How to Set Up (Structured) Flexible Seating for Independent Reading Time
I’m all for kids getting comfy during independent reading time. I always want independent reading in my classroom to closely mimic reading for fun as an adult (because that’s the long-term goal, right?). However, I also live in the real world, and I know that given the opportunity, ten children will pile up in one corner and spend the entire reading block whispering and giggling with each other.
Behavior management is a critical component of a successful independent reading routine, so I developed a simple system that allowed some flexibility for kids but maintained enough structure to ensure that reading was still happening.
The Setup:
At the beginning of the year, I made five large numbered labels that read: “STATION 1, STATION 2, STATION 3” etc. I placed these around the room in spots that were against a surface to lean on and adequately spaced so no one was on top of anyone else. In my classroom, these spaces were (1) in a beanbag chair on the carpet, (2) against the back of a large filing cabinet, (3) on a windowsill, (4) against the wall beneath the whiteboard, and (5) against another wall on the side of the room.
Also at the start of the year, I made a ring of notecards for each class with every student’s name on it.
This last element isn’t necessary, but it is a plus. If you can, purchase inexpensive cushions for students to take with them to their station. In my early years when I couldn’t swing paying for cushions, I simply called up a carpet company and asked for squares they use as samples and no longer needed. I got tons for free!
The Execution:
Assigning students to a station is simple. At the beginning of reading time, I simply write the numbers 1-5 on the whiteboard and go through my ring of names. I call each student’s name and they can either choose a station that is open or say “pass” and remain in their seat. Once all the stations are filled, I leave the top card in the ring as the name of the person who will be called first next time. Every once in a while, if you find it necessary, you can shuffle up the cards, but I found that most everyone gets a chance at each station every so often anyway.
I make students aware at the beginning of the year that the stations are a privilege and if they don’t use their time in a station appropriately, they have to remain at their assigned desk. No negotiations or arguments, because expectations are set from the beginning.
If you’re thinking: You sound like a control freak! Why can’t kids just go sit on the floor without all this rigmarole? I get it. But here’s why I like this routine.
(1) To be honest, my classes have always been tough. Running a “tight ship” was absolutely necessary to have a productive learning environment. (And trust me, I learned this the hard way my first year of teaching).
(2) Having clear procedures with predictable routines was the KEY to forming and maintaining my relationships with students. There were never arguments or time-wasting conversations about where students could sit, why they couldn’t sit next to a friend, etc.
(3) Clear expectations saved my energy and made reading time fun instead of an opportunity for me to become frustrated with kids.
So, if this sounds too time-consuming to try in your classroom, consider how much time you might waste on behavior management if you don’t implement a system like this.
I hope this can work for you in your classroom, or, at the very least, it gives you an idea for a different way to manage flexible seating with your kiddos.
Cheers to beanbag reading!
XO,
Kara & Riley
