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The 5 Second Solution for a Talkative Class

If you give instructions when some students are still talking, it promotes further talking. In this video, Jennifer Gonzalez recommends waiting an additional 5 seconds (which may feel uncomfortable) until you truly have every student’s attention before giving vital instructions. I like to make sure I have eye contact with everyone at least once before giving instructions.

-Johnson

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How to Play Crumple & Shoot

This is a high-energy, content-driven, low-tech way for students to practice and review content. Students are put in groups. The teacher gives them a question or equation to solve. The groups must work together and come to a consensus about the correct answer and write it on a piece of paper. When the teacher gives the signal, they hold up their papers. If the answer is correct, one student from the group can shoot the piece of paper into a basket for 1 point.  This is something I'd use during a review.

-Johnson

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Induction
I have used this but I wasn't using it optimally. examples -> rules
and I could apply it to more things.
Read samples, group, label, then hypothesize.
This really did get the students attention but have to organize it and present it really well and the finally stages you have to have enough time to get the most benefit.

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Meaner
It was good I will have to stop smiling and be more business like, I see veteran teachers doing but I was averse to it but i see the all about busy way might get them to do more. Definitely learning to wait 5 sec to give instructions and using a hand signal and speaking slower. I think maybe I lose some kids in the instructions and didn't realize. Also lastly I am going to have reflect carefully on my voice posture and choice of language. I tend ask people to do things.
All Business

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1.) The first video I watched was the "5 second solution." This strategy would be great during transitions especially for my 2nd block. For that class I think the wait time is longer because of how large the class is. However, focusing on being more intentional with it may help.

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1.) The first video I watched was the "5 second solution." This strategy would be great during transitions especially for my 2nd block. For that class I think the wait time is longer because of how large the class is. However, focusing on being more intentional with it may help.

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2.) The second video I watched was on the crumple and shoot game. This would be perfect for review days before students take a test. It would work well for engaging some students who are not as interested in quizlet live or kahoot. I do think teams would have to be strategically formed, but seems engaging regardless especially as it is competitive.

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The first video I watched was 'How to Aggregate Test and Quiz Scores'. The strategy shared in this video involves keeping a tally of each incorrect response next to questions on the test rubric. For example, if a student selected an incorrect response for number five, the teacher makes a tally mark next to question number five on their grading rubric. I know that this simple strategy will be helpful for identifying students' strengths, weaknesses, and areas where I can improve.

The next video was 'Distract the Distractor' which provided an option for calling the attention of a student that is not on task. Asking a student who is off task a content based question that they are likely to be able to respond to might be more effective in maintaining the harmony in a classroom as opposed to raising one's voice to put an end to a student's behavior.

-Bohan

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I watched the 5 seconds to a less talkative class.  This is effective, for a short period of time. They do quiet down.  However, Even if I keep my lectures to 10 minutes or less, the kids still talk, and very little that I do short of yelling at them will stop the conversations.  Moving seats?  Ha.  They just talk from further away.  Calling parents?  Hit or miss, and whatever the outcome is doesn't last for long.  Sending them out and writing a referral?  They're back the next day, behave the same way, and talk s--t about the administrator who they met with.Soooo... the most effective option is to yell at the offender and be mean.  Which destroys the relationship with both that kid and the rest of the class.All the videos in the world won't fix poor behavior unless there's effective and consistent support outside of the classroom.  Behavior is a HUGE problem here and needs to be addressed on a macro level.  A classroom teacher can only do so much.

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I watched the 5 seconds to a less talkative class.  This is effective, for a short period of time. They do quiet down.  However, Even if I keep my lectures to 10 minutes or less, the kids still talk, and very little that I do short of yelling at them will stop the conversations.  Moving seats?  Ha.  They just talk from further away.  Calling parents?  Hit or miss, and whatever the outcome is doesn't last for long.  Sending them out and writing a referral?  They're back the next day, behave the same way, and talk s--t about the administrator who they met with.Soooo... the most effective option is to yell at the offender and be mean.  Which destroys the relationship with both that kid and the rest of the class.All the videos in the world won't fix poor behavior unless there's effective and consistent support outside of the classroom.  Behavior is a HUGE problem here and needs to be addressed on a macro level.  A classroom teacher can only do so much.

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Allan Chandler (Also wrote about "Should I be a Meaner Teacher"

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Allan Chandler (Also wrote about "Should I be a Meaner Teacher"

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I watched the 5 seconds to a less talkative class.  This is effective, for a short period of time. They do quiet down.  However, Even if I keep my lectures to 10 minutes or less, the kids still talk, and very little that I do short of yelling at them will stop the conversations.  Moving seats?  Ha.  They just talk from further away.  Calling parents?  Hit or miss, and whatever the outcome is doesn't last for long.  Sending them out and writing a referral?  They're back the next day, behave the same way, and talk s--t about the administrator who they met with.

