Celebrating Our Class Community

Pillars of Character

What If Everybody Did That?

Well-Deserved Brain Breaks

Energy Expending "High Cincos" Pictured 

Melting Witch, Mountain Climbers, Triangle Pose, and More!

The Biggest PJ Party Ever!

We loved relaxing all day in our PJs and our culminating movie & sundae bar. The class was laughing throughout The Croods and couldn't help sharing their reactions together... So much cozy fun during our rainy day! 

Third Grade Rules

Celebrating Our Classroom Community

Community Chain

We worked together to hit the floor!! Time to celebrate!

Posted from my iPhone

Classroom Management: Quieting the Classroom

There are four main quiet signals that we will be using this year. We choose these methods because students can SEE them from anywhere in the room, students can HEAR them when they’re interacting in teams, they’re not overly annoying when used throughout the day, and they all work within five seconds.

Windchime

There's something soothing about the sound and it lingers before it fades so it isn't a signal that will be missed. Students raise their hand to signal others to get quiet.

Hand Up and Count

Mrs. Glidden or Ms. Brown holds up one hand and slowly counts to 3. Students look at teacher and hold up one hand to signal others. We expect the room to be quiet by the count of 3.

Clapping Patterns

Mrs. Glidden or Ms. Brown claps 2 times slowly. Students respond by clapping 3 times quickly (which means they have to stop working and put things down that they are holding).

Rainstick

Mrs. Glidden or Ms. Brown holds up the rainstick and shakes it. Students raise one hand to signal others; the room must be quiet by the time the stones in the rainstick fall to the bottom.

An online stopwatch is one additional tool that we utilize in rooms with Smartboards. We will spend plenty of time rehearsing our quiet signals at the beginning of the year so that they become automatic.

Classroom Management: Bathroom & Water

Using American Sign Language (ASL) in the classroom helps to create a learning environment with minimal distraction. The students communicate their basic needs using two ASL signs. This eliminates the need to interrupt the class while allowing us to be aware of the location of each student at all times.

We ask that they do not request to get a drink or use the bathroom (unless it is an emergency) during direct instruction so that they do not miss important information.

Students are able to let us know what they need by holding up a specific sign. We are able to simply look at them and nod to acknowledge their request.

          

"Bathroom" sign                                               "Water" sign

Classroom Management: Listening Look

At the start of the year we will establish a “Listening Look.” This shows that students are focused on the speaker. Our listening look includes eyes and ears on the person speaking and hands clasped together (so as not to be fidgeting with anything).

We save this look for important messages and guests or to redirect the class if it is getting a bit chaotic. I will ask for the "Listening Look" and clasp my hands together. The students will stop what they are doing and look directly at me, giving me their undivided attention.

In August we will take a photo of the class sporting the listening look.

Classroom Management: Attention Getters

I'm following up last summer's post about the "Class?" "Yes!" Whole Brain Teaching method. I want to introduce this approach of bringing the class together as well as the other ways that Mrs. Glidden and I will get third grade's attention.

Class? Yes!

To get the class’ attention I say ‘Class?’ and they respond ‘Yes!’. The key is that they say "Yes!" in the same style that I said "Class?". This technique is engaging and results in students stopping what they are doing to give me their undivided attention.

If I say "Classity-class-class?" they have to reply "Yessity-yes-yes!" If I say it with a high-pitched voice, they respond with a high-pitched voice. If I whisper, they say it in a whisper. Students have to match my tone and intensity. This is where the creativity and fun come in. 

The research behind why the class-yes approach is effective can be found at  wholebrainteaching.com

Additional methods

Mrs. Glidden and I will most often use the “Class? Yes!” technique. Variations include “Hocus pocus” to which the class responds “Everybody focus,” “1-2-3 eyes on me” “1-2 eyes on you,” “Macaroni cheese” “Everybody freeze,” and “Hands on top... That means stop! (hands on heads).” We also use math facts. One of us calls out a math fact and the kids reply with the answer. For example, one time we might practice multiplication doubles or another time we could say combinations of ten. The extra practice never hurts!

The Morning Soundtrack

There is always a buzz at the beginning of the day. Students have a lot to unpack. They have pencils to sharpen. They want to catch up with each other. To help calm the chaos, our class will use a "morning soundtrack."

Right after the class answers the daily attendance question, I start the song. Students have until the song ends to complete the process of unpacking and getting settled. They will become familiar with the songs and anticipate how much time they have left. This allows them to pace themselves and get our day started in a very timely manner.

For the first trimester, I selected five upbeat songs that I hope will appeal to the kids and provide just enough time to take care of business. I play a different one each day of the week. Students' suggestions will determine the second and third trimesters' morning soundtracks.

The album cover of  Tuesday's song: Upside Down by Jack Johnson 

Our Rules

When rules are explained a time or two and then left hanging on the wall, they are only decorations, not really part of the class. Students are not going to remember rules in the way that the teacher wants them to unless they are more intimately connected to them.

We will practice saying the rules while using both hands for the coordinating motions. 

Rule #1: Listen (point to your ears) when your teacher (kids point to me) is talking (move hands together and apart like a mouth). 

Rule #2: Follow directions quickly. (As we say this, we snap our fingers along with each word and say the rule quickly.)

Rule #3: Respect others (point out), respect yourself (point to yourself), and respect our school (point to the ground). 

Rule #4: Raise your hand (raise your right hand) to speak (make moving mouth motion) or stand (use index and middle finger to 'walk').

Rule #5: Be safe (hug yourself), be kind (cover your heart with both hands), be honest (place right hand up, like you were about to testify). 

These rules are based on the research behind Whole Brain Teaching's five classroom rules which can be found here. Studies show that the more sensory systems we engage in learning, the greater the chance of remembering. We also know that we learn best when we teach someone else. The gestures provide visuals for those watching and the kinesthetic aspect is beneficial for those reciting the rules. Students will practice the rules as a class and teach them to each other in pairs.  

In addition to ideas for the rules themselves, I have also adopted Whole Brain Teaching's method of reinforcing our rules. If students are talking while I am, I will hold up one finger and call out "rule  one" instead of the students' names. Everyone will hold up one finger while saying the "rule number one" and then announce the rule while doing its gestures. This serves as a reminder for the entire class and avoids creating a negative atmosphere. 

This method gets class rules off the walls and into the heads of students. 

Class? Yes!

Whole Brain Teaching method to bring the class together  

To get the class’ attention I simply say ‘Class?’ and they respond ‘Yes!’. The key is that they say "Yes!" in the same style that I said "Class?". This technique is engaging and results in students stopping what they are doing to give me their undivided attention.

If I say "Classity-class-class?" they have to reply "Yessity-yes-yes!" If I say it with a high-pitched voice, they respond with a high-pitched voice. If I whisper, they say it in a whisper. Students have to match my tone and intensity. This is where the creativity and fun come in. Here are two of my favorites:

"Oh Class" (response: "Oh Yes")
repeat class twice or three times

The research behind why the class-yes approach is effective can be found at  wholebrainteaching.com

ASL Makes Group Time More Efficient

American Sign Language (ASL) allows students to identify what they are about to share with the class. Instead of simply raising their hands, students hold up an ASL letter to let me know what they want to say: 

The letter "A" represents "answer"

The letter "I" represents "I have a question"

The letter "C" represents "comment" 

Answer

I have a question 

Comment

There are two benefits to ASL signals. If I just asked a question, I am easily able to call on someone with an answer instead of a comment. The other advantage is that it causes students determine what they want to say. This system encourages students to be more aware of their thinking. It cuts down on commentary and distractions that can lead us off-task. Less students will be stuck saying "Umm, I forgot."