Hey Teachers…Can You Effectively Conduct One-On-One or Small Groups in a Classroom Setting? YES!!

Through the years, educators have shared with me their struggles to teach small reading groups while at the same time, managing their entire classroom full of lively students.

“How can I manage a small group, to help them read?  It doesn’t work…I have too many kids.  The others get loud, or silly, or interrupt the group!”  

While this may seem hard, almost impossible, I’ve had the opportunity to use differentiation and create small groups, with huge success, in my classroom for years.  My tips and tools are from years of watching other experts, reading research or books from successful educators, and simply years and years of trial and error.  I wanted to share what works so you can take action now.  

How do I conduct effective small groups while simultaneously creating a learning atmosphere for 10 or more students?  

The difference between successful and unsuccessful small groups is consistency in scheduling and expectations.  

Some teachers try once, or twice, and give up. It takes time.  Allow at least 3 weeks (15 days) of repetitive scheduling, so they know the expectations and rules, and get into a flow.  Find the same time each day to schedule the small group.  Make sure you have written the schedule so all the students can see it and can prepare themselves.  Clarify the expectations.  If you are wishy-washy, and change rules and expectations, it won’t work and you’ll be left with chaos. 

Managing a large class while focusing on a few struggling readers can be challenging. Often, the rest of the class becomes disruptive, bored, or disengaged while you work with a small group. However, with the right strategies and consistent effort, it is possible to create a productive learning environment for all students.  It’s amazing how, after a few weeks, students start independently knowing what to do without your constant guidance.  These small group times become a self-run, quiet time for independent learning while you work with your small groups.  

Here is a quick overview of how to make it work for ALL your students.

Establish Clear Expectations, Rules, and Routine

1. Consistent Scheduling: Allow at least three weeks (15 days) of repetitive scheduling so that students understand the expectations and rules. Consistency helps them get into a flow and reduces disruptions.  In addition, their daily schedule should remain consistent and clearly written for them to prepare.  Most students, through repetition and clear guidelines, can begin to manage themselves, at any age.  Think about how they learn to brush their teeth.  They can do this on their own after repetitive teaching and scheduled cleaning.  It’s the same for a 45 minute time period in your classroom.
2. Meaningful Jobs for students you will not be working with: Assign meaningful tasks or learning activities to the rest of the class. This keeps them engaged and less likely to disrupt.  You can assign anything!  There is so much to do. 
3.  Visible Timer: Use a timer that all students can see. This helps them understand how much time is left and keeps them on track.
4. Motivational Rewards: Let students know they can earn rewards, such as playing a game, having an extra break, or listening to music if they follow classroom expectations.
5. Independent Tasks: Have students work in small groups on independent tasks. You know your students best, so group them in a way that promotes cooperation and focus.
6. Visual Cues and Signals: Maintain eye contact and use visual signals to manage the class without interrupting your small group session. A thumbs-up or a gentle warning can communicate your expectations effectively.
7. Proximity Control: If disruptions occur, gently stand up and move around the area of disruption. This often refocuses students without needing to interrupt your session.
8. Alternative Activities: Incorporate independent reading or partner reading. These activities are engaging and less likely to cause disruptions.

Manage Disruptive Students

1. Selective Participation: If one or two students are consistently disruptive, have them sit out or sit next to you while the others work independently. This prevents a few students from derailing the session for everyone else.  Enlist other educators or students who can help motivate these students during this time period.  
2. Meaningful Roles for Disruptive Students: Give disruptive students important tasks, such as delivering messages or assignments to other classes or administrators. This can boost their confidence and give them a sense of purpose.

Persistence Pays Off

1. Expect Initial Challenges: The first few attempts at implementing this structure may be rough. Don’t give up. Each day will bring small wins and frustrations, but by the fourth week, you’ll see significant improvements and students will become more independent.
2. Continuous Adjustment: Be prepared to adjust tasks and groupings as needed. Most of the class will eventually engage with the activities you provide during your small group sessions.

Key Elements for Success

• Planning: Thoroughly plan your sessions and activities.
• Consistency: Maintain a consistent schedule and routine.
• Clear Communication: Provide written and verbal reminders on the chalkboard, whiteboard, or door.
• Teamwork: Collaborate with other teachers or work within your classroom team.

Remember: Everyone learns differently and everyone needs help once in a while. With persistence, consistency, clarity, and strategic planning, you can successfully manage a large class while providing focused attention to your struggling readers.

If you are curious and ready to implement small groups in your daily schedule, connect with me for more tips and tricks.