Student-Managed or Teacher-Managed Check In?

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This question was posted on our Discussion BoardI am constantly running across "cute" student methods for managing the rounds or stations they have completed in Daily 5. I need someone to explain to me if it is necessary to have a student management method if the teacher is managing this with a check-in time. I just can't wrap my brain around if both are necessary. Help me! 

We do not have our students track their own choices when they check in for Daily 5 because of the research by Michael Grinder, national director of Neuro Linguistic Programming in Education. Michael taught us that when students verbalize their choice to the teacher and the teacher makes note of it, in the student's mind they have created a verbal contract. This verbal contract supports students' moving into their choices more quickly, and it is taken more seriously.

Another consideration is the efficiency of quickly checking in with the teacher. When we focus on expediting the check-in process, no valuable student reading and writing time is wasted. The quick check-in we have written about and used for many years also allows the teacher to hear what each person is doing and to nudge or guide their choices if necessary. It also can allow students to benefit from hearing each other, particularly when we add goal setting to their check-in.

In addition, we are always very cautious about using "cute" or "gimmicky" things. They often create visual noise in the classroom and have the potential to detract from the real focus of reading and writing. 

Suzanne Rea, known as Srea on the Discussion Board, responded this way: 

I know there are some teachers—or perhaps even some administrators—who want an "accountability" piece.

The fact that I'm having each student check in before they go to a round and tell me the strategy they are working on, and that we come together to share a bit after each round, allows me to have good handle on what they are doing (the accountability piece).

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