Classroom Library Grand Opening

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.

Ready, Set, Go!

I've enjoyed using Whole Brain Teaching's "Class-Yes" as a way to get attention, especially when I need to give some quick instructions to the whole class. This year, I am adding a piece to send them back to their work or to follow the instructions I just gave.

In order to send the class on their way, I will end directions by saying "Ready" and hitting both hands on my lap.

The kids reply by saying "Set" and clapping their hands together once.

We then all say "GO!" and raise our hands in the air.

This should help energize us to get into the next learning activity as soon as we can.

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!

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."