What to Do with Early Finishers in the Classroom?
"It is not enough to be busy… The question is: what are we busy about?" – Henry David Thoreau
This quote is such a great reminder—especially when it comes to students who finish their work a bit early. We’ve all seen what happens when students have nothing to do—suddenly, they’re out of their seats, chatting, or getting a little too creative with their free time. You know what I’m talking about!
But just giving them something to do isn’t enough. The real question is—how can we make sure early finisher activities actually serve a purpose? Having a plan for early finishers isn’t just a “nice-to-have”—it’s essential for strong classroom management. In this post, we’ll talk about why it matters and go over three simple ways to set up meaningful early finisher systems that keep students engaged and learning.
Why Having a Plan for Early Finishers Matters
When we don’t have a plan for our students, they will absolutely create a plan for us. And let’s be honest—that plan usually involves things like chatting with friends, wandering the room, or turning a paperclip into some kind of makeshift fidget spinner. Unstructured time can quickly lead to off-task behaviors, and once that starts, it can be tough to rein things back in. That’s why having a plan for early finishers is such an important part of proactive classroom management. It’s not just about keeping students busy—it’s about making sure that extra time is purposeful and actually supports their learning.
Early on in my career, my go-to early finisher task was simple: read a book. It felt like an easy solution—students were still engaged in something academic, it didn’t require extra prep, and it was quiet. Win-win, right? Well… not exactly. Some students loved it, but others got bored quickly. Worse, some students would sit there pretending to read while actually staring off into space or finding creative ways to get into trouble. The problem wasn’t that reading was a bad option—it’s that it was the only option. There was no choice, no variety, and no real excitement around it.
That’s when I started rethinking my approach. Instead of just giving students something to do, I wanted to make sure I was giving them the right things to do—tasks that were valuable, engaging, and meaningful.
Here are three strategies that will help you do the same!
Strategy #1: Content-Specific Early Finisher Tasks
One of the best ways to make early finisher time meaningful is to create tasks that directly connect to each content area or instructional block. This way, students always know exactly what they can work on, and their extra time is spent reinforcing skills they need to practice from that particular instructional block.
Here’s how this might look throughout your day:
Math: After finishing their math assignment, students can work on math fluency or number sense tasks—something quick and engaging that helps them build essential skills without feeling like extra work.
One of my favorite ways to do this is with early finisher dice games, which add a little bit of fun while still keeping students focused. Check out this resource for an example!
ELA: Instead of just reading silently, students can also complete a reading reflection—like responding to a prompt or creating a comic strip to sequence events in the story. This small shift keeps them engaged and thinking about what they’re reading instead of just flipping through pages.
During writing, students can work on an ongoing early finisher writing project, like Roll a Story (check them out here), where they roll a die to determine different elements of their story (characters, settings, and problems). This keeps things fresh and provides a structured yet creative way to practice writing.
The key with this strategy is consistency—students always know what they can work on during each instructional block, so there’s no wasted time deciding what to do. Plus, because these tasks are directly related to what they’re already learning, early finisher time becomes a natural extension of the lesson instead of just “extra time to fill.”
Strategy #2: Must-Do, May-Do System
Another simple but effective way to organize early finishers is by using a Must-Do, May-Do system. This gives students clear guidance on what they have to complete before moving on to choice activities while also providing some flexibility.
You can create this early finisher display in different ways—on a bulletin board, chart, or a PowerPoint slide projected on the board (which is my personal favorite since it’s easy to update).
How It Works:
Must-Do: List any required tasks students need to complete before moving on.
May-Do: Include a few engaging choice activities students can work on after finishing their must-do tasks.
You can create a separate Must-Do, May-Do board for each subject or keep a single version up throughout the day with a mix of content areas. Either way, this structure helps students stay on task while also giving them some autonomy over their learning.
When students know exactly what’s expected and have engaging choices available, it minimizes off-task behavior and keeps your classroom running smoothly. Plus, it eliminates the dreaded “What do I do now?” question that can pop up a dozen times a day!
Strategy #3: The “I’m Done” Board
If you’re looking for a way to keep early finisher tasks organized and consistent throughout the entire day or even the week, an “I’m Done board,” or early finisher board is a great option. This works similarly to a Must-Do, May-Do setup, but instead of changing it out for each instructional block, it stays up all day (or all week) with a mix of activities from different subject areas.
How It Works:
Set up a designated bulletin board labeled “I’m Done” where students can easily see their options.
Use folders stapled to the board and fill them with fresh activities each week.
You can also require that certain tasks be completed before students move on to choice activities (e.g., a spelling sheet or math fluency worksheet before picking a creative writing prompt or brainteaser).
The best part? This system is self-sufficient—students can grab and go, eliminating wasted time. Plus, by rotating the activities weekly, students stay engaged, and the system remains fresh and effective.
Final Thoughts
The key to handling early finishers isn’t just about keeping students busy—it’s about keeping them busy with purpose. Whether you use content-specific tasks, a Must-Do, May-Do system, an I’m Done board, or even a combination of these strategies, the most important thing is to find a system that works for you and your students. When early finisher time is structured, consistent, and meaningful, it helps reinforce skills, build independence, and keep your classroom running smoothly.
Want to learn more about what other pieces fit into the classroom management puzzle? Build your teaching toolkit with this FREE Classroom Management Puzzle Framework. It's your go-to resource for understanding the different systems that contribute to a successful and organized classroom, and a happier you!