PROVISIONING MOVES
Provisioning means having things ready to go—the space and the materials. With adequate provisioning, the teacher does not call a group of students to- gether and then leave them for a minute to fetch something needed for the les- son from the closet. Students do not run out of needed materials during learn- ing experiences so that they have to stop what they are doing and solicit new stocks from the teacher. This does not preclude pupils’ restocking themselves from known and easily accessible storehouses or supply points. It is when the supply point is out of paper, for example, that momentum suffers. Materials are out and organized before the start of lessons, and the space is arranged as neces- sary before instruction begins. The room is equipped with things the students will need or are likely to need for the activities that may predictably occur over the day. Provisioning, like much of the rest of good management, becomes con- spicuous by its absence. Nevertheless, there are many observable signs of good provisioning.
Example: Audio visuals, technology, and demonstration equipment are set up in advance. The teacher writes information on the board behind
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PART TWO | MANAGEMENT | MOMENTUM
a pulled-down map, so that the information is readily available when the map is raised, and handouts are stacked near the site of a planned lesson. For the room itself, activities, kits, games, listening stations, books, manipulatives, and problem cards are laid out in an orderly and visible fashion for pupils to find and engage; supply points are ad- equately stocked; and a computer is ready. Next to it is a pad of paper with a note giving location codes for three different areas students are assigned to research that day. When provisioning is skillfully done, the small amount of teacher time spent provisioning the environment dur- ing the school day results in a maximum amount of time available for focus on students.