<div dir="ltr">Another thing I've done to structure checkout time is that student pile their returned books on the circ desk as they enter the room. I am not "open" at the circ desk until I've had 3-5 minutes to check IN the incoming books. Then I walk around with the kids doing reader's advisory. Finally, I "open" the circ desk for business and THEN kids can get in line to check out. If a student finds his/her books really quickly, they just sit down and read until the circ desk is open. Also, I train my students to come to the desk with their check-out card and all barcodes facing up so that scanning goes smoothly. A student volunteer does the date due stamp. We can check out the entire class in 5 minutes this way. If we happen to go over time, students just leave their books on the circ desk with their cards and I can easily check them out and deliver them to the classroom later in the day. <div><br></div><div>Michelle Harris</div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, Jan 14, 2020 at 1:03 PM Stephanie Stieglitz via AISLE <<a href="mailto:aisle@list.railslibraries.info">aisle@list.railslibraries.info</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex"><div dir="ltr">I had been to a workshop that explained how to create a LEGO wall and a huge lightbright. I was so excited to come back and get started. Then I thought about it some more. Was playing with LEGOs what I wanted students doing in the library? My time is spent similar to Michelle, after students check out they get the gift of time to read their books. Students that aren't checking out can read a magazine or a book from a display. They can sit anywhere and can talk quietly as long as they are talking about books.<div><br></div><div>Stephanie<br><div><br></div><div><br clear="all"><div><div dir="ltr"><div dir="ltr"><div><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr">Stephanie Stieglitz<br>Teacher-Librarian, The Lane<br>500 N. Elm St.<br>Hinsdale, IL 60521<div><a href="https://sites.google.com/a/d181.org/lanemrc/" target="_blank">MRC Website</a></div><div><div><br></div><div><br></div><div><span style="background-color:rgb(255,255,255)">"<span style="color:rgb(4,47,66);font-family:ff-tisa-web-pro-1,ff-tisa-web-pro-2,serif">Every reading experience has value."</span><span style="color:rgb(4,47,66);font-family:ff-tisa-web-pro-1,ff-tisa-web-pro-2,serif;font-size:14px"> <a href="https://bookwhisperer.com/2014/08/12/the-40-book-challenge-revisited/" target="_blank">Donalyn Miller</a></span></span></div></div><div><br></div><div><span style="font-size:x-small">"</span><i style="font-size:x-small">I don't believe that libraries should be drab places, where people sit in silence, and that's been the main reason for our policy of employing wild animals as librarians.</i><span style="font-size:x-small">" - Monty Python's Flying Circus, series one, show 10</span><br></div><div><br></div></div></div></div></div></div></div></div></div></div></div></div></div></div><br></div></div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, Jan 14, 2020 at 12:43 PM Michelle Harris via AISLE <<a href="mailto:aisle@list.railslibraries.info" target="_blank">aisle@list.railslibraries.info</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex"><div dir="ltr">I have had success with allowing kids to sit ANYWHERE in the room for Silent Reading after checkout. (If they are NOT checking out a book--forgot to return theirs, didn't bring one to read, etc.) I have a pile of picture books for older readers that they can choose from.) Kids sit in the storypit, under tables, tucked into corners all over the place. As long as they are quiet and reading something, it's all good. I'll sometimes have a student who can't handle it and he/she has to sit at the table next to the circulation desk (o horrors!) near me. Once they get used to it, students really appreciate having a time when they can read without interruption for a sustained period of time. If I finish at the circ desk, I join them by picking up a book and reading. (Trying to be that good example!) Of course, some classes are more successful than others...but I just keep setting the expectation. If they have done well for many weeks in a row, we reward with bookmarks, an ebook playing on the screen, me coming around to chat to individuals about their books, etc.<div><br></div><div>Michelle Harris</div><div>Heyworth CUSD #4</div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Tue, Jan 14, 2020 at 10:42 AM Elena Menicocci via AISLE <<a href="mailto:aisle@list.railslibraries.info" target="_blank">aisle@list.railslibraries.info</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex"><div dir="ltr"><div dir="ltr"><p>Hi All,</p><p>After years of being a librarian one thing still bothers me and I would love ideas on how to better it. Checkout time. I was wondering if anyone has ideas on how to give a little more structure to an unstructured time. </p><p>Normally my 3rd-5th graders have 15-20 minutes to look for books. In that time I am doing reader's advisory, looking for books and checking in/out books so I'm pulled in all directions. You know the drill some students checkout fast and some don't checkout for various reasons....and telling them to read quietly while there is so much activity isn't realistic.</p><p>I want to make that time just a little more meaningful while I am assisting others. But what?</p><p>Any ideas are much appreciated! </p><p>Thanks! </p><p>Elena </p><br></div></div>
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