| Here are four useful strategies to help deal with | | | | 3. Have a visual reminder of noise levels such as |
| the class that just won’t settle: | | | | coloured cards/traffic lights or a ‘noise level |
| | | | | meter’. |
| 1. Allow some cooling off time of a few minutes after | | | | |
| transitions and breaks to allow them to settle. | | | | When green is up the noise level in the room is fine. |
| | | | | Orange – warning, level is too high and needs to |
| Use this time to chat to individuals and small groups, | | | | drop immediately. If it doesn’t drop after an agreed |
| settle them, deal with any problems and establish a | | | | time, red card goes up. Red. Stop the activity, take a |
| calm, relaxed atmosphere. | | | | minute off break and insist on silent working for 5 |
| | | | | minutes. |
| 2. Teach ROUTINES to the students | | | | |
| | | | | 4. Take control at the door – don’t let them in |
| Routines are the perfect way to develop consistency | | | | the room until they’re quiet |
| in the classroom – they give your students a clear | | | | |
| roadmap to follow and reduce confusion as well as | | | | The lesson actually starts outside the room – if |
| excuses for misbehavior. | | | | students are uncontrollable outside the door there is no |
| | | | | point in letting them in – the behavior standard has |
| An example of a routine at the start of the lesson is | | | | already been set. |
| the countdown technique. Mix this with with lots of | | | | |
| proximity praise and there is a chance students will | | | | Spend time speaking to students in the corridor in a |
| develop a habit of quietening down when you ask | | | | friendly calm manner – set the tone for the lesson. |
| them… “5; OK it’s time to stop and look this | | | | Shouting and giving orders breeds a desire to retaliate. |
| way. Excellent, very quick on that table. 4; pens should | | | | When you are ready, tell them to line up quietly, those |
| be down, books and mouths should be closed, very | | | | that do so can go straight in the room and get on with |
| good you two, you’re listening to me. 3; still too | | | | a starter activity. The others either didn’t hear you |
| much noise over here, that side of the room are | | | | or are choosing not to. Either way, they need a little |
| perfect. 2; Just waiting for the last few people now, all | | | | more calm persuasion. This is the time to iron out |
| conversations should be stopped, hands on the desk in | | | | problems they may have, settle disagreements etc. |
| front of you. Well done, you’ve got it. 1; thank you. | | | | – not inside the room. |
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