Frequently Asked Questions
Classroom Management Tagged Classroom Management No Comments »Here are some of the questions that commonly come up with teachers using the BRIM model:
Question: Do we have to have 4 rotations?
Answer: 4 rotations allow for reading-writing, listening-speaking, technology, and differentiated teacher instruction to give the “Balance” to BRIM. However, you do not have to all 4 rotations each day if you do not have enough time, or you may have more rotations if your classes are large. I know one teacher who conducts 6 rotations! The BRIM manual gives several scheduling options, and you can always email troute@palmbeach.k12.fl.us for additional questions.
Question: How do you deal with behavior while students are in centers (rotations)?
Answer: The BRIM manual provides very specific suggestions to follow for introducing rotations. When these suggestions are followed, students usually understand what they are supposed to do in each rotation, and this minimizes behavioral disruptions. It is also helpful to appoint a group “captain” for each rotation to keep the group on task, and be the one to report to the teacher if issues arise. Over the course of time, every student should have the opportunity to be the “captain.” Behavioral issues are often minimized when students are in charge of their own behavior.
The teacher should position herself (while sitting with the differentiated instruction group) in such a way that the entire class can be seen. If issues should arise that are beyond the “captain’s” ability to control, the teacher should intervene. Normal classroom discipline measures should be taken. Elementary students may be told to “change your color.” Other teachers may put names on the board with checks next to them. Other teachers have their own unique discipline measures in place. Those measures should not disappear just because the teacher is using BRIM.
Question: How do you deal with students who finish early?
Answer: If students are provided with enough work at their rotations, they rarely finish early because they are working at computers, independently reading, or working with others in short 15-minute rotations. However, if they have an independent task that they do finish early, provide a choice of activities that they can do, such as read an enjoyable book, play on the computer, draw, play a board game, help others, work on a long term project, or assist the teacher. The most important thing is NOT to reward hard workers by giving them more work, but to give them academically-oriented, meaningful and enjoyable activities. These are just suggestions. I’d love to hear other ideas from you.
Question: How do you grade center work?
Answer: Work done by students at centers (rotations) should generally be considered practice work, and should not receive the same weight of grade as teacher made tests and other assessments. In general, students can be graded on participation, numbers if items completed correctly, interaction with peers, or quality of writing if the assignment includes an essay. Computer programs generally provide scores of “numbers correct” through the teacher management system included as part of the software.
Question: Should we have the same objective for each rotation?
Answer: As the teacher, you should know what you want each student to accomplish in order to meet the Sunshine State Standards and grow academically. Some days you may want everyone in the class working on the same objective. Other days you will want to differentiate your instruction because not all students have the same needs. Please remember that every ESOL lesson should have 2 objectives: a language objective to meet the need of learning English, and an academic objective to teach the knowledge and skills required by the Sunshine State Standards.
Question: What is the minimum or maximum number of students for each group?
Answer: That will depend upon the number of students in your classroom, and the number of rotations you do each day. Ideally, groups are made up of about 4 students, but due to class size, you may need to have more in a goup. 6 is probably the maximum that can work efficiently together, and 2 is the bare minimum for student to student interaction.
QUESTION: Is flexibility allowed as far as the time allowed for each rotation? 15 minutes never seems to be long enough.
ANSWER: Yes, you may make each rotation longer, and have fewer rotations each day, but it is important to have a balance of rotations over the course of a week. Some things just take longer to teach or to learn. BRIM is a guide, not a dictator, of how you allocate your instructional time. However, if you see that you frequently run out of time, you may want to reexamine the quantity of information you plan for each rotation.
QUESTION: I have been involved in Balanced Early Literacy (BEL) and Reading First, and want to know if some of those learning center activities are allowed to be incorporated into the BRIM rotation.
ANSWER: Absolutely! Use ALL good ideas to teach your students. BRIM is an instructional model, not a curriculum, and all ideas are welcome.
QUESTION: I find that there are times when I have given the students too much to accomplish in a rotation. Is it okay if they do not finish all items in a particular rotation?.(other than Riverdeep or the Computer Rotation)
ANSWER: It is absolutely ok if students don’t finish everything in one rotation. According to your objectives, they can finish it for homework or put it into their folder to finish the next time they come to class. Long term assignments are not uncommon, and often give students time to think, get creative, and do their best work.
QUESTION: Can we change the order of things in the BRIM rotation? In other words, can you do writing one day and then technology another?
ANSWER: Absoulutely! BRIM is a flexible design that needs to meet YOUR needs. It is an instructional model, not a rigid framework. The important goal is to have a BALANCE of activities over the course of a week.