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1-3-6 Protocol (linked here) Click here to see a video of it in action Great for Movement and Discussion Great for brainst...

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This discussion technique gives students the opportunity to respond to questions and/or discuss information with a variety of peers in a structured manner. Students form two concentric circles and exchange information with a partner until the teacher signals the outer circle to move in one direction, giving each student a new peer to talk to.

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This technique stimulates student learning through movement and discussion, and it can also be used as a formative assessment. Students are presented with a controversial statement or are asked a question. In each of the four corners of the classroom, an opinion or response is posted.

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The Impact of Collaborative Teaching and Learning

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The Impact of Collaborative Teaching and Learning

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The impact of collaborative teaching and learning

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What are some collaborative learning strategies?

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What are some collaborative learning strategies?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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7 Classroom Management Mistakes—and the Research on How to Fix Them

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7 Classroom Management Mistakes—and the Research on How to Fix Them

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7 Classroom Management Mistakes—and the Research on How to Fix Them

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Whether our emotions get the best of us, or we fall into familiar but unproductive habits, here are 7 common classroom management mistakes, and what the research suggests you should do instead.

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Where Everybody Knows Your Name | How well are you getting to know your students? Check out this school's superb method for making sure that no student is overlooked. | By Edutopia | Facebook

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1.5M views, 182 likes, 54 loves, 7 comments, 197 shares, Facebook Watch Videos from Edutopia: How well are you getting to know your students? Check out this school's superb method for making sure...

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From Jess, a 4th grade teacher: Disclaimer: Names are not real students in my class. Love this exercise I read in a book by Responsive Classroom! | Edutopia |

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114K views, 632 likes, 31 comments, 309 shares, Facebook Reels from Edutopia: From Jess, a 4th grade teacher: Disclaimer: Names are not real students in my class. Love this exercise I read in a book...

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Building Strong Foundations With Classroom Routines

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Building Strong Foundations With Classroom Routines

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Investing time early in the year to establish procedures and expectations lets teachers and students enjoy a classroom that runs more smoothly (almost!) every day.

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Building Strong Foundations With Classroom Routines

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Investing time early in the year to establish procedures and expectations lets teachers and students enjoy a classroom that runs more smoothly (almost!) every day.

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Whether students are in class or at home, these quick breaks can help them find calm and prime their brains for learning.

The traumatic conditions of isolation, chronic unpredictability, and physical and emotional distance over the past year are affecting everyone, but children and adolescents are experiencing these effects as they are still developing. Toxic levels of stress can wear out their nervous systems, and they find themselves in elevated states of anxiety, depression, and sometimes hopelessness.

Our children and adolescents who appear withdrawn, detached, oppositional, defiant, or aloof may often be exhibiting negative behaviors because they are in pain and are responding as their stress response and nervous system dictates. When we feel threatened or unsafe or when something feels unfamiliar, our response is reactive and reflexive. In such moments, students often don't have the resources to self-regulate.

When students are able to achieve a calm state, they can think clearly, problem-solve, and create stronger memories of what they are learning with increased attention. To help them find that calm, I recommend regulatory activities called focused attention practices, which provide a stimulus that students can focus upon, including deep breaths, sounds, visualizations, movement, rhythm, art, and sometimes taste.

Focused attention practices prepare and prime our brains and bodies to create and hold a state of relaxed alertness. They can calm and/or energize the nervous system. They broaden and deepen our awareness while promoting emotional, social, and cognitive well-being for all students and can be integrated into procedures and routines in our classrooms and schools and students' homes.

10 Focused Attention Practices for Distance and In-Person Learning

1. Fist Pumping: Have students stretch their arms out, palms up, to each side at shoulder height and hold their elbows straight, and then have them open and close their fists with an energizing breath. I have students do this for 30 seconds and then take a long slow deep breath and do it again for 30-60 seconds. Ask students to focus on their movement and breath. Ask them to flip their hands over and open and close their fists again for another minute. This exercise brings an oxygen flow to the brain and strengthens the nervous system.

2. Crossing Movements: Have students make a fist with the thumb inside and raise their arms up and slightly out to each side, making a 60-degree-angle V. They inhale with their arms straight, and bend their elbows to cross their fists in front of their forehead on the exhale. Then they straighten their arms and inhale back into the raised-arms V, and then bend their elbows and cross their fists behind their head. Continue with this powerful breath exercise, which releases calcium deposits in the shoulders and improves blood flow to the brain. This is an energizing movement.

