Flicking the lights off and on once to get students’ attention is an oldie but goodie. It could also be something you do routinely to let them know they have three minutes to finish an assignment or clean up, etc.

With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.

When it is sincere and references specific examples of effort or accomplishment, praise can:

Perhaps more importantly, it encourages students to repeat positive behavior. Let’s say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you’ll motivate other students to do the same

In many classrooms, the largest amount of space is devoted to the arrangement of individual student desks. Teachers vary greatly on their preferred arrangements, but most agree that the days of 30 desks lined in neat rows and facing the teacher's desk up front are long gone. Instead, some teachers like to arrange desks in cooperative groups of four, while many others prefer a U-shaped configuration, where everyone has a front row seat.

"Arrange the room so that you can make eye contact with every student and reach each student with ease," suggests sixth-grade teacher Jane Baird.

But no matter how you arrange desks, don't be afraid to make changes.

"Set your room up, and at the end of each unit or each month, evaluate and make changes," advises fifth grade teacher Laurie Borger. "Move the students' desks on a regular basis so all children learn to cooperate with all children."

Second-grade teacher Pamela Shannon agrees: "Don't be afraid to make seat and desk changes if the arrangement doesn't work. You are in charge."

You could also arrange stations around the classroom in which students move from station to station, depending on the work they are doing at that moment. In this scenario, students might not have a permanent desk but instead move around freely to a “science area”, then an “English area”, and so on. This would, of course, have to fit your teaching style, as well.

The goal of the Math Workshop model is to promote differentiation, engagement, and collaborative learning, but the many moving parts and high levels of student autonomy can be intimidating for teachers who may only be vaguely familiar with the term from teacher blogs and Pinterest (i.e. me during that interview).