Pawsitive School Counselor

I love incorporating centers into my lesson plans. They offer a fun and effective way for students to practice, explore, and master the skills and concepts I teach.

Several years ago, I watched an amazing art teacher at my school. I noticed that she allowed her students to select from a class menu. I was immediately drawn to the idea and tried it out.

I quickly found students were more engaged and thus classroom management was easier. So I started to trade out my centers for “menus.”

Here’s how it works:

*The pictures included are from a lesson I did with Career Menus, but you can do this with any topic you’d do centers with, like coping skills, etc.

First, set up your “menu.” I used an over the door shoe holder, but you can use anything with pockets.

At the time I had a classroom so I hung our menu over a closet door, but you can also use a cart organizer (which you can find on Amazon) if you are like me and go into the classrooms to teach.

To organize an activity, prepare cards with the name of the activity and its directions. If possible, include the required materials on and with the card. If the materials do not fit, students can collect the card and proceed to the table where the materials are kept, or they can pick up the materials from a separate location after picking up the card.

For example, you may have a card that says “Build It” with a tub of playdough in a pocket, or just the card and the students find the “Build It” table that is waiting with Legos.

When you set out your cards, you will want to limit the number of cards available. For example, I only put out 3-4 cards of each choice.

Students who have chosen the same menu choice/card can sit together or work independently. If a student wanted a particular choice, but all the cards have been selected they must choose something else from the remaining menu.

Next, students take their cards to a designated area or if work independently to a quiet corner in the room.

I used these table signs from Ikea to show students were to sit. So after they got their materials (from in the shoe holder or else where i the room) they knew were to go.

Frequently Asked Questions:

How long do students work? This really depends on the length of time you have. Here are some ideas for how long that may look like.

Option 1: 30 minute class with 2 menu choices

• Introduction/Review expectations- 5 minutes
• Students pick menu choices- 2 minutes
• Students work with first choice- 8 minutes
• Students clean up – 2 minutes
• Students work with second choice- 8 minutes
• Students clean up and debrief- 5 minutes

Option 1: 30 minute class with 1 menu choice

• Introduction/Review expectations- 5 minutes
• Students pick menu choices and get materials- 5 minutes
• Students work – 15 minutes
• Students clean up and debrief- 5 minutes

Option 1: 45 minute class with 2 menu choices

• Introduction/Review expectations- 5 minutes
• Students pick menu choices- 2 minutes
• Students work with first choice- 15 minutes
• Students clean up – 3 minutes
• Students work with second choice- 15 minutes
• Students clean up and debrief- 5 minutes

Can I do this if I don’t have a classroom? Yes! Here are some idea on how to make it work.

• Take the materials on a rolling cart with you
• Set up in the cafteria
• Partner with the librarian or art teacher to team-teach

Any tips on allowing students to try 2 menu choices? Remind students that they will get to choose two things to explore during class. I like asking them to choose two different activities. In between times, after they have cleaned up, I bring them back together as a group to review expectations and start the next selection.

Why do this instead of centers? I have found that centers are a lot of fun, but if I am doing more than 3 centers, students are limited on time.

Additionally, I have found that when a student is not interested in a center they loose focus and can become a distraction to the rest of class. Since students are essentially choosing the “centers” or activities of their choice I found that they are much more engaged.

Troubleshooting:

What if students don’t get their first menu choice?

We discuss this scenario before we even get started. We talk about how wants vs. needs and sometimes, just like when we go to a restaurant, they may be out of something and we have to pick another choice. I remind them “if you choose to pitch a fit, then you are choosing to not do any of the activities” and that normally encourages them.

Additionally, if time allows we switch half way through class (or even switch 2 times) and the students that choose last the first round, now get to pick first. This means even if they didn’t get their first menu choice to begin with, there’s still an opportunity for them to get it later.

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