3. Punch and Grab: Have students stand with feet about three feet apart and make fists. One arm at a time, have them reach in front of them, opening their fist on the inhale and closing it and drawing it back to their body on the exhale. They will move back and forth with a powerful inhale and exhale, opening and closing their fists and alternating arms as they pretend to grab something they need. This is much like a boxing movement with one arm at a time, at any speed that feels comfortable.

4. Blossoming Flower: With the fingertips of both hands touching, students begin by opening their thumbs with a deep inhale and then exhale; as they continue to breathe, they open their forefingers, then middle fingers, the ring fingers; when they come to the pinkies, they pull their hands apart and take the biggest breath as their flowers bloom. As they open each pair of fingers, you can also ask them to say an affirmative sentence such as "I am peaceful," "I am strong," "I am ready," or "I am getting there."

5. Frog Breaths: Standing up with their heels touching and toes pointed out, have students squat down and touch the floor with their fingertips. They should inhale when they stand, and exhale when they squat. Aim for 20 repetitions. This exercise energizes students and strengthens the nervous system.

6. Balancing the Plate: Have students balance a light object such as a paper plate or cup, or even a book, on their heads and hold a variety of poses. They can try balancing on one leg, squatting down, walking, or bending forward as they steady their heads and seeing how low they can bend and still keep the object on their heads. You can try coming up with new poses with students.

7. Dedicate This One: Have students create an image or write down a few words that they want to share with someone they appreciate. As they think of the person, they should breathe deeply for one minute, mentally expressing their love and their image or words with the thought of this person.

8. Give Me Yours, and I'll Give You Mine: Have students write down or draw a worry or concern they have and then fold up the paper and hand it to a friend. As they share their worries, have them breathe together for one minute, breathing in strength and love and breathing out this strength and love to their friend. Whether they share the worry is a choice; if you want students to share these with one another and with the class, you will need to set guidelines and agreements for everyone.

9. Vision Quest: Have students focus on one specific object in the room or within the setting where they are. After focusing their attention for 30 seconds, have them broaden their gaze and create a gentler, more open vision of their setting. When they do this, their heart rate, respiration rate, and blood pressure will lower.

10. Reveal: Bring an object to Zoom or the classroom that is covered with a towel or cloth. Hold the covered object with just a small part being revealed in front of the students, and with every deep breath they take, you slowly peel back the cloth, revealing a bit more of the object. After a few deep breaths, they should now see enough to begin guessing in the chat box or by calling out. You can ask how the object is related to your content or to social and emotional learning.

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Whether students are in class or at home, these quick breaks can help them find calm and prime their brains for learning.

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In the classroom, failing to respond firmly and consistently to student misbehavior can mean losing control of the room-and a quiet, focused class is often a highly productive one. But too much emphasis on the superficial appearance of order can stifle student creativity and passion. An always-quiet, always-composed classroom, veteran teachers tell us, can look like success but conceal a deeper problem with student engagement-disguising disinterest, or even boredom, as attentiveness.

Earlier this year, we wrote about the importance of carving out time to build strong, long-term relationships with middle and high school students because the research shows that these connections are central to productive learning. On our social channels, teachers from around the country passionately agreed, sharing their own experiences of connecting with students in the classroom.

And a powerful theme emerged: Educators told us about the subtle ways they temporarily loosen the reins on discipline or suspend the focus on academics. With the goal of building deep and genuine connections with kids, these teachers insisted that some messiness and noise-yes, even some chaos-moved the class forward in intangible ways. The research and the neuroscience clearly square with this practice: Students need downtime to process recently learned material and make space for new lessons, and the social context of classrooms-the relationships with fellow learners, the sense of belonging and camaraderie-drives deeper academic engagement.

"My first piece of advice is not to be scared of a noisy classroom," Heather Redmon Leise, a high school history and government teacher, wrote via Facebook, counseling other teachers to confront some old taboos. "Let the side conversations happen while students are working, and eventually they will invite you in."

Traditionally, letting kids chat in class is discouraged-unless it's done with purpose. "It's common to assume that allowing students to talk to whomever they want about whatever they want is a bad thing. That it wastes time. That it gets them off track. That it riles them up and causes misbehavior," writes teacher and author Michael Linsin in his Smart Classroom Management blog. "But when you decide when and how it's done, it's nothing of the sort. In fact, giving students a few minutes to stand, stretch their legs, and chat with a friend can be an effective classroom management strategy."

