I'm not that good at promoting consistency in my classroom. Sure, I talk a good game, but if I try something and it doesn't work I usually move on and forget about it.
I've never used warm-ups on a regular basis in class. I've never done exit slips before. I heard/saw a lot of people talking about both and was envious but had a hard time envisioning how to use them on a daily basis. Why would the kids work on problems that weren't graded? How could I expect them to work on something that I didn't grade?
Despite these questions I decided this summer (amidst #TMC12 and the decision to adopt interactive notebooks) to give them both a shot. And so far I'm proud of how I've used both warm ups and exit slips in class. I'm not as good in precalc at putting up a warm-up question (I need to do something on a daily basis) but I definitely do it a lot more than I used to. And we've had some interesting conversations/explorations when I do give them a warm up. I haven't done any exit slips but I'd like to incorporate them when we start to cover new material (which honestly hasn't happened yet).
In my two Algebra 1 classes (honors and integrated/general) I've done some sort of warm up every day. A couple of days I've given them a quote and asked their thoughts on it. Yesterday's was a quote from Walt Disney about pursuing dreams; it really sparked some interesting conversations about what dreams they have! (Found out that a student I helped out last year is a competitive ping pong player and has even traveled to China to play!) I'd like to do something like that weekly; I found a website yesterday that had a lot of good ones on it.
In my integrated class the warm-up has taken on a life of its own; sometimes I feel like we spend more time on it than going over homework problems (which I'm definitely ok with!). Today I asked them to write down examples of three problems: one in which you would divide before multiply, one in which you would subtract before add, and one in which you would add before doing an exponent (can you tell that we talked about Order of Operations yesterday?). Then I let several students write their answers on my tablet pc so I could project them and we could discuss what all of the answers had in common. I know some of the kids tune out, but questions like that really get the kids thinking and remembering exactly what it was that we were talking about. I also use an exit slip with these guys; it's a great way to see what they've "gotten" from the daily lesson and if I need to spend more time on it (or with individuals). After yesterday's Order of Ops exit slip I noticed that one boy just wrote down nonsense answers (and put it in the red bin, which means he knew he was having trouble). I was able to check more often with him today in class to make sure he understood how to do problems and how I wanted him to show his work (even though I told him he could use his calculator for the actual calculations).
Although I sometimes give the students points for the exit slip (2), I often don't. Yet the students still do them without prompting and often ask where the exit slip is if I haven't passed it out yet.
I'm really happy with how things are going so far this year! Hopefully it'll stay this way... and I know that setting consistent expectations is truly the key.