What should your math work stations look like, sound like, and feel like? This reminds me of the Daily Five framework, where you make anchor charts with students so that they know your expectations for that period of time. I definitely agree with the examples that the book showed. Students should be working the whole time, taking turns, speaking quietly with their partners (about math!), and using appropriate math vocabulary. I think making an anchor chart to remind the students is a great idea - it gives them ownership of the whole situation!
What does your management board look like? Although I am so tempted to purchase Debbie Diller's pocket chart ASAP, I really need to be saving my money... I did see a teacher who implemented her literacy stations, and that teacher created a setup similar to the Really Good Stuff pocket chart, but on her bulletin board. It worked out really well. She used student pictures, and they LOVED that, so I think I will do that next year, too!
I am starting to feel a lot less stressed about this now. The first two chapters really had me worried, since I haven't been able to check out my math manipulatives and materials. The more I thought about all the work I have to get these stations up and running, the more stressed I was! But Debbie Diller's awesome, concrete tips in this chapter are easing my mind. Thanks, Debbie!! :)
Check out Mrs. Parker's blog to see other teachers' reflections and ideas about Chapter 3!