Allow Some Frivolity

Within the framework of a well-managed classroom, experienced teachers tell us, they've grown to embrace this type of flexibility, building in opportunities to honor students' humanity, letting them take breaks and be silly at times, and giving them frequent, in-classroom opportunities to connect. It may look messy on the surface, but it's how these educators build authentic, meaningful classroom communities where kids are engaged and learning.

Give Them Time to Tell Their Stories

Rules in the classroom matter, but relationships matter more, according to Rebecca Alber, an instructor at UCLA's Graduate School of Education. "One way we can deepen our relationships with students is to share a bit about ourselves with them, and create opportunities for them to share with us-and each other," Alber says.

It's a priority that savvy educators have advocated for a long time. "Years ago, the late Ted Sizer came to my university to give a talk to a small group of teacher candidates and faculty," writes Laura Thomas, director of the Antioch University New England Center for School Renewal and a former teacher, via Facebook. "One of the teachers asked him: 'How can I change anything?' Ted answered: 'Bear witness to one another's stories. Tell yours, listen to the stories that your colleagues tell, listen to the stories your students tell. Bear witness.'" Notes Thomas: "Best advice I've ever received."

Sharing stories can be a relatively unstructured part of the day: You might start the period by asking if anyone has a good story to share with the class or share one yourself. Or pair kids up and ask them to share a good thing that happened recently in their lives or something they're looking forward to. "It doesn't have to be anything major-it can be something as simple as, 'It's taco night at my house tonight,'" says Alber. "Start each day or class period with [this type of sharing], and as students get more comfortable with it, expand the groups to four or five students to help forge more community connections. You share too."

In the end, it's the sharing and listening that sets these classrooms apart, allowing kids to develop a deep sense of connection to their teacher and classmates, priming them for productive learning. "Let them tell you their stories," Redmon Leise writes. "Work stories. Pet stories. Homework stories. Relationship stories. Stop and listen. One on one, even in a class of 34 (which I've had), it's a game-changer-23 years later, relationships are my most effective tool."

Bracket the Class With Unstructured Time

Consider starting or ending class with a few minutes of open, largely unstructured chat time, but be sure you have a plan to right the ship.

When classes start to drag and students' interest flags, sometimes a simple 2- or 3-minute break with some stretching can reenergize everyone. "The key to allowing talking breaks is for you to decide when and how they're done," says Linsin. It's important to teach and model for students how this quick mental and physical break will unfold and how they'll return to their seats as the chat break concludes to focus once more on learning. "I realize that allowing students to talk can feel a bit rebellious or sacrilegious, or almost too simple to make a difference. But it's sneakily effective," Linsin writes.

Challenge the Conventional Wisdom

Ultimately, students need to talk, says Jennifer Gonzalez, a former middle school language arts teacher and the editor of Cult of Pedagogy, and it's important to make space for that in the classroom. "If you're shooting for a classroom environment where students sit silently and do rote seat work all day long, where they never have an opportunity to talk to their peers, where they never get out of their seats, and where the work is not engaging, you are going to have problems," she writes.

It's reasonable, of course, to expect kids to be quiet while you're teaching and giving instructions, and during independent work, but there should be times throughout the day when they can chat freely and work off antsiness and boredom. It's OK to occasionally break out of the standard routine-and kids often really benefit from a learning break. So actively seek out opportunities throughout the day for them to "express themselves, to get up and move around, to work in groups and pairs and discuss," Linsin writes. "Classrooms should be vibrant and interesting, exciting places, and so I'm all for getting students up and moving and having fun. Those things just make classroom management stronger, and they free you to ask anything of your students, including silence."

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In the classroom, failing to respond firmly and consistently to student misbehavior can mean losing control of the room-and a quiet, focused class is often a highly productive one. But too much emphasis on the superficial appearance of order can stifle student creativity and passion.

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Encouraging Shy Students to Speak Up in Class

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Encouraging Shy Students to Speak Up in Class

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Some students thrive on the opportunity to share their voices. They embrace the thrill of standing before their peers and reading, debating, or demonstrating. Some students, however, do not.

As a teacher, you have likely had both of these kinds of students in your class before, and it can be difficult to figure out the best way to engage your shy students in classroom discussions and activities.

When I was in middle and high school, I not only was terrified of being called on in class but found myself incredibly uncomfortable in classrooms that required active, out-loud participation. While it's important for teachers to help students like my former self grow their capacity to communicate and take academic risks, we are also responsible for helping create supportive environments that make our students feel safe.

