Student Jobs

In my last blog post, I argued that comprehensible input (CI) classrooms where the teacher does the majority of the talking are not necessarily teacher-centered. One of the ways that classrooms can become more student-centered is through classroom jobs.

I had read previously about classroom jobs in Ben Slavic‘s book, The Big CI Book but didn’t implement them in my own class until very recently. To be honest, I think I was hesitant to lose control. In addition, Ben’s classroom jobs seemed specific to his style of CI teaching, which is different from mine. But this year I work part-time in an elementary school and saw first grade teachers assigning students jobs and I realized that if six-year-old children could handle the responsibility of having jobs, so could middle school students. In that first grade class where the students have jobs, the teacher has a chart hanging up that looks like the one below.


This chart has a list of jobs and a clothespin with the name of the student who has that job. I haven’t created a visual like this for my classroom yet, but the idea is still the same. I have a list of jobs and a student in charge of that job. Jobs change on a weekly or monthly basis. Here is a list of the jobs I have in my classroom. By the way, none of these is my original idea. Many CI teachers have similar jobs in their classrooms.

1. Board managers. They write down the agenda for the day, mark off each item on the agenda as we complete it, and erase the board at the end of class.

2. Paper returners. I keep all corrected papers in a bin and have students pass them out at the beginning of class (By the way, I make sure that no grades are on display on the papers being passed back to protect student privacy. I have students fold their papers in half when they turn them in. Then I write the grade on the inside and staple them shut. Maybe that’s overkill, but it’s better to be too careful than careless and get in trouble for violating student privacy).

3. Paper distributors. These are the students who pass out handouts.

4. Paper collectors. These are students who collect homework and classwork and put them in a bin for me to correct.

5. Absent student buddies. These are the people who collect an extra copy of work and/or notes for students who are absent.

6. Calendar and weather reporters. These students change the daily calendar and update the weather.

7. Timekeepers. These are the students who are in charge of keeping track of time that the class spends using only the target language (TL). See this post for more information about how I use this as a classroom management tool.

8. English police. These are the students who check to make sure that if I speak in English that I only do so for less than ten seconds. If I go over 10 seconds, they get to throw a stuffed toad at me.

9. Class artists. These students illustrate during our Special Person Interviews and storyasking sessions.

10. Notetaker. This student takes notes for absent students and gives the notes to the Absent Student Buddy.

11. Question counter. This is the person in charge of counting how many questions I ask during class. Ideally, I want to ask anywhere between 25-50 questions per class, depending on the topic.

12. Personal Secretary. This is the person who’s job it is to make sure that I have everything I need for my class to run smoothly. My secretary makes sure that I have board markers, my laser pointer, and class handouts available and makes sure my water bottles is filled.

Many CI teachers have written blog posts about classroom jobs, and they all say that having classroom jobs changes the dynamic of the classroom. Students develop more enthusiasm and a sense of ownership, and teachers can have students do the mundane tasks and let the teacher focus on the most important aspect of class, which is teaching. I have noticed a change in my classroom environment as well. I am less flighty and distracted because I can leave some of the “administrivia” to the kids. Having a job is also helpful to my figdety students, because they have something to do that distracts them just enough that they can stay focused.

For more information about classroom jobs, visit the websites of Bryce Hedstrom and Ben Slavic, and happy delegating!

3 thoughts on “Student Jobs

  1. Bryce Hedstrom says:

    Thanks for this entry. Classroom jobs make a huge difference, as you say. A couple of things that help that my students and I have firmed up lately are: 1) Let classroom jobs be like real jobs–students can quit and they can also be fired for not doing their jobs well. The “Classroom Boss” (another job) decides but… the boss has to do the job if they can cannot find a replacement, so that softens the urge to blurt out, “You’re fired!” too often, 2) A well-trained and aware substitute, who does the jobs of absent students, and a substitute for the substitute (can also be the classroom boss, to make it more realistic), 3) Brain break: this student decides when we need a break and grabs a basket with chocolate kisses in it to distribute to students that say, “Comparte conmigo, porfavor” (Share with me, please). This job works well with a squierrly and unpopular kid–gets them up and moving and gets them involved in a positive way with their peers.


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