Classroom Management - getting student attention

[DaveR]

I'm a teacher candidate currently observing in elementary classrooms. I'm looking for guidance on effective attention getters for grades 4-6. I most often see the teacher hold their hand in the air and e-v-e-n-t-u-a-l-l-y the students look and listen. I feel too much time is lost with this method and am looking for alternatives.

[BigDaddyTeacher]

Mr. Dave, you've encountered one of the unxplained mysteries of the universe - why in the world would 4-6 grade kids want to ignore the teacher?

In my past classrooms, I would often just change the tone and level of my voice. Rather than become exceedingly loud, or stop talking altogether, I would contine to relate the important information to the class, while getting quieter, quieter, eventually down to almost a whisper. Of course, I'm relating rather important information to them - test questions, vocab. definitions, etc. Eventually (yes it takes time at first) the class realizes I'm still talking over them, and they begin to pay attention.

that's when the hands would go up..."could you repeat that?" "what was the definition of that word?"
I calmly explained that, I had already presented the information, and they might need to get what they need from a neighbor. Then, I'd move on.

After realizing that the stuff I was relating to them showed up on quizzes, tests, etc., they started to understand...When Mr. Dennis gets quiet, we should probably pay attention!

Now, before the nay-sayers ask, "But, then they haven't learned their content for the day. They've missed out on their lesson!" Yup - you're right, they did not "get" that lesson for the day. But they sure learned another one.

Harsh? Not in my opinion. My behavior produced the desired results in my class without raising my voice, or repeating "Class...class...focus please...hey, up here, gang...time to move on..."

I don't know if this will work for everyone, but it worked for me.

Good Luck!
Dennis

[Unregistered]

In my past classrooms, I would often just change the tone and level of my voice. Rather than become exceedingly loud, or stop talking altogether, I would contine to relate the important information to the class, while getting quieter, quieter, eventually down to almost a whisper. Of course, I'm relating rather important information to them - test questions, vocab. definitions, etc. Eventually (yes it takes time at first) the class realizes I'm still talking over them, and they begin to pay attention.

that's when the hands would go up..."could you repeat that?" "what was the definition of that word?"
I calmly explained that, I had already presented the information, and they might need to get what they need from a neighbor. Then, I'd move on.

After realizing that the stuff I was relating to them showed up on quizzes, tests, etc., they started to understand...When Mr. Dennis gets quiet, we should probably pay attention!

Now, before the nay-sayers ask, "But, then they haven't learned their content for the day. They've missed out on their lesson!" Yup - you're right, they did not "get" that lesson for the day. But they sure learned another one.


Good Luck!
Dennis
You must be a very patient man Dennis. Kuddos!
Brandi

[Unregistered]

I was taught recently to do a choral chant ("Let's all say it together!") on some phrase, such as a learning objective. The first time about half the class will do it. After about three times everyone should be zeroed in. It worked in the workshop that I attended.

[BigDaddyTeacher]

You must be a very patient man Dennis. Kuddos!
Brandi
Well, Brandi, I have four boys of my own at home. Patience is my middle name;)

[carla51]

It's hard to get and keep student's attention. My strategy that works is simple. When the class needs to hear what I have to say I speak in a normal voice and say, "If you can hear my voice, clap once. (Pause and wait for a few to clap.) Clap twice if you can hear my voice." (You should have full participation by now.) You may want to do another directive, but shouldn't be necessary.

Another one that works in the elementary is to have a two part phrase. The teacher starts the phrase (peanut, peanut butter) and the class says back, "Jelly!" Change the chant from time to time.

[Skyler]

I like the peanut butter idea.

I have used this one "Who lives in a pinapple under a tree?" and will always get 90% of the class to repond "Sponge Bob Square Pants!" and I teach Middle School.

