UmmLia directed MiddleWeb readers towards the practicalities of classroom
management by asking the following question.
What are your rules for teachers getting student attention?
----------------------------------------------------------------------
Naomi stressed the importance of consistency, practice and follow-through
when implementing procedures for getting student attention.
My rule for getting attention is turning out the lights. In an area
where that is not possible, two finger forming a V up.
But the important thing is having the students practice. For instance, I
will tell the kids the rule and then say, "talk now and when I turn
out the lights, stop". Ok, that was good, but a few people were talking,
lets try again. Keep practicing a great deal in the first week or two, then
again, if you see it has stopped working or if many kids are not listening.
Be consistent and follow through. If a particular child fails to follow
the rule, talk to him/her privately. Find out if there is some problem.
If there is a problem, resolve it or express sympathy or some reaction.
If the rule is still not followed, tell him/her that the next time you will
tell the supervisor, keep the child in 5 minutes, call the parent, or something.
-Naomi
----------------------------------------------------------------------
Cindy agreed with Naomi and shared procedures that she uses during collaborative
work.
I liked Naomi's advice on Teachers getting kids attention especially
the expressing understanding, and being consistent.
Laurie--were you looking for rules on that or on getting the teacher's attention,
like if they have a question. If that's the case, raising hand works great.
In science labs where extensive group work is going on I employ the "Ask
3 before me" method. They have to ask 3 other class members to attempt
to solve the problem themselves before coming to me. This cuts down on the
stress of a zillion questions- all at the same time. I am better able to
move around to each group assessing understanding and guiding the lesson.
-Cindy
----------------------------------------------------------------------
Andi asked for advice from experienced teachers.
I am an 8th grade math teacher and getting ready for my 2nd year of
teaching. I am reading Harry Wong's book and trying to decide upon different
procedures to teach the kids. I am curious what you middle school teachers
use as a procedure when a student wants your attention. Wong suggests a
hand signal (1 finger raised means "I want to speak", 2 fingers
raised means "I wish to leave my seat." and 3 fingers raised means
"I need your help." Do any of you use this system? What do you
use?
I am sure I will have a million more questions between now and Tuesday!
Thanks.
-Andi
------------------------------------------------------------------------------
Paula emphasized the importance of choosing classroom management procedures
that fit the individual teacher.
I tried that system. It worked for about 3 weeks, but I didn't like
it and therefore it died. That is another thing that if you are committed
to, it works, but if you don't commit 100% to it, it won't.
-Paula
----------------------------------------------------------------------
Ellen echoed Paula's sentiments and explained a new attention getting
signal she is piloting this year in her classroom.
I think whatever you decide to use should feel natural and "doable"
for you. For me, multiple signals would just confuse me...one of the teachers
in my building has a saying: "KISS--keep it simple, sweetie."
If the plan feels unnatural or difficult for you to remember, then it will
ultimately fail. There is no "magic" in a particular signal; it
is what you will use consistently that works.
For me, a simple hand raised is best. When I want *their* attention, I use
the quiet signal discussed in Wong--I raise my hand, and they raise theirs,
close their mouths, and freeze where they are. I have found that to be effective.
Our team is also trying out a new signal this year. We have found that the
kids have a difficult time quantifying "inside voices," so the
new rule is that if someone can hear you three steps away, you are talking
too loudly. Thus, when the teacher puts 3-fingers up towards a student,
s/he knows s/he is talking too loudly.
-Ellen
----------------------------------------------------------------------
Andi asked Paula to elaborate on the attention getting system she uses
in her classroom.
What do you do instead? This system seemed too cumbersome to me but
I thought I would ask. Thanks.
-Andi
----------------------------------------------------------------------
Paula provided further details.
It sounds simple, but I just have them raise their hand. My students
work in groups A LOT, so at that time, they can come find me wherever I
am in the room. They just know not to interrupt when I am talking to another
teacher.
I like to keep things simple.
Paula
--------------------------------------------------
Keith stressed the importance of using an uncomplicated system. He shared
several of the hand signals employed in his classroom routines.
I could only keep consistent on a couple signs.
I need something to write with: raise a peace sign
I need to go to the lavatory: raise a fist
The first was over and done with within the first five minutes of class
as students begun their opening exercise, which was always to be done in
silence. The sign helped preserved that.