Classroom Culture

The first thing to consider when increasing students' willingness and ability to participate is the classroom culture around mistakes. Many students are afraid to speak up because they are afraid of what others might think or say about them.

To promote a culture of academic risk-takers, shout out students who are trying their best, even if they aren't 100 percent perfect. When a student does make a mistake, explain how important it is that the class got to hear the mistake and learn from it, rather than just telling the student they were wrong.

If you hear students saying negative things about someone in the class because of an answer they gave or the way they read something aloud, don't let it go unaddressed. Ensure that all students recognize the classroom as a space for them to take chances and be supported as they work toward mastering all of their academic goals.

Alternative Means of Participation

Next, you want to plan for how you are going to ask students to participate and ensure that there are options for all students. The idea of popcorn reading or just speaking into the space was incredibly scary for me as a shy student. Being cold-called was another anxiety-inducing experience. In my own classroom, I now offer many different ways for students to participate: silent raised hands, nonverbal responses to questions, and sharing with a partner instead of the whole group.

Another strategy I use is the warm call. While I'm circulating during independent practice, I will tell a student in advance that I am going to call on them to answer a question. The student will usually ask me if they have the correct answer before they share aloud, which gives them the confidence to participate.

I also do this with written work by starring answers on student papers that I want them to read aloud. Again, students already know that they have an answer that exceeds expectations and are therefore more eager to speak up.

To further encourage student participation, create systems that ensure that every voice is heard during class. This can look like a participation tracker on which students earn a check each time they participate, whether by speaking up or actively engaging with silent signals.

While some students may need time to feel comfortable taking academic risks, these same students may be willing to participate by reading aloud, asking their own questions, or making connections to their previous learning and real-world experiences.

To celebrate student participation, take time to shout out the top three most active participants or award an MVP for that class period. You can even tie participation to a positive behavioral interventions and supports (PBIS) system or your own classroom reward system.

Confidence Through Collaboration

Finally, create ways for students to help one another build their confidence. When I ask students to come to the board to demonstrate something or give a presentation, they often ask if they can do it with a partner. As often as possible, I allow them to do the presentation or demonstration together.

Some students just need to know that they aren't alone and won't be the absolute center of attention to feel OK getting up in front of the class. When students are allowed to work together, they can help each other grow more confident in the space.

Another way I foster students supporting one another is through small group work. I will assign each student a role in the group, and one will be the presenter. The students work collaboratively to put their presentation together, which helps students feel more confident sharing out, knowing that their group members supported them in coming up with things to say.

There will always be some students who love to speak up and some who find it extremely scary. By creating classroom cultures that support academic risk, providing a variety of opportunities for students to engage, and fostering collaboration in the classroom, teachers can help all students feel safe and, ideally, more capable of participating.

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Encouraging Shy Students to Speak Up in Class

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Some students thrive on the opportunity to share their voices. They embrace the thrill of standing before their peers and reading, debating, or demonstrating. Some students, however, do not. As a teacher, you have likely had both of these kinds of students in your class before, and it can be difficult to figure out the best way to engage your shy students in classroom discussions and activities.

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The ‘How’ of Building Deeper Relationships with Students

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The ‘How’ of Building Deeper Relationships with Students

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Social & Emotional Learning (SEL)

When students feel safe and supported in school, they can learn better. Here's how to start making those connections.

Dobrila Vignjevic / iStock

Building strong relationships with students is a vital part of the work educators do in schools, yet not every teacher enters the classroom having learned the nuts and bolts of how to develop and nurture teacher-student relationships, writes Gianna Cacciatore in Usable Knowledge.

But relationship-building is a skill we can all get better at, says Megan Marcus, a counselor and the founder of FuelEd, a nonprofit dedicated to teaching educators social and emotional skills. "Just one relationship with a caregiver throughout a lifespan can actually change the brain's development, heal trauma, and promote learning," Marcus tells Cacciatore. "Educators have the potential to utilize this power. Many do this organically-but we could do so much more if educators were equipped with the skills and self-awareness to systematically do this work."

When teachers consistently prioritize building strong connections with students, research shows there's a significant impact on kids' long-term wellbeing as well as their ability to learn and stay engaged in schools. "Learning doesn't happen without relationships," writes Rebecca Alber, an instructor at UCLA's Graduate School of Education. "In the classroom, rules matter, but as many of us have learned after a few years teaching, relationships matter much more."

Here are four ways to start building and nurturing authentic, strong relationships with students.

