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Student presentations can improve learning because the students have to research to make the presentation and the other students listening and watching the presentation are taking in the knowledge. Students learn well from other students.

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Use an interesting stimulus at the start of the class so that straight away the students are interested, eager to learn and the teacher has their attention.

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These are a good way of testing the students knowledge and they can be used to 'fill gaps' when the teacher needs. All teachers should have resources like this with them in every class in case they may ever need them.

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After the students use materials provided to make their own timers, these timers can be used to time certain activities in that days lesson.

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Teacher raising the hand and counts backwards from five to get the students attention (5,4,3,2,1). By the time the teacher gets to one they should have the attention of all the students.

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At a table with a group of four, place a large sheet of paper in the middle and have it divided up into four sections at the sides and one rectangle/square in the middle. Each student in the group takes a corner of the sheet to write their ideas and then the whole group come together after that and write the best ideas in the middle shape before they announce them to the class.

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Have a white board or a big sheet of paper at the back of the classroom that students can write ideas/notes on such as they need more learning on a certain topic.

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To gain students attention after group work or when they are just talking clap a few times to a steady beat to gain the students' attention.

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Students work together on a problem so that differentiation by grouping can be used, many heads can be put together to come up with better ideas and students will have more confidence giving a suggestion to a few students rather than the whole class.

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At the end of a class if students want to give a suggestion or ask a question that they were too afraid to ask on front of the class they can do so by putting it in the box. If the question is anonymous the teacher can answer the question openly on front of the class because more than likely more than one student doesn't know the answer. The teacher could write a note back to the student answering the question if it was not anonymous.

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These can be used to give answers, suggestions, ask questions, etc. They can be anonymous or not depending on the activity.

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This can be used to show students how long they have left rather than keeping on having to tell them. It allows students to pace their work appropriately.

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Give every student a lolly-pop stick and get them to write their name on it.  Collect all the lolly-pop sticks and place them in a cup for example.  When choosing groups the sticks can be used by picking out sticks and whose ever name is picked is in that group.  It can also be used to get an answer off someone (can make up someones name was called if you see them not paying attention, etc. ).  Sticks of doom could also be used when starting with a new class to learn their names. They can be used to decide an order of students, for example Amy was picked out first so she will present first.

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Mini whiteboards can be used to give answers, ratings, etc. All students/groups can raise the boards at the same time so that no one can copy each others answers.

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Red, orange and green objects such as cups can be used by the students to illustrate their understanding to the teacher (green=understand, orange=have a fair understanding but need a little bit more help, red = do not understand, need help) or to show the teacher if they need their assistance immediately or not while doing group work at tables (green = no assistance needed, orange = assistance is not urgent but will be needed soon, red = urgent assistance).