![]() The children are familiar with raising their hand as a way to get my attention so this is easy to teach. The visual signal I use is a raised hand. She has taught for thirteen years and is a Responsive Classroom certified consulting teacher.Ī: I use two kinds of signals for quiet: visual and auditory. Jodi McErlane is a K–1 loop teacher at Hempfield Elementary School in Greenville, Pennsylvania. They can help by tapping that child on the shoulder and pointing to the other children’s raised hands. I sometimes open up a discussion with the children, asking, “Why do you think some children don’t notice the signal? How can you help?” They might say that some children are deep in conversation or concentrating really hard on work. I’ll refer to our classroom rules, saying that the signal for quiet is a way to take care of everyone in the class. If children have a hard time noticing the signal, we stop and practice again. It’s also important that I always use a signal to get their attention instead of sometimes raising my voice to say “Quiet down!” If I sometimes begin to talk before they’re quiet, they don’t take the signal seriously. And it’s important that I do this every time I use a signal. I think it’s important to wait until all children are quiet and looking at me before I begin to speak. As soon as I’ve finished with my instructions, I say “melt” and they uncross their hands and return to what they were doing. I let children know that when I give a signal for quiet it’s because I need their attention quickly and that I’ll only need their attention for a short period of time. Then I ask them to cross their hands in front of them, as a reinforcement of the idea that they’ve stopped what they were doing. This draws their attention away from whatever activity they’re involved with and towards me. If I begin a rhythmic handclap, they finish the clapping sequence. If I raise my hand, they raise their hands. Signals work best if children can respond actively. For example, I’ll raise my hand and at the same time, hold a finger in front of my closed mouth. When I first introduce a signal, I model it, using exaggerated gestures. When the class is working on something with me, I raise my hand when they’re involved in small group or individual projects, I use an auditory signal, such as a handclap, or I dim the lights. What signal should I use? How do I introduce it? When should I use it?Ī: I use two signals, which we practice frequently. I’ve tried raising my hand but most of the time, children keep talking. I’ve read about using a signal to get children’s attention and let them know it’s time to be quiet. AugCategories: Classroom Management & Discipline / Classroom Organization Question:
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |