Do Nows?

[Tulips]

I'm just curious if anyone is having success with Do nows? This is just a quick assignment students do immediately when they come in. It should be very short; a problem or two.

I'm having trouble with it. It does review yesterday's work, but so does the homework. I find that It takes 10 minutes of my 40 minutes class. Then I go over homework and my class is half over.

Any advice anyone?

[Unregistered]

Instead of the do nows have your students use the few minutes before class time to get their desks, assignments and books in order. That way you can start by reviewing any areas that were problematic in the homework assignments and move on to the next lesson.

[Unregistered]

I prefer Do Nows (also called Bell Work). It should last only as long as it is necessary to take roll and hand out materials. Why is it taking ten minutes?

By the way, most teachers spend too long going over homework. You should maybe pick one or two problems and discuss their solution, then move on. Are you going over the entire assignment? If so, why?

[MrMath]

I prefer Do Nows (also called Bell Work). It should last only as long as it is necessary to take roll and hand out materials. Why is it taking ten minutes?

By the way, most teachers spend too long going over homework. You should maybe pick one or two problems and discuss their solution, then move on. Are you going over the entire assignment? If so, why?

if one is teaching in new york city, then DO NOW exists---- for 10 minutes for block sessions-- ...at least thats what we have been told to follow...


I'm just curious if anyone is having success with Do nows? This is just a quick assignment students do immediately when they come in. It should be very short; a problem or two.

I'm having trouble with it. It does review yesterday's work, but so does the homework. I find that It takes 10 minutes of my 40 minutes class. Then I go over homework and my class is half over.

Any advice anyone?


in my case, kids have been conditioned as to what they are supposed to do as soon as they step into my classroom...(absolutely no questions entertained as they come in....these minutes are solely for "silent" work)

they proceed to their seat and immediately take out their workbook on "Skills intervention" and have them answer the first 3 to 5 items or problems on that book (for the average class) OR 3 to 5 APPLICATION problems for so-called "honest" class..

pages are written on the board, under warm-up section...(they dont ask me, they know where to look for the page numbers)

then after 5 minutes, discuss the problems with the kids...

next, kids would close their workbooks and take out their textbook (page number written on the board) for the mini-lesson...

(i have a copy of that page on a transparency..... projected on the screen)...

at times, i discuss the homework with the students during the warm-up after solving 3 to 5 problems.. (if time permits)

of course, we are flexible with our time...

best for you..

[Unregistered]

How long is the block session in NYC? 90 minutes?

[MrMath]

How long is the block session in NYC? 90 minutes?


yup...the block session is 90 minutes

[Unregistered]

A ten-minute review for each block session is probably reasonable. Just make sure that the rest of the 80 minutes is filled with the teaching of new content.

[MrMath]

A ten-minute review for each block session is probably reasonable. Just make sure that the rest of the 80 minutes is filled with the teaching of new content.

DO NOW: 10 minutes (students work)

Mini-Lesson: 10 minutes(teachers teach)

Independent Work (Individual/group): 30 minutes(students work)

Accountable Talk (sharing): 30 minutes(students work)

Reflection (journal writing): 10 minutes (students work)

thats how it works in NYC

[Unregistered]

Only ten minutes of each 90 minute session is used to teach students?? Holy ****!!

[MrMath]

Only ten minutes of each 90 minute session is used to teach students?? Holy ****!!

in new york city, you would have to do your best to follow what has been mandated by the city mayor or chancellor...

not easy...its hard... but one has to keep up...

of course the teacher should not leave students alone in their work, he must be there around to facilitate... but the emphasis is MORE STUDENTS WORKING TIME...

personally, i have come to like this framework...

[Unregistered]

in new york city, you would have to do your best to follow what has been mandated by the city mayor or chancellor...

That shouldn't be hard, since they are mandating less teaching.

of course the teacher should not leave students alone in their work, he must be there around to facilitate... but the emphasis is MORE STUDENTS WORKING TIME...

This makes little sense to me. If you teach for only five to ten minutes, how much do the students really know before they begin working? If a student encounters a barrier and gets stuck, how long does it take for a teacher to eventually get around to helping him? If a student is making mistakes and doesn't even know it, how does the teacher correct him in a timely manner?

[MrMath]

That shouldn't be hard, since they are mandating less teaching.


it is- that's micro-management!

another point, some students would ask you questions (which is good) about the new concept being introduced. what would the teacher do? answer the question, sacrificing the time; ignore so as not to waste time,sacrificing students learning---...

but for me, i try to answer the question as quickly as possible and move on with the development lesson... any other questions may be answered by the members in the group during group work...


This makes little sense to me. If you teach for only five to ten minutes, how much do the students really know before they begin working? If a student encounters a barrier and gets stuck, how long does it take for a teacher to eventually get around to helping him? If a student is making mistakes and doesn't even know it, how does the teacher correct him in a timely manner?


this is just one of the reasons why the Union of Teachers continues to fight for our rights--- that is, to let "teachers TEACH".

we are aware that 10 minutes is not enough--- but as i said, i got used to it. and its working a little better to/for me... just need to plan well...

[Unregistered]

this is just one of the reasons why the Union of Teachers continues to fight for our rights--- that is, to let "teachers TEACH".

In my opinion, that isn't my problem with the administration in this scenario. Rather, the administration doesn't understand that students need real instruction, not just things to do.

I would never support the notion that teachers should be allowed to teach in any manner they wish. To do so assumes that all teaching practices are effective, which is pure baloney. Teachers need guidelines, but unfortunately the guidelines you described are wacked.

[Unregistered]

I am actually a big fan of Do Nows.... Not only does it activate prior knowledge it gives time for the teacher to take care of attendance. I try to be very orderly but it is can be hard and the Do Now allows me to get myself together especially because I have 4 preps.... (Geometry, Algebra 2, Pre-Calc, and Calc)...


I perform tons of cooperative learning techniques to assist struggling students and sometimes it is an activity with a partner during the do now period. It works in a number of way including differentiated instruction and the like..