Soooo... the most effective option is to yell at the offender and be mean.  Which destroys the relationship with both that kid and the rest of the class.

All the videos in the world won't fix poor behavior unless there's effective and consistent support outside of the classroom.  Behavior is a HUGE problem here and needs to be addressed on a macro level.  A classroom teacher can only do so much.

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The second video I  watched was 'How do I help slow workers speed things up?' One of the strategies she suggested was to use a timer or set a certain time limit. I try to use this strategy in my class and when I have, it works well for some students but not for others. My problem is getting students to do the work when given time to do so. Even when I use her strategy of saying that they need to complete this number of problems before the end of class, they still sit there and do nothing. I try to give 20 or so minutes of in class work time, especially for my standard level classes, so that they can ask questions, but I struggle to get some of the students to work during that time. I don't want take that time away from the students that are utilizing it. It turns into me walking around telling half the students to get to work over and over again. 

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The second video I  watched was 'How do I help slow workers speed things up?' One of the strategies she suggested was to use a timer or set a certain time limit. I try to use this strategy in my class and when I have, it works well for some students but not for others. My problem is getting students to do the work when given time to do so. Even when I use her strategy of saying that they need to complete this number of problems before the end of class, they still sit there and do nothing. I try to give 20 or so minutes of in class work time, especially for my standard level classes, so that they can ask questions, but I struggle to get some of the students to work during that time. I don't want take that time away from the students that are utilizing it. It turns into me walking around telling half the students to get to work over and over again. 

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-Wagner

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I watched the 5 second solution for a talkative class. In my classroom, I have a rule that I do not talk over students. I will wait until all students are quite before giving instructions or continuing with the lesson. In most of my classes, once they see that I am waiting for them to be quite, it does not take long for the students to quite each other down. My issues lately is that I have a class that will not be quite until I yell or send someone out of the room for continuing to talk. I'm struggling to find the balance and how to get through to them that even when I am not actively talking, that they should not be talking. This in turn takes time away from the lesson and other students who are waiting to continue the lesson. 

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I watched the 5 second solution for a talkative class. In my classroom, I have a rule that I do not talk over students. I will wait until all students are quite before giving instructions or continuing with the lesson. In most of my classes, once they see that I am waiting for them to be quite, it does not take long for the students to quite each other down. My issues lately is that I have a class that will not be quite until I yell or send someone out of the room for continuing to talk. I'm struggling to find the balance and how to get through to them that even when I am not actively talking, that they should not be talking. This in turn takes time away from the lesson and other students who are waiting to continue the lesson. 

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The first video I watched was the "5 second solution". In the video she talks about teachers just talking over students to give instructions because we get frustrated or uncomfotable and I noticed that I definitely do this sometimes. Other time I do try to wait until the entire class is silent but I  feel like it takes way longer in five seconds. I will try it out again and just have to pay more attention to how long it really takes. The second video(s) I watched was "using notebooks for classroom management". I am going to try to do this one. I tried something similar before that I just kind of thought up but it didn't stick but maybe if I try it this way it will help. I really like the idea of having a record of behavior as evidence or to even show the student because maybe they aren't aware of it. The only thing that worries me is that she says to just stop class and write until everyone is quiet. I kind of think that this will use a lot of my time but maybe I need to sacrifice a little time so that once they get used to it, it won't be an issue. 

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The first video I watched was the "5 second solution". In the video she talks about teachers just talking over students to give instructions because we get frustrated or uncomfotable and I noticed that I definitely do this sometimes. Other time I do try to wait until the entire class is silent but I  feel like it takes way longer in five seconds. I will try it out again and just have to pay more attention to how long it really takes. The second video(s) I watched was "using notebooks for classroom management". I am going to try to do this one. I tried something similar before that I just kind of thought up but it didn't stick but maybe if I try it this way it will help. I really like the idea of having a record of behavior as evidence or to even show the student because maybe they aren't aware of it. The only thing that worries me is that she says to just stop class and write until everyone is quiet. I kind of think that this will use a lot of my time but maybe I need to sacrifice a little time so that once they get used to it, it won't be an issue. 

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- Mullen, A.

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Should I be a Meaner Teacher:  After watching the video, I'm really torn.  Many of the kids that we teach need compassion and understanding every day, because this may be the only place that we get it.  However,  they only way that many kids in standard level classes are able to follow instructions or settle down is by hearing firm, clear directives, with clear consequences if they are not followed.  I'm unable to quiet down one class unless I get "mean."  And then I lose whatever currency I've build with a few kids, because they're being "yelled at just like they are yelled at at home."  We are told to build relationships with students, and then we are also told that we are responsible for managing the class effectively by being firm with rules.  There's little to no overlap here.  And unfortunately I've heard that teachers I usually think of as the most effective, are viewed in the eyes of students as the meanest and most disliked.