[Unregistered]

If you can find a true solution, bottle it and sell it quickly!! However, until a true solution shows up, something that works for me is a technique called give me 5. I just start counting to five. My class learns quickly that by the number 5 they should (1) be in their seats, (2) quiet, (3)hands and feet still, (4) eyes on me, and (5) ready for instructions. If I have to count beyond 5, every number after five is a minute of their recess (and you truly have to stick to taking the recess even if it is just for one minute). They learn quickly and now after the 1st quarter of school, I almost never have to count past 2 or 3!!

Good luck,

Sandy
Missouri

[Unregistered]

Ich bin Kranker der englischen Lehrer, die ständig zurück mich
halten, wegen meiner Blicke usw.. es sein nicht rechtes, und es sollte nicht an tragen, Sie können auf Ihre guten Kategorien ungefähr gehen, und unterrichtende assesments, aber das fututre der Ausbildung steht auf den neuen Lehrern still, lassen Sie uns nicht im Stich.

[Marquis]

My English is not good, but problem in classroom is hard, but solution, work for different people, which ever are comfortable with, use.
You should try different ones out, then see which suit you.

[Terry the teach]

Over time, if your class notices that you are not aware of what they do whilst you are speaking, or taking a leason, they will exploit this, with bad behaviour, or mild conversations.
This should be noticed, by which time a soolution which you thinks perfect should be put in place, and fit suitable punishments in place for those who don't 'play by the rules'.

[Unregistered]

I teach middle school science, a class in which there can be a lot of talk among partners and teams. I learned a long time ago that raising my voice was least effective. Besides, it made me sound angry when I wasn't--I was just trying to regain everyone's attention. Sometimes it even made me feel angry--mostly because they did not respond well or quickly enough.

I now use noise-makers: various whistles, plastic clappy hands, a cheap harmonica, bells, one of those dingers used by some businesses. I keep them strategically placed around the room, for my use only. I train the kids during the first week to respond to my noise-maker by "falling silent". I do not want them to "get quiet". I want them to become silent and focused on just me. It works most of the time.

We retrain after Christmas vacation, spring break, and whenever folks stop paying attention to me. I can also whistle pretty effectively, so that gets their attention. Trust me, quieting a group of 12-year olds is not as challenging as a room full of teachers you are trying to lead though a science workshop!

[NRR]

I have noticed that different groups react in different ways. In one of the schools I taught a couple of years ago, I noticed that NOTHING, and I mean NOTHING worked with that unruling kids (I am an experienced teacher and I have been around the block many times!). My frustration was beyond words.

After several days of despair, I decided to pay more attention to the teachers that were on that environment for many years. I was horrified to discover that yelling was the key. Parents/ guardians shared with me that yelling was the only way that their little darlings would respond to any of their requests. Totally against my principles I started talking in their language; needless to say I felt terrible, but I noticed that some progress was noticed. From there I started changing to 'my way' which is talking firmly. kindly, and softly. I had to explain in plain English that the fact that I used the words "Please, Thank you, etc.) was not to show that I owe them anything and that I was there to waste their time, but . . . (you know the rest!). I was also able to start giving 'mistery' words at surprising times. At the test time, or any activity that the students knew that it would count for a grade, I could pop a phrase like, "On the top right side of the paper , almost falling off from it, please write the MISTERY word for today. If you get the word right, ___ points will be added to your test. If I even smell that there is a leak, the game is over and nobody gets the extra point(s)." That was one of the miracles on that group. I usually change the location of the mistery word because I believe that it teaches the students to be precise and follow instructions - something that our students lack.

Another trick I use at times of 'need' is the usage of my jar of goodies (sometimes jelly beans, sometimes pretzels, sometimes I even bring pencil sharpeners, key chains or something like that). As I teach the class, I require that whatever I write on the board (or OH) they have EXACTLY on their notebooks. Whenever I feel it, I take one of the popsicles from a bundle I have on my desk. Each popsicle contains the name of one student. When I call a name that student must immediately jump up from his/her seat and bring the notes to me. As I inspect, I make positive comments about it, and If the notes are to my satisfaction - right on target as instructed, I present them with one of the goodies. It has worked wonders so far. Most of the times I don't need to interrupt the class too many times for the prizes; it becomes part of the game and it is automatic, allowing more time for the learning; soon they start getting the concept that they are suppose to learn. Most of the times they feel proud of themselves for conquering one more step on their own. :)

[Sarabear]

I used the clapping method. I clap once and the class should respond the same. I clap twice, the WHOLE class should respond. So I continue the pattern until I have the whole class participating.

