According to a recent poll at TheMailbox.com, managing student talking is one of the biggest challenges today’s teachers face. I can’t honestly say these results surprise me. As a former teacher who occasionally volunteers in the classroom, I certainly understand the challenges of chatty students! I’ve even imagined using invisible duct tape to temporarily squelch the excessive talking of one or
two kiddos! On the other hand, as a teacher, I know that learning in silence isn’t the answer either. I want students to actively engage in learning and learn not only from me but from their peers as well.
So what’s the answer? I’m pretty sure there isn’t just one! In fact, wouldn’t you agree that each teacher has to discover what works best for him or her? My best strategies were making certain my students understood why certain behaviors were not acceptable in my classroom; being consistent in addressing inappropriate behaviors; and the modeling, more modeling, and even more modeling of appropriate behaviors. I’d sure like to know what works for you!
Thoughtfully,
Diane
I’ve found that using students to model the behavior I want and what is unacceptable works best. When it is clear that the students recognize the unacceptable (and the kids always ham it up), I am easily able to simply say, “I know you know better.” A quick revisit once in awhile works.
Another tactic is allowing or providing a specific time frame to discuss a topic. For example: My middle schoolers get to travel via airplane (we are in rural Alaska) to other towns to play sports. A change in the arrival of a plane causes a huge disruption in my classroom. I’ve learned to allow them a few minutes to talk about te pros and cons…”We’ll talk about this for this long and then no more talk about the trip.” It usually works which is to all of our advantage.
I hope alot of suggestions come thru because I have a class of chatters this year – and they just don’t seem to get it, have tried all kinds of things zip it lock it put it in your pocket – show me you are ready to go to the playground by being quiet in line – saying I see this one does that one wants to go outside – whispering if you can hear me do this that or the other – they just flat out don’t care – we actually missed our playground time yesterday because they just could not would not shut up!!!!! So frustrating!!!!!
My class is like Angie’s. I have a class that just won’t be quiet and listen. I have been teaching for 19 years in Preschool and it gets worse every year. I have done all the things like she has but nothing works. I think I have tried everything but I will take all the help I can get. These are things I have tried: Put your listening ears on and use your quiet voice. 1,2,3, eyes on me. Zip it lock it put it in your pocket. If you hear me clap your hands, If you hear me close your mouth. Are you listening, Are you listening everyone, everyone, I need you to listen. I need you to listen right now right now. ( sung to Are you sleeping) We do things like open them shut them give a little clap, open them shut them put them in your lap. To get their attention but this year nothing works. “Help”
With my Prek class at first circle I allow each child a chance to say one thing, we go around the circle once so they can have their say. Then its my turn.
I also compliment kids on how nice they are listening.
I use name mats for the kids to sit on and I arrange them. I keep apart the ones who chit chat alot. But I do allow the chatty Cathys to sit together at snack.
One of the teachers in my building teaches the kids to ‘make a bubble’. They puff our their cheeks and keep a bubble of air in their mouths. Works like a charm! But it only works for walking down the hall or some small activity that only takes a few minutes. It’s cute, and effective.
This year I do not actually have a very chatty class. My preschool class is full of listeners who are “teacher pleasers.” In the past though, I have rewarded good behavior with sticker incentives. For instance I would announce, “So and so is sitting nicely and listening right now so she gets a sticker.” I then proceed to reward other good listeners too. Then kids who do not get a sticker will say, “I was sitting nicely. I want a sticker.” I then respond with “Excellent! I’m proud of you. Make sure your sitting nicely all the time so that you do not miss your chance at a sticker.”
I agree that a teacher needs to explain to students why certain behaviors are not appropriate. Last school year I had a “but why” student. Every time I would ask her to stop a behavior, she would ask, “But why?” I realized she did not get any discipline at home. As a result, every time she asked me that question for the rest of the year, I would tell her why. It seemed to help.
Letting little ones get up and move, to get them to refocus works best for me. If they are getting chatty, it helps to do short little songs or exercises, then deep breaths, and then continue on to your lesson/activity. Also offering chances to talk to each other briefly (think, pair, share) about something you are discussing, gives them a chance to talk for a short amount of time before you resume the topic.
I find the best way to keep them from talking is to remove them to their tables. They can still here and see everything. I have also started rewarding the students that are behaving with stickers. This works great when I call them to the rug and they all start crawling around on the rug and laughing and talking during the transition.. I find that there are still children that will be asked to sit at their tables more than once, but that keeps the others from joining in.
It is getting tougher. Having taught for 20+ years, kids have changed. The class I have now doesn’t seem to notice, mind, or care that they are talking right over me – like I’m not even there. I’ve never had trouble with classroom management, but new approaches/tactics are required nowadays, as we’re learning in Kindergarten. My colleagues see the same problem in their classes as well. One thing that is very tough for me to do, but eventually works with my class, is that I ignore talking out. I told the kiddos that if they think I am being rude, it will remind them that they are not following the rule about raising their hands when they need to speak. Of course, as soon as theymraise their hand i acknowledge thatmwith a word of praise or a “punch” in their prize-earning conduct card. They are getting it, slowly. A friend with tons more experience encouraged me to, when excessive talking is the problem during a transition or special project time, have everyone put everything away, and sit with their heads down for a minute. Once things have quieted, we get a second chance. If there’s too much talking, repeat. They should soon get it. And just this week, since a majority od the class was talking, we ticked a minute off recess for each tally I silently added to the board because it was my turn. That worked after four minutes were unbearably served.
PLANNING IS KEY–
I also make sure to have more active learning experiences (centers, tub work, partner activities) added into my days, and make the “lecture” times very short and divided with vocal/physical activities — makes the day more bearable. Hounding kids all day is not fun for me or the kids!!
Times change, kids change, and I’m looking for new resources on how to make kindergarten as up-to-date and relevant as I can with this new breed of active, talkative learners!
My idea is a variation on Jill’s. I share the book “No David” and we identify what David does that gets him in trouble. We then have practice times for norms that have been established. For example, when we start “read to self” from Daily 5, someone begins by showing how David would complete the task. Following that, someone completes the task by following the established rules. Of course, if there is a child named David in the class, we choose another name and/or book.