Dealing with large classes in the library

[Barb Hunt]

We will have large classes in 4th and 5th grade library classes next year (25-30 kids) with a 40 minute class period.  Large group activities were difficult during the year just past.  Even book check out with 25 or so kids let loose became hard to control.  I don't have an aide and very few parent volunteers.  I used to have one every day but now many parents have gone back to work so they don't want to commit to being a library volunteer every week.  I have thought about using centers and dividing the kids into groups.  Maybe one group could be checking out books, one group could be reading at a reading center or with reading buddies, and another group could be doing a game or activity related to a library skill.  Any ideas would be appreciated.  Thanks!!

[Cathy Scarcelli]

I usually do a short lesson with an independent or partner activity. As they are completing their assignment, I call individual tables to check out and, as soon as a few of them return, I'll call another. Some students take a lot longer than others, and, with them, you'll have to set a time limit. As students check out, they return and complete their activity or read if they're finished. If the activity takes longer than our alloted 45 minutes, I collect it and we finish the next week.

[Paula Daubert]

I have often given my 4th and 5th grade students a computer assignment. I have only 6 computers in the library so I take the class in 2 shifts. For either shift, students have to double up and work in pairs, which means one computer (and one chair!) for each pair of students. While shift one is working, shift 2 will check out books. I give them 10 - 15 minutes then they switch. In a different world, I guess we would have enough computers in the library for the whole class. But I like having the students work in pairs. There is also a big advantage to doing book check out with only half the class at a time.

[Georgeanne E Bonifanti]

I share your pain. My classes are 45 min long. My three 2nd grades come in 2 groups so I do have large classes. We use the Responsive class model in the entire school which has helped. Our first class we set up class rules contract all in very positive language. Class rules are always posted when classes are in the media center. If a student misbehaves, they are asked what are they supposed to be doing? Are they doing it? Get to it!

Do you have automation? If so, kids returning books, can sign out their own.

I start the class with a greeting, then review what the class is for the day, ask questions, then get to it. Giving full class directions, then breaking into groups for the activity helps. I remind them to ask 3 others for help before they ask me. I walk around and work with each group to make sure kids are on task. The last 15 min is check out OR silent reading. You might want to have a longer check out since you have more students. If kids can't settle down getting books for silent reading, I choose the books and where they sit.

[Keisa Williams (AKA Ms. K)]

My classes are 50 mins long (or were :/ I don't have the schedule for this year yet) with 22-30 students. The most important thing is to establish your behavior expectations at the beginning of the year. We begin our classes on one side of the library. They know how to walk in and where to sit. I give my lesson, mini-lesson, or readaloud then give instructions for how and where to move for the next step. Sometimes we have an activity after the lesson and sometimes its free reading or free surfing on the library wiki. During checkout, all students walk around at the same time. They know my expectation for the noise level. Sometimes its silent (depending on the activity after the lesson), sometimes its a normal talking voice, and sometimes its whispering (gasp...yes I have them whisper sometimes...though not often). If you are looking for more classroom management ideas, take a look at the Elementary Library Routines Wiki http://elementarylibraryroutines.wikispaces.com Add you own ideas too!

Oh...this year they are reducing my library assistant to 3 hours per day. This year I will focus on teaching the kids to check out their own books. I'm going to begin with a group of fast learners and they will be my helpers until everyone understands how to check out.

Good luck!
-Keisa

[Paula Daubert]

I'd like to add that your students know how to walk in and where to sit because you have practiced it with them. This is right out of Harry Wong. Practice it in Kindergarden and they will remember it through 5th grade (hopefully).

I'm glad you mentioned teaching the kids to check out their own books. I will have no aid this year (the district did away with them at the end of last year) so self check-out may be a reality with us.

[Devon Gallagher]

Do your students have "library cards" or something else with id numbers you use to check out? I recently completed a leave replacement (so not my idea :)) where I continued the librarians practice of having a student or two (first ones done with the activity?) would spread out the cards on the back table. Then when each person is done, they can get their card to take with them for book check out. Then they'll already have cards along with books for check out.

I would definitely brainstorm ways to have student helpers help you get things done, and it might be a fun motivating thing for them.

[Paula Daubert]

I have the same thing.

[Devon Gallagher]

Like that. There were always a couple who would "lose" their cards, then you'd waste time looking for it.

If the students were to use it for self-checkout, do you think people would be prone to scan the wrong bc?

Then again, a possibility for a student helper, someone who 'gets it', to help and oversee.