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I clap a jingle and the students have to copy the clap. They are expected to stop talking once the clap is over.

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To get their attention, I ring a doorbell, prompting students to immediately stop what they're doing and place their hands on their heads.

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When I say, “Mac and cheese,” my students respond, “Everybody freeze!” At that moment, all bodies and mouths are still, and every eye is on me.

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I ring a bell, and they put their hands on their heads and look at me. This gets them to stop working and to focus.

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I have been putting a 1 or 2 minute timer on, so they know they need to get quiet and ready as soon as the alarm goes off. This gives them a small opportunity to chat between activities. If I need them to get quiet quickly, I say "catch a bubble" and count down from 5.

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Usually, the directions will be on the board, so I use the tools to underline, circle or highlight key words or information within the directions or questions. This shows modeling and helps the students when it comes to reading directions or questions on their own.

-Ramsey

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I make a “T” or timeout symbol with my hands. When I do this, the students copy me and know to stop talking. Making the “T” with their hands forces them to put down whatever they’re working with. I’ve noticed that verbal cues such as “1, 2, 3, eyes on me” allow students to keep handling materials and remain distracted, even if they stop talking. Using the “T” signal helps ensure students stop both talking and working, giving me their full attention.

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I say "stop, look, and listen." This is their cue to look at me. If they don't, my backup is a whistle. I change my strategy depending on how loud it is. I sometimes clap and have them do the last two claps.

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I explain to the students if they are actively listening and following directions the first time given that they will receive Class Dojo points which grows towards treasure box.

I will also say Mustang 3 and wait for the entire class to do that before I give directions to the class.

I use the shout out Hocus Pocus and the students say Time to Focus.

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I find that having a "warmup" when the students first walk in to the classroom helps them to focus on what we are doing for the day. I try to make the warmup focused on what the students will be learning about that day, so that we can refer back to it. This is not always proving to work in my classroom, but for many of the students, being able to connect what they've already seen helps them to focus more on what we're learning, and they may not get as distracted.

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I turn off the lights and ask them to take 3 deep breaths to calm them down and focus.

Ms. Almeida