25 Chatty Class Classroom Management Strategies for Overly Talkative Students Have a chatty class? Do your talkative students get louder and louder during small groups until it feels like chaos? Do they talk when you're talking then ask you what the directions were as soon as you finish? Don't worry. Here are some simple but effective classroom management strategies for taming talkative students and getting that side chatter under control! 1. This works like a charm. 2. Another way to get students to not talk while you give directions is to play "Beat the Timer." Tell them that if they can "beat the timer," they'll get some free time to chat. Kids will do anything to get this free time to chat for a minute! If they talk before the timer goes off, act sad, "Aw man! 3. In that post, I show it using tallies but you can also use 10 frames or even 20 frames to connect it with learning! You can get the "Students" and "Teacher" labels and ten frame mats in my Chatty Class Classroom Management pack. For Students vs. 4. 5. Kids love to talk. 6. Blurt cubes are AWESOME. 7.
Getting teenagers to talk Keep the conversation peer centred: plenty of pair or small group collaboration.Avoid asking discussion questions around the class: this puts them in the spotlight and causes potential embarrassment in front of friends. You also risk dominating the talk.Give them a concrete list of statements or opinions: help them to choose their own ideas. Don’t expect them to have fully formed opinions on all things teenage! Discussion activities Here are some stimulating discussion topics which have worked well with teenagers. Teenage time capsule Each group of students is going to bury a box in the ground for future generations to find. Students must choose their objects/photos together and each member of the group describes it to the rest of the class or another group. Let the punishment fit the crime This generates lots of discussion on what exactly constitutes unacceptable behaviour but also what the students and their schools think is acceptable punishment. The 10-day trip
edutopia Every teacher I've worked with over the last five years recalls two kinds of digital experiences with students. The first I think of as digital native moments, when a student uses a piece of technology with almost eerie intuitiveness. As digital natives, today's teens have grown up with these tools and have assimilated their logic. Young people just seem to understand when to click and drag or copy and paste, and how to move, merge and mix digital elements. The second I call digital naiveté moments, when a student trusts a source of information that is obviously unreliable. Even though they know how easy it is to create and distribute information online, many young people believe -- sometimes passionately -- the most dubious rumors, tempting hoaxes (including convincingly staged encounters designed to look raw and unplanned) and implausible theories. How can these coexist? What to Believe? Understanding this extends beyond customary generational finger wagging. 3 Exercises in News Literacy
20 Tips to Help De-escalate Interactions With Anxious or Defiant Students Anxiety is a huge barrier to learning and very difficult for educators to identify. “When anxiety is fueling the behavior, it’s the most confusing and complicated to figure out,” Minahan said. That’s because a student isn’t always anxious; it tends to come and go based on events in their lives, so their difficulties aren’t consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information. Researchers surveyed a group of first graders none of whom had any reading or math disabilities. “Anxiety is a learning disability; it inhibits your ability to learn,” Minahan said. Anxiety isn’t about ability, it’s about interference, which means that traditional rewards and consequences don’t often work with this group of learners. “Rewards and consequences are super helpful to increase motivation for something I’m able to do,” Minahan said. A common teacher response to low-level negative attention seeking is to ignore the student.
How to Motivate Students in the Online Learning Environment “Correction does much, but encouragement does more“ Johann Wolfgang von Goethe How can course instructors encourage their online students to learn? In this post I’ll describe how course instructors can foster learning in their online classes. I’ll also examine how the needs of online learners differ from students of traditional learning and how instructors and institutions can support non-traditional students. This is the third post in a four-part series on strategies for online instruction. In post one and two I introduced the Online Learning Support Framework that divides an online course by weeks into three distinct learning phases. Self-Directed Learning (willingness and capacity to conduct one’s own education) The Online Learning Support Framework is a model that can help educators understand the distinct needs of the online student. And what about the Teaching? Below I’ve listed several strategies that have great potential to encourage students. How can Institutions Encourage?
Questioning That Deepens Comprehension Editor's note: This post is co-authored by Nancy Frey, a Professor of Literacy in Educational Leadership at San Diego State University and a credentialed special educator, reading specialist, and administrator. Questions are a common way for teachers to check for understanding, right? The answer we’re looking for is "yes." Who hasn't questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. We propose four over-arching questions that can be used to scaffold students' thinking about complex texts. What does the text say? What does the text say? The questions in this category require students to think literally about the text. The amount of time that teachers spend at the literal level will vary based on student responses. Questions at this level could include: What is the relationship between the narrator and the main character? How does the text work? What is the _______ referenced by the narrator?
5 Expert Strategies For Calming a Noisy Classroom This article was written by Adam Hatch - UC Berkeley graduate, son of a teacher, brother of a teacher, and a teacher himself. Adam started a unique English school in Taipei, Taiwan, where kids learn to research and write articles in English. The articles are published on the first ever English newspaper written by kids in Taiwan, called the Taipei Teen Tribune. One of the biggest issues new teachers face is learning how to constructively manage a class once they've lost a measure of control and things get noisy. Every teacher has a story from their early days either about losing their cool with their class or about how they couldn’t seem to get a group to listen no matter what they tried. 1. Preventative class management is the best philosophy for maintaining good behavior in your group. 2. When attempting to quiet down a class, some teachers engage their students as a group rather than individual participants. 3. 4. 5. SHARE if you AGREE! Other Posts You'll Also Love:
Getting teenagers talking Why it's important Long-term and short-term memoryLanguage fitness & agilityAuthenticityWhy they don't use English Peer pressure Lack of motivation Lack of support How we can get students talking Explain why it's important Confidence tricks Attainable goals Conclusion Why it's important Long-term and short-term memory Theoretically, we retain information in two ways: In short-term and long-term storage. We transfer information from one to the other by convincing our brains that facts in the short-term memory are valuable enough to be put in long-term storage - otherwise, the information is discarded. Our native language is stored in the long-term memory. Language fitness & agility Language learning and maintenance uses a surprising number of muscles - most importantly, the brain, and the more obvious muscles in the mouth and jaw. It follows logically that just as with any other muscle, the more you exercise it, the easier it is to use. Authenticity Why they don't use English Peer pressure