It also helps to move about the classroom as you talk, which is called mobility and proximity. This way, you will be near each student every few minutes.
If you need to, take a deep breath to calm yourself before you speak.
This gives the student or students time to redirect their attention to you, rather than their conversation. If the students do not hear you, walk closer to them and call their names again.
For elementary students, you could remind them of your quiet down statement. Say, “Katie, we’re in ‘Hocus Pocus, Everyone Focus’ mode right now. ” For middle or high school students, you could remind them of the classroom expectations. You could say, “In this classroom, we respect others when they are speaking by listening. " At the college or university level, you could remind the student why they are there. Say, “I’m providing you the information you need to be successful, so it’s important that you listen. " Keep your focus on the main issue at hand, such as your need for everyone’s attention so that you can teach. Don’t get distracted by other issues, such as the student’s tone or the excuses the student gives for talking.
If the student tries to argue with you anyway, keep your focus on their behavior. For example, the student may say, “I was only asking him if you said we had homework. ” You could respond, “I understand, but right now it’s important that everyone listens to me. ” If you acknowledge their position and continue the redirection, they should stop talking.
The consequences should be outlined in your classroom expectations, classroom management plan, or classroom contract, depending on which you used to explain the rules to the students at the beginning of the semester.
Say, “I know you like sitting next to Hazel. If you meet all of the classroom expectations every day for the next 3 weeks, I’ll let you move back to your old seat. ”
For instance, the student may have a hard time remaining seated and quiet through a lecture. If so, try to build active lessons into the curriculum, such as breaking a lecture into 2 sessions, with a group project or time to reflect on the material in the middle.
Say, “Hi, Ms. Smith. I’m calling because Fred has been talking during class. I want to partner with you so that we can find a solution to help Fred stay on task. ” For example, the parent may have a technique for keeping their child quiet during religious services that you could use in class. If you’re teaching a college or university class, ask to speak with the student after class to address their talking. Let them know that if the issue continues, they’ll be asked to leave the class. Some parents may deny that their child misbehaves. In that case, invite the parent up for a parent-teacher conference, and keep the tone friendly and professional. You may also want to include the child’s principal or counselor in the conference so that you are all on the same page.
For elementary or middle school students, you might ask them to count to a number in their head before answering a question. You could say, “It’s wonderful that you know all of the answers, but let’s give the others a chance, too. Why don’t you count to 10 before you raise your hand. " Tell them that you’d like it if they gave others an opportunity to answer questions or speak. Say, “I really appreciate how much you participate in class, but I’m worried that everyone else isn’t as engaged. Do you think that you could wait and let them answer some of the questions?” You could even encourage the student to answer some of the questions on paper instead of aloud, which they could then share with you at the end of class for bonus points or a small reward. For high school and college students, be honest with the student about the need to share the floor with others. Explain that this skill will also be necessary in the workforce, so it’s important to start now. You could say, “I know this subject excites you, and that’s fantastic. However, it’s important that you stop dominating class discussions so that others can participate, as well. "
Say, “What do you think we could do in class to up participation from everyone else?”
For younger students, help them lead a brief activity, such as a small puppet show. For middle or high school aged students, invite them to give a special presentation, run a Socratic seminar, or assist you in organizing a class activity. For college or university students, allow them to present part of the lecture material or present a special project,
This technique works better for younger kids. A good object to use is a stress ball, which the kids can toss back and forth.
In most cases, the consequences are not listed directly on the classroom expectations poster that you put on your classroom wall, but they are part of the classroom culture. Your rules might include “Always be respectful of yourself and others,” “Listen while the teacher is speaking,” “Stay on task,” “Keep your hands to yourself,” and “Be prepared. " It’s a good idea to have the students sign a classroom contract agreeing to the rules. You should also send the rules home and ask the parents to sign them, though keep in mind that some may opt not to.
They’re less likely to seek attention by talking or acting out if you’ve already acknowledged them as they came in.
For example, you could use “think-pair-share” to let them talk to a partner about what they’re learning. Make group activities part of your lessons.
Teacher: “1, 2, 3, all eyes on me. ” Students: “4, 5, 6, our eyes are fixed. ” Teacher: “Red Robin. ” Students: “Yum. ” Teacher: “Marco!” Students: “Polo!” Teacher: “Hocus Pocus!” Students: “Everyone Focus!”
You will need to practice this for a few weeks before the students fully learn the desired behavior.
When offering actual rewards, your school culture and policies will determine when they’re appropriate. For example, some schools require all teachers in a particular grade level to have the same policies regarding bonus points, while other schools prohibit teachers from offering prizes to students. Check with your school administration before giving rewards.
