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