Aktiviti 3 : Using Centers In A Multitask Classroom Perancangan awal yang telah dibuat oleh Cik Miller tentang pengurusan

bilik darjah. Designed her upper elementary classroom with centers for listening, reading, writing ans creating. Students work on variety of projects individually, in pairs, and in groups. Student gather sitting on a carpet when they meet as whole class Spent preparing students to work independently and collaboratively in the first six weeks of school.

Peraturan-peraturan dan prosedur yang telah dirangkakan oleh Cik Miller Taught students cues for when to gather on the rug and when to return to seats. Durind rug time , they must raise their hands so that only one person would be speaking at once. She prepared a poster with the days schedule and centers time clearly marked. She went it over with the students before posting it on a highly visible bulletin board. She referring to the poster during the first weeks of school when giving students instructions for activitirs or she asked students to tell her when certain activities were to start or stop. Centers were introduced one at time, over a period of several weeks. When each new center became available, she presented it to the whole class, demonstrating the material found there and pointing out times on the days schedule. She also pointed out two signs in each center. One sign lists the procedure for the centre. The second sign lists the capacity of that center. She explained to the students that they may sign up for centers each morning when they arrive at school.

One period of the day is allotted to free center time, when students may go to the centers they have chosen. Another period is assigned center time, when Ms Miller decides who should be in each center.

Bagaimana Cik Miller meyampaikan dan memantau peraturan yang diikuti oleh murid? After each new center was introduced, she made sure that every student visited it during assigned time center. She monitored the centerss use carefully, making sure that all students understood the use of one center before another center was introduced. Even all the centers have been introduced, she continues to monitor their uses and brings up any common problems she sees for discussion during rug time. She is careful to balance the available centers so that if activities at one center require her attention, the other centers have more familiar activities available, on which students can work independently.