Station Rotation: Classroom Management Tips

Station Rotation Classroom Management Tips

A station rotation lesson requires some different classroom management strategies than a
traditional lesson. To help you make the implementation of station rotation more effective,
here are a few tips.

Set up your expectations for movement and callbacks.

• Transition Signals: Create a signal to warn students a rotation is about to end or post a visible timer for students to see. Some popular timers include the classroom screen website and YouTube timers embedded into slideshows. To find YouTube video timers, just use a search query like “10 minute timer.”

• Callbacks: Create a callback protocol to bring your class back to attention from individual and/or group work. Be sure to clearly communicate this and practice it before using it during a real lesson. Some of the best callbacks include multiple senses (voice response plus an action). Here is a list of 75 verbal callbacks. Consider adding actions to these.

• Rotation Slideshows: Create a slideshow to help students know their group assignments and where to go next. Here are some slideshow templates you can use or customize.

• Group Creation Tools: When you don’t need to group students by ability or skill level, use Flippity Random Name Picker or add student names to this Google Sheets template and randomize the order of names to create new groups.

• Organize Resources: Create a clear, accessible system for getting group materials to your students. Some common practices are organizing materials into Schoology folders and Seesaw Activities or QR codes. Videos can be posted in these locations to give students directions for how to complete the station.

Build and practice behavior norms for your classroom.

• Involve students in this process. Have them help define what expected behavior looks like/sounds like and does not look like/does not sound like using T-Charts. This give students ownership in the norms and increases likelihood that they will adhere to them.
• Practice a Gradual Release of Responsibility (ASCD).
• Build basic elements for cooperative learning into group activities.
• Practice station skills in small chunks if needed. Consider practicing group rotations with skill building or team building tasks before completing academic tasks.
• For younger students, walk through the rotation process before completing academic tasks.
• Reward good behavior. For instance, randomly select 2 students per day to evaluate their behavior and reward them if they do a good job. Incentives can be extra credit points or positive referral tickets/points. If students don’t earn points, tell the class why they weren’t earned, but don’t reveal the name picked.
• Go slow to go fast. Set strong expectations early on, even if that means moving at a slower pace at first. This will allow you to move faster with fewer problems later.
• Assign roles in the groups for individual accountability (recorder, timekeeper, facilitator).