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One of the videos I watched was "Should I be a meaner Teacher". Several people have said that I have great re pore with my students. Many times I have wondered is this an asset or a detriment. Yes, I can bond with the best/worst of them but when it comes to making them stay on task am I giving them too much leeway. The video suggests that it is better to be disliked but not hated if you want to be most effective. Be serious or business like the first half of the class and then show my softer side. I have to make sure all of my directives end with a period and not a question mark. I will have to make this part of my routing going forward. Distract the Distractor was my other video. I agree with all that was said as I have used this method several times. My only area of concern is what do you do when 10-15 minutes later they are doing the same thing do you continuously call upon them or seek another solution?
"Andre Hartwell

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The 2 videos I watched were: the jigsaw method and teaching text structure for non-fiction reading. These videos show techniques and examples that I can use in my classroom writing and reading comprehension, 2 Spanish language skills that my students struggle with for the most part. I got the idea to use jigsaw for my current unit on myths and legends of the Hispanic world, separate groups will work on the vocabulary, grammar, and general elements of a legend then they will get together in new groups to teach each other about their "area of expertise". Also, mapping out text structures seems like an excellent way to teach text conventions in a more practical way because they are using the information in real time. These are some ideas these videos gave me that will definitely implement into my current lessons.

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I will use How to Aggregate Test and Quiz Scores tomorrow as we prepare for midterms. The day before a big test, I like to spend some time reviewing with a game. I like the feedback that Quizlet Live gives you because it lists - immediately after the game - which was the hardest question, which took the longest to answer, etc. I really saw myself in Distract the Distractor. I've done both the "wrong" way and the "right" way within a 5 minute period. After the video, I'll be more intentional to not directly call out the student and to make sure the question I ask is one the student can answer. I do see a potential pitfall, though, when the student answers and then continues to distract. If you keep calling on them, this method is the same as calling them out, and most times students realize they were called on because they were being distracting, anyway. Saul

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"What do I do with students who rush through their work?"  This video provided good time-management tips for students working on problems during class.  It stressed the importance of having a focused atmosphere with a set time limit for students to be working on a certain task.  Important points included the direction to 'work for the next X minutes on Y task,' with no rewards for early finishing and not allowing work to be turned in early.  This forces students to focus on the assignment for a set period of time (the video didn't say to show a timer, but I don't see how this can be done without one).   Also valuable was the need to set milestones for periodic review of the class's progress.  I believe also using DyKnow for reviewing computer work is valuable as well.  A structured exercise like this reinforces attention to detail and the need for quality over speed in their assignments.

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The Reciprocal Learning technique fits very well with teaching the technical concepts that Engineering deals with.  It requires practice and application of skills, and that there is ONLY ONE RIGHT ANSWER!.  Students demonstrate skills they will need to be able to solve more complicated problems.  It also provides a good opportunity for scaffolded learning when students are paired with comparable skill levels.  The 'coach' will have the opportunity to demonstrate understanding beyond simple problem solving.  This technique also provides a good opportunity for student reflection.

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1. The first video I watched was the "5 Second Solution for a Talkative Class"  and I feel like a lot of these practices I implement into my class. A phrase that I use often with my classes is the word, "freeze". This helps a lot when I need to redirect their attention to listen to my lecture, any directions, or if I want them to stop what they are doing.  I think there are some things I need to work on with my classroom management. -Aiken

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2.) The second video I watched was " Teaching Text Structures for Non-Fiction Reading" and I liked that this is extremely relevant to my class. I teach text structures every year. I agree with the video that every class should teach text structures, because each class has different texts. I could apply the various text structure flow charts in my classes. - C A S T L E

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1.) The first video I watched was "How to Teach an Inductive Learning Lesson" and I liked the push for allowing students to come up with their own conclusions about the topic to be addressed. I could use this when teaching connotation and the emphasis of word choice. I could give students different words and have them come up with groups for the words given. Students should be able to group words with similar denotative meaning and then the next time they can group them by the intensity of their connotation putting the words in different groups.  -C A S T L E

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I watched How to Aggregate Test & Quiz Scores--I can use this method on the rare occasion that I administer paper tests. Fortunately, most of my tests and quizzes are based on SchoolNet.  SchoolNet provides a great resource to determine which test questions need to be retaught and retested. I also watched the video on how to In-Class Flip.  The system seems like it would work well in my classroom. I might even consider trying it for Midterm Review next Monday.   - Cluse

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The first video I watched was "The 5 Second Solution for a Talkative Class." I could really use this, especially for 1st Block when we are just getting started with the day! The second video I watched was "How to Teach an Inductive Learning Lesson." I really liked video, especially with economics! I think it could be really useful with supply and demand, and their corresponding graphs and laws. - Lincoln Frye

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If you do not have a Padlet account, you can just add your name to your post.
Stacey Jarvis
:)

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I watched

Chat Stations for Class Discussion (under Instruction)----- I thought it was GREAT! I could use it before tests or after we have read a complex text. :)