) for this and get things going.  You can make adjustments whenever you see fit.  Groupings are meant to be flexible, and students should be moved based on their abilities with whatever skills you are working on.  I always tell students up front that they may move to a different group and that every student is in the group that is best for them.  Four students in a group is optimal, but because my numbers are usually higher, I typically have 5-6 students in some groups.  If I am able to have a group of 4 it will be my students needing more explicit instruction.
    
4.  How to Begin:  After grouping students it's time to begin centers.  I typically have 4 groups of students, and students spend 15 minutes at each center for a total of one hour of center time.  If you have a half day program and need to do only 30 minutes of center time simply have two 15 minute rotations and then the next day switch sides.   To begin, I have one group with me, and the other 3 groups sit at tables where they work on puzzles, build with legos, table blocks, or anything you have that will keep them engaged for about 15 minutes during this beginning phase of centers.  Once the routines are established, these independent groups will be playing academic games/activities.  I emphasize that all students need to stay in their seats and work with the materials on their tables, and I give a lot of praise for doing so.  If you have a paraprofessional or parent volunteer to help this part will be much easier as he/she can rotate throughout the room reminding students of expectations.  Also, I know some administrators provide extra support to K classrooms at the beginning of the year.  If that is the case at your school ask for that support during this time.

In my group, I focus on providing explicit instructions and modeling for the games and activities that my students will work on independently once centers are up and running. 
Think about what kinds of activities you will use in centers. This will vary by teacher and class.  Will you be playing games, completing independent written work, using a listening center, iPads, etc.?  Really think about all the possible scenarios of what your students will be doing.  This is the time to teach them how to do all of these things independently.  Make a list of things you want to teach them.  Here is what I focus on:

• How to play - Many students don't play games with their families, so you will need to spend time teaching students how to play games.  Teach them how to play Go Fish, BUMP, board games, roll/say/keep, etc.  Model explicitly how to hold cards in your hand to play Go Fish (believe it or not this is new to many students), how to count spaces on a game board (many think they should count the space they are on), how to run the listening center, how to complete a write the room activity, etc.  
• How to be a good sport - This can be really difficult for some students so modeling is very important, and I am very dramatic when I model how to be a good sport.  "Oh no!  Maybe next time!" I show students exactly how to behave when they win and when they lose. We congratulate the winner, but do not allow any "rubbing it in."  I praise students who accept losing by saying what a "good sport" Johnny is.  Other students see this and want in on that praise so they usually learn to do the same.   
• How to take turns - I teach students how to rotate clockwise around the table (or rug) and how to decide who goes first (roll of a die, assign letters to chairs and call out Bs go first today, etc.)
• How to focus on the task - Students need to be taught how to pay attention when it's someone else's turn.  This is super important and can be difficult at the beginning of the year.  You want your students to be focused on the person taking a turn so that it adds to their learning. 
• How to use/treat materials - Students need to know how to treat materials, and put them away when done.  All groups will be expected to put materials away when their rotation is over.  Modeling is very important in this step. 

5.  Transitions:  There are many amazing rotation boards and visuals you can use to help your students with transitioning to the next group, and if that will help you, please go for it, but I have found that simply moving students around the room in a clockwise fashion works just as well without taking the time to change and maintain a board.  I have also found that students love to run over to the board when you have one and that takes valuable time away.  After 2 or 3 days of explicitly directing students which center to go to next, most students are able to quickly and quietly transition to the next center without a visual aide.  If a student has difficulty with where to go next I assign them a partner in their group to follow during transitions.  An audio cue (timer bell, wind chime, or music) is a great way to end one center and begin the next.  Once the sound is heard students should be directed to clean up all materials at their table quickly and quietly, and get it ready for the next group.  Provide lots of praise for quick and quiet transitions, and always be prepared to stop and practice if needed.  After they have cleaned up they stand quietly behind their chair until the teacher calls "switch" and they move to the next center.  This takes practice and close monitoring in the beginning, but works like clockwork once they have the routine down.

6.  Management Aids:  Be sure to explicitly teach students any management techniques you want your students to be able to do throughout the year in their center rotations.  Here are the ones I have found useful:

• Table Captains:  I assign a table captain to each group.  This person is responsible for gathering any materials that are missing from their table (for example, if the group is missing a glue stick this student would go get one for the group), helping students remember whose turn it is, answering questions about the activity, etc.  The table captain is the only person who can come over and ask me a question from the group.  I do not start assigning table captains until the routines are in place and I always choose the most responsible students in each group to have this job first as a role model.  Table captains are assigned for at least a week at a time.
• Scrap Buckets:  I found this life changing idea on Pinterest.  I place a small plastic container at the middle of any table that requires cutting.  Students place their scraps in the scrap bucket and the table captain empties it at the end of the rotation.  It helps keep students in their seats and on task.  
• Early Finishers:  Once centers are up and running, be sure to build in expectations and activities for early finishers.  I prefer to extend the activity they are using rather than have them leave the group to start something else, but use what works best for you.  For instance if they finish the game, they know to start it over until the bell rings.  If they finish a piece of written work, write the alphabet, sight words, or sentences on the back, etc.  

After the introductory phase of centers is complete, I begin academic centers.  I have 3 independent groups working on the current skills (academic games/activities), and I focus on explicit instruction of differentiated skills (reading or math) in my group. 

Final Words of Advice:

Keep in mind that kindergarten students will need reminders of the procedures throughout the year.  Often after a break or during an exciting holiday season it is necessary to stop the academics and review the routines.  Taking the time to stop and practice the routines so that students ultimately get the most out of their center time is always worth it.  If you are willing to do this your students will consistently get the most out of their center time, and you will have uninterrupted small group instruction with every student in your class every day!!!  

I hope you have found this information helpful. If you have any questions, please don't hesitate to email me @ mprezioso384@gmail.com.