I then keep a chart.....like Wednesday, 3 claps, Thursday 2 claps. The kids can see their progress and if they keep the claps to 1 for 2 weeks I reward the whole class.

No not only do you get the whole class, those that really are the problem stand out and usually get a little bit of "peer pressure". I know peer pressure is bad in general....but this is the good kind. " And a little peer pressure NEVER hurt anyone."

Stay strong and change it up!! Kids get bored of the same old same old way of teaching and so will you. Try different methods and if you can keep it up....they'll become interested b/c they'll never know what you are going to do!!!
GOOD LUCK!!!!

[Beth]

I use the "Give me Five" method...it works very well with my class this year. It is a Harry Wong thing.

On other great way to get students to listen is....well I talk kind of loud to begin with because that's just my voice, so this might not work with soft speakers. If i notice students aren't listening, i simply stop speaking. Students notice the sudden quiet in the room and stop what they are doing/saying and re-focus their attention. It sounds way too simple, but it works WONDERS for me.

Good luck and DON'T stress yourself out! When you're having a hard time just have the students stop, take a deep breath with you, and then move on...sounds cheesy but it works too. That's an idea from Dr. Bailey's Counscious Discipline.

[wig]

I raise my hand and the procedure is that as they notice my hand the their hands go up, too. It really takes very little time.

[school marm]

I do a cartwheel, round-off, flip-flop across the front of the room.
It gets their attention.

[Unregistered]

I homeschool my children. Two of them are fourth graders. Last year when the kids were having a hard time paying attention, I came up with the Red Lip Rule. I put bright red lipstick on to draw their attention to my face. If a child was caught not paying attention they would get two warnings. If there was a third offense (strike) then I would kiss them on the tip of their nose. For times when we were in public and after they got used to the rule, I would simply say, "R.L.R.". The two fourth graders are at the stage where they don't want to be embarassed (even if it is in front of their little brothers and sisters) and just the mention of "R.L.R." brings a chorus of "Red Lip Rule" and we are able to get right back on track. Most of the time I don't even have to put on the lipstick. I just ask if I need to and hear, "No!".

I realize that you can't kiss someone elses children. Perhaps you could come up with something creative that would work in your situation.

[Unregistered]

I tried the "Give me 5 Method" but my administrator won't allow us to take recess time or after school time. I have several behavior methods running in my class. I have magnets on my whiteboard, red, yellow, green, like a stop light. As I talk, depending on the classes behavior, I will move a pointer up or down, without breaking stride. This is an immediate visual to the class about how I feel their behavior is. The "stoplight" is tied in with smileys. At the end of each day, I decide if they earned 5 minutes of Personal Activity Time (PAT) on Friday. Each smiley is worth 5 minutes. Red light means none, yellow possible, and green yes. Overall, it works fairly well.

My biggest change is I've gone to a monetary system. The earn money, lose money, and can barter with me or others for supplies they might need. On Fridays, we have a class auction where 5 students get a chance to sell there "junk" from home for play money. You'd be surprised what students will buy. Students that have had poor behavior and have lost money, won't be able to purchase items. Not to mention, if they've been fined during the week, they are not allowed to sell at auction either.

It's not a perfect system, but it works

Mike
5th grade teacher

[unregistered]

As a nearly k-12 fulltime substitute teacher, I have even a harder time than most in getting the attention of students... That is if I let the control evade me from the beginning. That is not to say I'm a slave driver - far from it in fact - for the kids have a good time with me and still learn the lessons set forth by their regular teachers. In general, I use a variety of tactics to get student attention.

