I currently have a noisy, large and unsettled class which take about 3-4 minutes to quieten and several wasted minutes to get on task during explanations; any ideas for calming quickly would be greatly appreciateded. 

I use quiet reading at beginning of lessons after play and lunch, and use classical music during quiet work and tealights on tables with dimmed lights when completing writing tasks.

Depends on age/personality of class and their previous history...try Quality audience:

Ask them what the best audiences look like and sound like - take a whole lot of ideas (e.g. look at speaker; ask good questions; listen; make eye contact etc. etc. ) then ask class to choose the top 5. Add the essentials that they've missed then write these up on flip paper and have everyone initial to say they'll try to stick to (in this case) their own success criteria.

Ask for a Quality Audience in 5...4..3..2..1.. This can work because the children have been involved in the setting of their own rules/success criteria.

Anyone else able to add to this explanation/evidence of it working to solve 3-4- minute settling challenges? - needs to be seen to be believed really - especailly whole school QAs.

We all use 1 metre rainsticks; by the time the noise has stopped all children must be sitting quietly waiting for the adult to speak. It works especially well after a while because the noise is quite gentle and they have to listen to be able to hear it. Windchimes also work well! Beyond that we operate a 'fair swap' system; if a class keeps us waiting for 2 mins then we keep them waiting for 2 mins of their break time. It's a pain to instigate but we now have classes who come in and settle quickly. Goos luck!!

Does depend on age of children.I have an Infant class and have used music very successfully with a year 2 class who were quite rowdy.Some quiet Mozart .Was like magic I put it on and waited they soon got the message especially when used at the end of the day as they were often late out to start with. For younger children bells or wind chimes do the trick It just pulls them up without you having to use your voice which they often get tuned into but then switch off. 

Have used Quality Audience with assemblies of 200+ primary children. They have a shared understanding even if individual class criteria vary slightly. Works fine...then a helicopter goes past the window...!!! Tips: Don't SHOUT/Demand it. Teachers must also respect and sign-up to it.

Also..clap a simple rhythm for children to copy, repeat as more join in. Clap more quietly/vary rhythm...then stop...! Can work with most primary age children.

I taught adolescents and found that calming pieces of Mozart or Baroque, could calm students quickly. Other music options are harp (Hilary Stagg), Native American Flute (i.e. Andrew Vasquez, R. Carlos Nakai), mellow jazz (i.e. Kenny G) or the music of Enya, Yanni & Michael Jones.

I also found that allowing students to color mandalas after they finished a test, or as they come into the room and sometimes even while I'm lecturing, calms them and enables them to focus better on a lecture.

Susan Fitzell, M. Ed.
Author, Educational Consultant & Professional Speaker
Manchester, NH 03103 USA
Tel: +1-603-625-6087
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Hi there

Likewise, I also have an unruly class of Primary 7 pupils, top heavy with boys, only 11 girls out of 27. So my teaching style HAD to change, or my blood pressure was going to go through the roof...

My trick is to use many tricks.

Keep them guessing, establish the criteria for a quality audience while you actually have one! Full Value Contract, signed by everyone (including parents ie they have read it and discussed what it means with their child). I use movement and community builders each time we enter the room. The kids now know that I don't expect them to sit down on entry, but to be stood ready for whatever 'trick' 'she's' gonna get us to do next. The dog and hippo off you tube is a favourite. All adults in the classroom take part too- that took a bit of work. Being half way through level one of CPS has given me a wealth of ideas, and i never hve to 'nag' anymore.

Sometimes on leaving the room, I ask the kids to stay seated until they have verbalised one thing they have learned about today, this lesson this week, eg triangles, and once they know what they are going to say they come and tell me. I use this time to not only gauge what they have learned, but also to have a nice farewell with each and every child at the end of the lesson, day, whatever.

Can't wait until prt B of CPS level 1 in 3 weeks time. It has turned my class round really quickly and I think we have so much further tht we can go together. Inspired.

 

Catlady.

I agree - CSP (Critical Skills Programme - www.criticalskills.co.uk) gives you inspiration, tools and processes that really work to enable a collaborative, safe learning environment to evolve in the classroom that is owned by all (adults and children)...

 

The hippo and the dog is absolutely fabulous and works a treat with all ages - my nursery/reception children love it! I've also used it with 10/11 yr olds......and even had advisors/headteachers and directors of education taking part during training sessions! Its thanks to John (Jersey) who spread the word about using 'hippo' as part of Critical Skills training.

 

 

I get them to copy down the Learning Intention for the lesson (I teach English in a Secondary school) or I have a lateral thinking puzzle up on the board for them to solve when they come in.  I inherited a noisy S4 class (16 year olds) and they love the puzzle first thing in the morning.  I usually get them from websites and I've made up several PowerPoints and put them on a shared folder for other teachers to use.

Mharaid Berry