Develop Your "Empathic Listening" Skills

A natural response when a student is distressed is to immediately offer advice or reassurance, but that's not always the most helpful or productive reaction. Instead, try slowing down and patiently "listening to what a student has to say and not responding. No reassuring, no offering advice. Just listening," says Cacciatore. This can be hard to do, especially if you're a problem-solver by nature, so take a breath and remind yourself that good listening isn't necessarily about fixing anything or anyone. Ultimately, empathic listening builds trust: "Someone comes to you, they share their feelings, and instead of jumping in to problem-solve, you listen," notes Marcus. "Now, not only is this person calmer and better able to solve their own problems, but they want to come back to you again, share more."

Empathic listening also requires waiting until the person who's speaking finishes and allowing ample space for pauses, writes neurologist and teacher Judy Willis. "Such pauses, which demonstrate your focus, may give the speaker the reassurance to reveal something they were reluctant to share," says Willis. Remember to sustain eye contact and an engaged posture to signal that you're actively listening rather than bored or distracted, she adds.

Carve Out Time for Small Talk

Small talk isn't insignificant. Each Monday morning, middle school math teacher Cicely Woodard and her students form a check-in circle, pass a ball around, and take turns sharing how they're feeling, offering compliments to classmates, or discussing what they did over the weekend. "Though it can seem like every minute is needed to get through the academic content, I've learned that a five-minute investment once a week to learn about each other is invaluable to my students and builds a better culture in my classroom," writes Woodard.

But Woodard also connects with her students throughout the school day, finding a few moments prior to class to chat, for instance, or greeting students at the classroom door. "Because I've made myself approachable, some of my students will tell me stories about their lives during the five minutes between classes," she writes. "I stop what I am doing, look them in the eyes, and listen. I love seeing their eyes light up as they tell me these stories, and these encounters always leave me a little more knowledgeable about who they are as people."

Be Genuine, It's OK to Show Vulnerability

Educators often feel pressured to maintain authority in the classroom and avoid expressing emotions or sharing personal details with students. But this can inadvertently put up a wall between teachers and students, ultimately hindering efforts to develop strong connections. The reality is that everyone experiences worries, anxiety, or frustration at times, and when teachers find opportunities to share their own feelings with students-in developmentally appropriate ways, of course-it helps normalize students' own emotions and struggles.

"It starts with so much honesty and transparency with kids," says Lindsey Minder, a second grade teacher. "It's really easy to strive to be this idealized, always ready to go, elementary school teacher. And that's not real, and that's not human. My students connect most with me when they see that I also struggle, and I also have challenges."

Showing vulnerability can be as simple as acknowledging imperfections or sharing a few personal tidbits, says instructional coach and educator Beth Pandolpho. Her students know, for example, that she "cried a lot in elementary school," and that her big goal in middle school was to not cry at school, she writes. "There's a chance for teachers to bridge the divide between the adults who seem to have all the answers and the students who are still figuring things out," Pandolpho says. "When my students feel like they know me, they're more actively engaged, seek my help outside of class, and are more receptive to my suggestions and ideas."

Track Your Efforts

The many competing demands on educators' time and attention can make the work of nurturing relationships feel overwhelming. That's something educator Todd Finley decided to tackle. "Wouldn't more students benefit if the [process] were less haphazard and unconscious?" writes Finley, a professor of English education at East Carolina University. "I decided to experiment with being deliberate and intensive in thinking about my students."

Aiming to make his relationship-building efforts more systematic and intentional, Finley developed a 5x5 assessment time strategy. Each morning, he sets aside a short block of time-like when he's driving to the gym-to think deeply about five students for about five minutes per child. During these minutes, he reflects on a set of guiding questions: what he noticed about the student recently, for example, and what this reveals about their struggles, values, and goals. Throughout the school day, he'll use these reflections to start conversations with the focus students. "This can happen in the hall, or in class while I'm passing out papers-whenever it seems natural to do it," he writes.

Plan for a bit of a learning curve with this strategy, Finley warns: "Don't expect it to go perfectly at first. As with mindfulness, you'll get better with consistent practice," he writes. But the simple habit of consistent, systematic reflection "will build your capacity to notice, understand, and connect with students-competencies exhibited by transformational teachers that fortunately improve with practice."

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The 'How' of Building Deeper Relationships with Students

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When students feel safe and supported in school, they can learn better. Here's how to start making those connections.

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7 Attention-Getters to Use Instead of Raising Your Voice

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7 Attention-Getters to Use Instead of Raising Your Voice

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These visual and audio cues can help middle and high school teachers quickly get students back on track.