I've used the:
1)"give me five" already mentioned by several teachers;
2) an AB, ABC, or ABCD patterning (such as "peanut, peanut butter / jelly" or clap clap snap fingers /clap clap snap fingers repeated until the kids join in and they usually do! and varied throughout the day by touching my ears or bending at the waist to get the kids moving) - and it works with all grade levels;
3) whispering the next instructions, and the students in front will start shushing their neighbors so they can hear;
4) I draw a star on the board below my name prior to the class's arrival - the explanation is that when I point to the star, I expect their attention to be directed at me for important information;
5) and in extreme cases, pointing to my watch, which to them, is a notice that they will lose some sort of privilege to which they are anticipating.

I've noticed that it can be a battle of wills on occasion, and it is the occasions when I'm not on my toes that the kids win. However, with these and other techniques of a similar vein, in which they use their own attention management tools and refocusing abilities, both you and the kids will learn each day from each other.

Elizabeth F

[Unregistered]

In general, I use a variety of tactics to get student attention. .... an AB, ABC, or ABCD patterning (such as "peanut, peanut butter / jelly" or clap clap snap fingers /clap clap snap fingers repeated until the kids join in and they usually do! and varied throughout the day by touching my ears or bending at the waist to get the kids moving) - and it works with all grade levels;
3) whispering the next instructions, and the students in front will start shushing their neighbors so they can hear;
4) I draw a star on the board below my name prior to the class's arrival - the explanation is that when I point to the star, I expect their attention to be directed at me for important information;.....
Elizabeth F

Thanks for your input, though I'm not the original poster of this thread, I am always looking at the threads along this topic for new ideas, but most often I feel dissappointed, because I can't see the posted solutions working for my particular situation, but your input about the snapping of the fingers, etc. seems like it would click with my style of teaching, and the type of kids I deal with. :)

[Unregistered]

I'm a teacher candidate currently observing in elementary classrooms. I'm looking for guidance on effective attention getters for grades 4-6. I most often see the teacher hold their hand in the air and e-v-e-n-t-u-a-l-l-y the students look and listen. I feel too much time is lost with this method and am looking for alternatives.

There are lots of signals: 3-2-1 students are previously instructed on what each number means, 3 eyes on me, 2 mouths closed, 1 listen for what's next or the SALAMI (stop and look at me immediately), a clapping pattern that kids repeat. These are a few examples.

[BigDaddyTeacher]

... or the SALAMI (stop and look at me immediately), a clapping pattern that kids repeat. These are a few examples.
I like you ideas.
Sadly, my mind works overtime, and I initially read your word SALAMI as the SLAM technique - you know, dropping a really large and heavy book from a great height and waiting for the SLAM to get their attention.

Hmmmm - mabye i'll try that one next week!

[mrshrox]

I have enjoyed reading all of the ideas about getting students' attention. However, as a Sponge Bob fan, I must point out that the words are "Who lives in a pineapple UNDER THE SEA?", not under a tree. This is by far my favorite suggestion!

[Unregistered]

Thanks for all of the suggestions. I have been using the clapping one, but need to change it up.

[Unregistered]

Thanks for all of the suggestions. I have been using the clapping one, but need to change it up.

hi im a student and i would like 2 no why teachers are so meean

[marleyfan]

hi im a student and i would like 2 no why teachers are so meean

Because we see the way our students spell.

Anyway....I generally simply say STOP AND LISTEN PLEASE. I usually only have to wait maybe a few seconds at most before I have their attention. If I find that Im waiting too long then I start my stopwatch. The stopwatch means that I get 2 mins of their time after school for every one min of my time I spend waiting for them. As soon as they see the stopwatch it gets quiet reeeeaal fast. Every time I hear a teacher doing the 5 4 3 2 1 countdown Im always waiting for them to explode at 0.