The time at which students could use the lavatory was a bit more arbitrary
in my room, which I'm sure caused some confusion amongst the students. I
relied on the sign to keep from having a great teaching moment interrupted
by those terribly distracting words, "can I go to the restroom?"-
a real pet-peeve of mine.
By showing a fist, I could continue my teaching while either shaking my
head (no) showing the student I saw his/her fist and not losing the rest
of the class. I could, while still while teaching, point at the student
and then at the hall pass, letting them know they could go--still not losing
the rest of the class.
-Keith
-----------------------------------------------------
Karen posed several questions.
I love these ideas on getting kids attention. I think I will try using
the hand-raising idea and see how it goes. My only concern with hand raising
is that the kids need to be looking at me in order for it to work. What
if they are working in their groups (which they do about 90% of the time)?
Will it still work? Do you have any other ideas?
For the bathroom I use a small sign, vacant on one side and occupied on
the other, (like on an airplane) so the kids don't have to raise their hand
and disrupt the flow of a lesson. This arrangement keeps only one kid at
the bathroom at a time.
-Karen
---------------------------------------------------
Sharon shared an idea.
One teacher told me he uses numbered tickets. Students come up and take
a number if they want him to come and help.
-Sharon
----------------------------------------------------------------------
Anne explained how she used verbal prompts to get her students' attention.
I found a really simple way to get my student's attention that they
responded to well. When I needed them to stop what they were doing and listen
I simply said, "Freeze!" They would freeze in place and not move
or comment until I had said what I needed to. Part of the fun for them was
freezing in some dramatic pose in the middle of doing something. After I
told them whatever I needed to, I just said, "Thaw." They went
back to what they were doing, or they followed the instructions I had given
them while they were frozen.
-Anne
----------------------------------------------------------------------
Brenda pointed out the importance of teachers taking the time and effort
needed to train students how to follow the attention getting procedures
used in their classes.
Training your students in the procedures you want followed during your
class is really important. At the beginning of every year I explain to my
Grade 6 or 7 students that when I want their attention I will say (not yell)
"Grade 6, I'd like your attention" and then stand and wait. I
know that sounds ridiculously obvious but there is much more to the process.
I don't just state the expectation, I teach them "how" to achieve
it.
We discuss what an acceptable length of time might be for everyone to get
tuned in (10 seconds, not two minutes). We talk about some clues in my body
language that might let them know I want their attention (ex: I'm probably
standing still, hopefully smiling, not speaking or interacting with student.
Maybe my eyebrows are slightly raised) as well as ways they might help the
rest of the class "get with the program".
We discuss the inappropriateness of someone yelling "Shutup! She wants
our attention!" (not just, "Don't do it" but discuss what
the tone of voice communicates and how the rest of the students are likely
to respond and why) and the helpfulness of "saying", "Mrs.
Dyck wants our attention" (in a calm, respectful manner). If a student
does it appropriately, I will thank them. As unbelievable as it may sound,
students can not only learn to pick up clues that you are wanting their
attention but they can be part of the process by letting those around them
know you are waiting.
As Naomi shared, we practice so that they get used to noticing my body language
when I am waiting for their attention. I think teaching students to read
non-verbal clues is a life skill worth working on (and some students are
especially weak in the interpersonal skills needed to do this). If they
take too long to tune in, we work on the time issue. Some classes deteriorate
at points during the year and I will temporarily use a stopwatch to time
them, keeping track of the excess time they spend.
One of my own children's high school choir teachers extended their choir
practice by the length of wasted time. I sat in on one of her choir practices
once and saw how chatty high school students can be. It was evident to me
she needed to use this strategy (and believe me it workedthey did not want
to stay later at the practice). The teacher didn't have to say anything,
the students who wanted to get out on time let the "chatty students"
know in no uncertain terms that its was time to be quiet and listen.
I have started teaching at a new school this year and the teachers have
a common prompt (all teachers use the same thing). They just say "focus!"
and then they wait. Since it is used school-wide, students seem to respond
quite rapidly.
Hope these ideas are helpful.
-Brenda
PLEASE FEEL FREE TO CONTINUE THIS DISCUSSION
BY JOINING THE MIDDLEWEB
LISTSERV.
MEMBERS CAN POST A MESSAGE TO:
middleweblist@sreb.org
BACK to the MiddleWeb Listserv Conversations
Index