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We would do a quick brain break and then resume.

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We would stop, ask them to recap with a partner what was just being discussed or taught. This will give us the opportunity to see if they were genuinely disengaged or if it looked like they weren't.

A brain break might also be essential to help gather focus back.

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Set a timer with specific steps. Use visuals. Set consistent expectations. Provide rewards and consequences. 

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Set a timer with specific steps. Use visuals. Set consistent expectations. Provide rewards and consequences. 

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In the beginning of the year we use EOG data, teacher observations, unit pretest, IP for SM. As the year moves on, we use Unit post test, Benchmark data, and continue using teacher observations.

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Use the pretest as a "check in" and then reteach the content the students have not mastered before the post test

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Brain Break; class call outs- class, class, yes, yes; class dojo points, positive shout outs-I love how Bobby is sitting; Attention getters, reivew expectations-criss cross applesauce, hands in your lap, facing the front, in your own space; sticker charts

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Pause from talking, Review classroom rules and expectations.

Call out (Class Class) and wait for class response

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Brain break: either stretch break, play a game of "teacher says", water break, or movement break.

If it is just one student causing disruption, have the student take a walk outside of the classroom.

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We use the pre/interim test data in math. Pull small groups based on that information. Then adjust whether it is application or computation. 

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We use the pre/interim test data in math. Pull small groups based on that information. Then adjust whether it is application or computation. 

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Keep those transition routines consistent. Use visuals such as a schedule for the day, and if something will be changed from the norm be sure to have a discussion with that student prior to the change. Behavior chart for transitions. Make transitions a part of his/her personal goals. Reteach/Practice transitions often. Reflect on your practice during a transition (maybe you as the teacher can adjust something).

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Turn & talk - buddy talk about what they WERE supposed to be doing before carrying on....

Wave hi to person who comes in - welcome them in.....then get back to lesson....they are to tell teacher what they were learning.

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Brain break to get them up and moving to release their wiggles. Works most of the time. 

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Brain break to get them up and moving to release their wiggles. Works most of the time. 

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Using a visual, present checklist, to organize activities. Remember to keep groups fluid for changes based on the standards and behavioral needs. Set high expectations.

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Use an attention getter to get the class back together.

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1.expectations

2.to do list

3. Timer

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We would stand and do jumping jacks/brain break/run/manipulatives or "shake out our sillies"

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In first grade, we would do some sort of brain break that is very quick to help them get up and moving.

We can also change our teaching strategy, if we find students are losing interest.

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A brain break. Planning future lessons that get them up and moving. Reflecting on your lessons.

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Lesson is stopped! We will get up and do some movement and try to reestablish engagement.

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We use "Catch & Release" based on exit tickets, past assignments, assessment data, etc.

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For ELA, we use mclass data.

For math, we use pre test and post test data.

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We use data from previous quizzes or tests to build our small groups and use our tutors to help provide enrichment.

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Set clear expectations and enforce them.

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Data driven small group instruction.

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Timers, specific organization, very structured classroom routines, reinforce routines every day

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Provide a checklist

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Using timers, procedures and routines.

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A brain break. As well as use technology (students seem to have fun when using technology)

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A brain break. As well as use technology (students seem to have fun when using technology)

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Brain Break

Redirect my teaching

Review the I Can statement

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Looking at data, graphs in mastery connect, amplify creates groups that we can use as well.

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Looking at data, graphs in mastery connect, amplify creates groups that we can use as well.

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We would do a brain break,,get up and move....

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We would do a brain break,,get up and move....

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Grouping students based on data.

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Timers

Chimes

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Group students according to data collected. 

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Group students according to data collected. 

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We use MClass data....and other collected data- such as Sight Word knowledge... Alphabetic Principle (letters & sounds known), etc.

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We use MClass data....and other collected data- such as Sight Word knowledge... Alphabetic Principle (letters & sounds known), etc.

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Use the data to plan instruction for students according to their needs/ levels

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Keep to a routine,,, count down 10-0....use a timer on the Clear Touch

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Keep to a routine,,, count down 10-0....use a timer on the Clear Touch

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Create a slide show to utilize during small group instruction. This helps small group run smoothly.

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We use a variety of lists and intro procedures. Our transitions are modeled so students are shown the exact expectation for the procedure. Information is provided verbally and on the board upon student arrival into the classroom. Easy steps repeated considering age of classroom.

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Countdowns, wait time, quick brain break

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We do an attention grabber to get them back on task.

Brain break if needed.

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Heads up, verbal reminders, timers, door bell, explain each center and where it is and the expectations. A buddy to give reminders.

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With the abundance of 504s we have this year this is an issue! We are using timers, establishing routines and following them faithfully, utilizing agendas. Canvas is also essential.

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Set a timer. Offer tickets to student that are ready to motivate others.

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Our classes will do a quick brain break and stretch to get focused back on the lesson we were teaching. Students could also get a sip of water or do a shoulder buddy talk.

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You practice the expectations and model how to transition early in the year

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Haley, Kristin

You could take a quick bathroom break, use the call and response with students, give incentives to those that are on task

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Get up and move, brain break, call backs, etc.

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Get up and move, brain break, call backs, etc.

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Do some brain break.

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Get up and move, brain break, call back, etc.

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Quick brain break! 20 second dance party

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Use all the data available

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By their differentiated levels.

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Small group instruction will be based on data from different types of asessments

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We would engage students in a brain break activity so that we are able to redirect them to lesson being taught.

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Use games, timer

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Timer, Reward system. Accountability, Partner to keep them on routine

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Reminders, timers, first and then chart, visuals, call outs, etc.

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We use scores obtained from formative assesments such as BOY, Interim etc

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Use a timer. Put it up on screen. Use visual aid: first then next

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We look at mclass data, UFLI assessments, pre and post assessments, mastery connect, and teacher observations.

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Set a timer to help them transition. A student partner to help guide and model after. Positive Reinforcement of the positives and giving PRAISE! Having captains and co-captains of teams to help re-direct instructions. 

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Set a timer to help them transition. A student partner to help guide and model after. Positive Reinforcement of the positives and giving PRAISE! Having captains and co-captains of teams to help re-direct instructions. 

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Take a brain break.

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The teacher can go over classroom routines, set a timer, assign a partner to help student with transition, and the teacher can reiterate her classroom rules for the class to ensure classroom management is followed in the class.