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Be consistent the way you begin your class everyday.

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1. Always circulate the classroom to minimize off-task issues and behavioral problems. Do not stand or sit in one place for more than 3-4 minutes.

2. Be mindful of how scholars are grouped, seating should allow for you to observe all groups.

3. Make direct eye contact (One stare silently).

4. Stand firm, but with a relaxed, quiet strength to demonstrate your seriousness without being angry or hostile.

5. Walk over slowly and calmly with a straight face; use the scholar’s name when addressing off-task, uncooperative scholars.

6. Do not walk away from the scholar until they are refocused and back on task. Then thank them for continuing their work.

HELPFUL TIPS:
A. Depending on your relationship with the scholar, you can lightly place your hand on their shoulder to get their attention.

B. Tap their desk to redirect the focus back to their work without any verbal prompts.

C. Use a respectful, calm tone of voice when addressing the off-task scholar.

D. For scholars who are off-task often, write them a positive note on a Post-it and place it on their desk if you notice they are focused and working diligently that day.

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Teacher facilitates activities by using timers, giving cues, and observing progress.

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Visibly post reminders about what to bring or expect for the next day.

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Set the standards early. Do not move on until everyone is quiet and listening. If 1 scholar is continuing to talk then have further consequences with that scholar. Explain why silence is necessary ( so that we all clearly understand the expectations).
Most middle school age students do not like quiet/silence. Do not expect them to work in silence most of the time, if you do you run the risk of never having silence! Begin with small periods of silent work and build up. Have silent work become routine so they know when to expect it.

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“Well paced lessons that incorporate high interest, student-centered learning strategies and challenging work will keep most students focused on task, and engaged most of the time.”

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Always provide at least three different ways for students to understand your instructions. (Verbal, Written, Sample)

When giving directions, break them into chunks.
1.  Discuss/Introduce task and how it ties into unit. (For us, it’s pretty much clarifying how this task will help is accomplish the I Can statement.
2. Explain task step by step. (Telling the group what they are required to do.)
3.  Explain how they will do the task and what materials they need.
4. Explain what the final product should look like.
4. Provide a sample. (Could also be a video)

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Caroline
It is important for me as an educator to monitor my time speaking and move toward observing, coaching, conferencing, and listening. This will allow for my student 👩‍🎓 ownership and they can direct their own learning.

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For some, routine can be monotonous, but in the classroom it provides organization, comfort and familiarity. In my classroom we start off saying the date (extended form for language practice), I can and do now. I stand by my desk and let the scholars know they are going to start the class off with this routine. When I start to circulate the room as they write, they know that this is their time to write thoughts. When I quietly monitor them, it is a gentle reminder to keep working or expand their ideas. A new strategy I tried this summer was to play piano/instrumental versions of popular songs. The quiet, calm music let the students know that this was thinking time and when the music stops, we will be sharing out. These nonverbal cues helped prepare them for the next step.

In most classes, we use the clap to get scholars' attention. It is a successful method for me, and I continue to use it. The students must drop their writing utensils or top typing to clap back.

Giving the students a time frame (i.e. we have 3 minutes left, take 3 more minutes to finish your sentence) lets them know that they are expected to wrap up their work. Abruptly stopping an activity might cause complaints, students calling out, etc. The students will also not be listening because they'll try to finish their work as I explain the directions to the next task.

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Using the same phrases and physical actions allows scholars to learn when you want their attention.

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Have clear and concise instructions in order for students to process and understand the task at hand. Provide oral and written instruction that are aligned to avoid confusion among students.  Lastly, instead of constantly repeating the instructions, allow students to paraphrase the task by doing a quick turn & talk.

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Grouping depends on the topic of the lesson. I utilize scholars' data to create a variety of grouping, and I use the form of grouping to create the differentiated questions. Purpose of the questions is to target students at their areas of strengths and concerns so  they feel both  successful and challenged. The sense of success will keep them motivated and continue to work, maintaining engagement. As  they are being challenged, it will keep them focus and continue to work.

In the lesson, scholars driving the lesson as I observe and monitor their conversations.

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Telling the scholars at the front end of the activity how much time they need and checking in with them during their activity allows them to prepare to stop when you need them to.

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Telling the scholars att

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1. All eyes on all students at all times
-move around circulate room
-making random direct eye contact
-arrange seating where its easy to see all and move effortlessly around the room
2. Helping students refocus with physical prompts
-redirect behavior with body language
-communicate w/o students feeling threaten
-facial expressions and the way your standing
3. Stand with student until they redirect to task and say thank you