THE HABITS WE HAVE

Group Activities: Encourage group work and cooperative learning activities. These can help students learn from each other and build a sense of community.

1. Think-Pair-Share:

   • Description: Students individually think about a prompt or question, pair up to discuss their thoughts, and then share with the whole class.

   • Procedure: Think individually, pair up, discuss, and share.

2. RallyRobin:

   • Description: Students work in pairs or small groups to alternate responses or complete parts of an assignment together.

   • Procedure: Take turns sharing or completing parts in pairs or groups.

3. Timed Pair Share:

   • Description: Similar to Think-Pair-Share, with a set time limit for each student to share their thoughts before switching roles.

   • Procedure: Think individually, pair up, share within time limits.

4. RoundRobin:

   • Description: Students take turns sharing responses or ideas in a predetermined order, ensuring everyone participates.

   • Procedure: Sequentially share responses or ideas.

5. Numbered Heads Together:

   • Description: Students work in teams with assigned numbers, collaborating to ensure every member can respond to a question or problem.

   • Procedure: Work in teams, discuss, and ensure each member can respond.

Peer Teaching: Allow students to teach each other. This reinforces their learning and fosters a sense of responsibility and pride in their knowledge.

6. Jigsaw:

   • Description: Students become experts on different parts of a topic or text, then teach their findings to their peers who studied different parts.

   • Procedure: Become experts, teach peers.

7. Team Interview:

   • Description: Students take turns interviewing each other on a topic, fostering active listening and summarizing skills.

   • Procedure: Interview peers, summarize key points.

8. Sage-N-Scribe:

   • Description: One student writes or solves a problem while another explains the steps or provides guidance.

   • Procedure: Write or solve with guidance.

Class Discussions: Promote open discussions where students can share their ideas and opinions. This builds critical thinking skills and helps students feel valued and heard.

9. Mix-Freeze-Group:

   • Description: Students move around, freeze, and form groups based on specified criteria to discuss a topic or task.

   • Procedure: Move, freeze, and discuss.

10. Fan-N-Pick:

    • Description: Students use question cards to ask and answer questions in small groups, rotating roles.

    • Procedure: Use question cards, rotate roles in groups.

These structures are designed to promote active engagement, collaboration, and communication among students, fostering a positive and interactive classroom environment.

Proclaim It: Introducing the Quiet Signal

The first step in establishing a quiet signal is to explain its purpose clearly. Let your students know that the quiet signal is essential for gaining their attention quickly and maintaining a calm and organized classroom environment. This is the moment to set the expectation that when they see or hear the signal, they should immediately stop what they’re doing, look at you, and be ready to listen.

To make the quiet signal memorable and easy to follow, choose a simple phrase and gesture. For example, you might say, "Hummingbird hush," while holding up your pinky finger. This unique combination of a visual cue and a verbal command helps students easily recognize when it’s time to be quiet. Be sure to explain that after they see or hear the signal, they should wait quietly for further instructions.

Perform It: Demonstrating the Quiet Signal

Once you’ve introduced the quiet signal, the next step is to demonstrate how it should be used. Modeling is crucial, as it shows students exactly what you expect from them. Use the quiet signal in a practice scenario, such as transitioning between activities or calling for their attention after a group discussion.

It’s also helpful to provide examples of different situations where the quiet signal will be used. This prepares students for various classroom scenarios and reinforces the importance of responding promptly every time they see or hear the signal.

Practice It: Reinforcing the Quiet Signal

Practice makes perfect, and this is especially true when introducing classroom procedures. Guide your students through responding to the quiet signal, providing feedback and corrections as necessary. It’s important to practice this signal multiple times during the first few days to ensure it becomes a seamless part of your daily routine. Consistent practice helps students internalize the procedure, making it easier for them to respond quickly in the future.

Praise & Perfect It: Reinforcing Positive Behavior

Positive reinforcement is key to solidifying the quiet signal as a habit in your classroom. Praise students who follow the procedure correctly, even if they only get part of it right. For example, if a student uses the hand signal but isn’t looking at you, acknowledge their effort: "Jack, good job using the hand signal." This encourages them to complete the procedure fully next time.

If a student misses a step, gently correct them while also reinforcing the behavior of those who are following the procedure correctly. For example, you might say, "Brock, please look at me when I do the signal," followed by, "Thank you, Brock," once they comply. Then, recognize others who are doing it right, such as saying, "All the girls, good job looking at me when I told Brock to look at me."

Implementing a quiet signal in your classroom can significantly enhance your ability to manage your students’ attention and maintain a productive learning environment. By following these steps—proclaiming, performing, practicing, and praising—you set clear expectations and create a positive classroom culture from day one. This simple procedure can be the cornerstone of a well-managed classroom, where students are ready to learn and listen whenever you need their attention.

The Quiet Signal: Gaining Immediate Attention

The quiet signal is one of the most critical tools in a teacher’s classroom management toolkit. Its purpose is simple yet powerful: to quickly and effectively gain students’ attention. Whether transitioning between activities, addressing the class, or managing unexpected disruptions, a well-established quiet signal minimizes downtime and maintains order.

Without a clear and consistent signal, students may continue talking or remain distracted, leading to chaos and lost instructional time. By introducing and practicing the quiet signal from day one, teachers set the expectation that when they raise their hand or give a verbal cue, students immediately stop what they’re doing, focus, and listen. This procedure not only helps maintain control but also fosters a learning environment where students understand the importance of respect and attentiveness.

The Lining Up Procedure: Ensuring Safe and Efficient Transitions

Transitions are often the most chaotic times in a school day, and without a structured procedure for lining up, they can quickly become disorderly. The lining up procedure is essential for maintaining safety, order, and efficiency when moving between activities or locations, such as going to lunch or recess.

A well-taught lining up procedure prevents pushing, shoving, and confusion, helping students transition smoothly and reducing the likelihood of accidents. Teachers can reinforce the importance of this procedure with personal stories or examples. For instance, I often share how my wife and two daughters were hit by a car because someone didn’t stop at a red light, emphasizing the importance of following rules and procedures for everyone’s safety. This real-life story underlines the seriousness of paying attention to procedures, helping students understand that these routines are not just about following orders but about ensuring everyone’s well-being.

The Entry (and Exit) Routine: Setting the Tone for the Day

How students enter and exit the classroom sets the tone for the entire day. A clear and consistent entry routine is vital for starting the day on a positive and organized note. When students know exactly what to do as they walk into the classroom—whether it’s hanging up their coats, getting out materials, or beginning a morning task—they are more likely to settle down quickly and be ready to learn.

Similarly, teaching the exit routine right after the entry routine reinforces the flow of the day. Students practice leaving the classroom in an orderly manner before they actually leave, which reduces end-of-day chaos and ensures that everyone departs calmly and safely. These routines help create a welcoming atmosphere and instill a sense of responsibility and preparedness in students.

Conclusion

By focusing on the quiet signal, the lining up procedure, and the entry and exit routines during the first days of school, teachers establish a strong foundation for classroom management. These procedures are not just about maintaining order; they are about creating a safe, respectful, and efficient learning environment where students know what to expect and can thrive. Prioritizing these routines early on sets the stage for a successful school year, where both teaching and learning can happen without unnecessary interruptions.