Consider this alternative: The teacher says, "I'm
waiting for Mike, Ryan, Melanie, Evan," and so on, until all those standing
have been named. It has taken perhaps five to ten seconds for the names to be
called, but now each child knows he or she is being watched and expected to get
in the seat quickly.
The teacher may need to make a second or even third round with the names, but it is a virtual certainty that the kids will be seated quicker than if the teacher had repeatedly blurted out the non-selective "Go to your seat!" command.
Names are like verbal bullets, insofar as getting the kids' attention. I cannot think of a situation when they are less effective in getting specific results than a general command, after the general command has been made clear. The closer names and faces are linked in your mind, the more you'll be able to make use of this tool (I always try to have the names and faces closely associated by the end of the second day of school, sometimes sooner). Once you experiment with specific commands, questions, praises and so forth, directed to particular individuals, whenever it is possible, I submit you will become an ardent advocate of the practice. Even at the end of the day, when your nerves may well be frazzled and it takes effort to remember whose name goes with what face, it pays to avoid the general command if it doesn't actually apply to everyone.
Example 3. Teacher has given an assignment and now is wondering if everyone is done. Teacher asks, "Is everyone done?"
What do the kids then do? Those who are done may
shout, "Yes!" and while those not done may shout, "No!" and those who realize
they don't know if they're done or not may remain silent. After all, How can any
individual know the answer to this, without getting up and looking around the
room?
Most veteran teachers have figured out the futile nature of this type of question, but even so it is easy to lapse back into some form of it at various times. Included in this category are all those questions where each person is expected to know the answer for everyone else in the class, a condition that rarely occurs.
Alternatives would be variations on the theme of, "Raise your hand if you're not done yet," "Raise your hand if you need more time," "Raise your hand if you need help," and so forth.
Example 4. Everyone is playing "Around the World," and the teacher is now asking questions of the class. Many kids are excited, standing up and blocking their neighbors view, and making various loud noises in the process. Teacher, quite instinctively, calls on those kids who attract the most attention. These of course are the shouter-outers and out-of-seaters, often one and the same. Teacher thus inadvertently rewards the undesired behavior and brings on more of it.
So, what simple sentence might the teacher utter to turn the tables and reward the students in their seats? Using her voice just loud enough for the kids to hear, she could say, "I'll call those who have their hands up and are in their seats."
The "leaders" will instantly change their behavior and within seconds the class will be quiet as a morgue, yet most hands will still be up.
Example 5. A writing assignment has been thoroughly introduced, the kids have been well primed and the topic fully discussed, time has been given for papers and pencils to be ready, and it is time to write. Teacher sees most kids writing, but seven or eight haven't yet put pencils to the paper.
What would be best for teacher to say?
A. "I'm pleased that so many kids have begun writing."
The teacher may need to make a second or even third round with the names, but it is a virtual certainty that the kids will be seated quicker than if the teacher had repeatedly blurted out the non-selective "Go to your seat!" command.
Names are like verbal bullets, insofar as getting the kids' attention. I cannot think of a situation when they are less effective in getting specific results than a general command, after the general command has been made clear. The closer names and faces are linked in your mind, the more you'll be able to make use of this tool (I always try to have the names and faces closely associated by the end of the second day of school, sometimes sooner). Once you experiment with specific commands, questions, praises and so forth, directed to particular individuals, whenever it is possible, I submit you will become an ardent advocate of the practice. Even at the end of the day, when your nerves may well be frazzled and it takes effort to remember whose name goes with what face, it pays to avoid the general command if it doesn't actually apply to everyone.
Example 3. Teacher has given an assignment and now is wondering if everyone is done. Teacher asks, "Is everyone done?"
Most veteran teachers have figured out the futile nature of this type of question, but even so it is easy to lapse back into some form of it at various times. Included in this category are all those questions where each person is expected to know the answer for everyone else in the class, a condition that rarely occurs.
Alternatives would be variations on the theme of, "Raise your hand if you're not done yet," "Raise your hand if you need more time," "Raise your hand if you need help," and so forth.
Example 4. Everyone is playing "Around the World," and the teacher is now asking questions of the class. Many kids are excited, standing up and blocking their neighbors view, and making various loud noises in the process. Teacher, quite instinctively, calls on those kids who attract the most attention. These of course are the shouter-outers and out-of-seaters, often one and the same. Teacher thus inadvertently rewards the undesired behavior and brings on more of it.
So, what simple sentence might the teacher utter to turn the tables and reward the students in their seats? Using her voice just loud enough for the kids to hear, she could say, "I'll call those who have their hands up and are in their seats."
The "leaders" will instantly change their behavior and within seconds the class will be quiet as a morgue, yet most hands will still be up.
Example 5. A writing assignment has been thoroughly introduced, the kids have been well primed and the topic fully discussed, time has been given for papers and pencils to be ready, and it is time to write. Teacher sees most kids writing, but seven or eight haven't yet put pencils to the paper.
What would be best for teacher to say?
A. "I'm pleased that so many kids have begun writing."
B. "I expect your pencil to be on the paper putting down ideas."
C. "Raise your hand if you don't know what to do."
D. Walk
around the room and ask, "May I help you?" of those students who are having
trouble getting started.
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