For many new teachers, classroom management can be one of the biggest obstacles to achieving success.

Without a toolbox of strategies to get students' attention, raising your voice may feel like the only option when students are engaged in a loud activity or simply not meeting expectations. To avoid creating a negative classroom culture, which ultimately impedes learning, new teachers, or teachers facing new circumstances in this less than ideal school year, can employ these attention-getters.

For each of the attention-getters below, it's important to explicitly teach students what your expectations are for how they should respond. For older students, it will likely take only a few minutes for you to demonstrate the attention-getter and share your expectations-voices are off, eyes are on the board, etc.

7 Effective Attention-Getters

1. The Clap-In (or Snap-In): The clap-in is a classic attention-getter for good reason! While many teachers resort to raising their voices when the classroom gets too loud, clapping provides an equally noticeable but far more positive way to get students' attention. To use a clap-in, simply pick a pattern to clap and have students repeat it back. As more students join in, the clap gets spread across the room until all students are participating in the clap and ending their conversations.

There are a few ways to make this more interesting for students. One option is starting with a clap and switching to snaps. This requires students to be even quieter to be able to hear the pattern you snap and then repeat it. You can also select a student to lead the clap-in or snap-in to build further investment in the attention-getter. Finally, rather than making up your own pattern, you can work with your students to design a unique clap-in or snap-in pattern for your class.

2. Give Me Five: This is a great option that not only helps bring students' attention back to you but also provides an opportunity for them to work together to get everyone back on track. For this attention-getter, raise your hand high so that students can see you. As each student sees the signal, they will also raise their hand. This will continue to spread until all students are silently raising their hands and looking to you for further directions.

To make this more exciting, I have timed my students to see how long it takes for everyone to raise their hand and then challenged them to beat their time. This has been a very efficient way to get the attention of all students without even using my voice at all.

3. Class-Wide Countdown: This strategy is similar to Give Me Five, as it has a cascade effect across the classroom when students join in to bring their attention back to the teacher.

To employ this strategy, the teacher begins a countdown, generally from 10, but teachers can make adjustments as needed for their individual groups; and as students hear the countdown, they join in until all students are participating. Once the entire class reaches zero, all students are silent and have their attention back on the teacher.

4. Call-and-Response: Using a call-and-response is another easy way to get students' attention, as they will have to not only listen to join in but also stop any side conversations in order to provide the accurate response. This attention-getter provides lots of room for creativity that both teachers and students can use to make the calls-and-responses best suited for them.

It's beneficial to involve students in the process of creating these calls-and-responses and then practice how they sound and what students are expected to do when they hear them-similar to the Clap/Snap-In.

5. Timer/Song: This strategy uses other sounds rather than a teacher's voice to get attention and relies on a specific timed activity.

I use this strategy if I have given my students a group or partner task to complete for a specific amount of time. When they start, I begin the timer or song (instrumental works best!), and by the time the timer or song goes off, students are expected to end their conversations and return their attention to me. The timer works best for potentially louder group activities, while the song is a great option for a slightly quieter partner activity.

6. Hit the Lights: This strategy is one I use only when I need student attention immediately back up front on me. Just like the theater signal that a performance is about to begin, a quick flash of the lights can alert students that something is about to happen. I explicitly explain to them that a quick flash of the lights means that they need to turn off their voices and track me.

I often use this strategy if students are working in groups and I only need to remind them of one quick piece of information but plan to let them return to working at their previous noise level.

7. Sound Effects: This strategy can be a more fun way to get student attention but one that must be explicitly taught so that students can be mature and meet expectations when it's used.

For this strategy, the teacher should identify a sound-I like to use this one -that will quickly get student attention and play the sound when needed. My students know that when they hear the sound, they are expected to be in their seats, silently tracking me for directions.

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7 Attention-Getters to Use Instead of Raising Your Voice

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These visual and audio cues can help middle and high school teachers quickly get students back on track.

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Why Skipping Recess Should Never Be A Punishment

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Why Skipping Recess Should Never Be A Punishment

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Why Skipping Recess Should Never Be A Punishment | Is it OK to withhold recess to punish misbehavior? The short answer: No, it's not OK. | By Edutopia | Facebook

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301K views, 175 likes, 27 loves, 24 comments, 111 shares, Facebook Watch Videos from Edutopia: Is it OK to withhold recess to punish misbehavior? The short answer: No, it's not OK.