Talking. Texting. Sleeping. Passing notes. Pulling pranks. Teachers face myriad disruptions every day—regardless of whether they’re new to the classroom or have taught for decades. Most teachers want to address issues immediately so they can get back to teaching.
Dave Foley, an award-winning educator and classroom management coach, describes simple techniques teachers can use to tackle disturbances in the new edition of his book, Ultimate Classroom Management Handbook. Because talking is a top disruption, Foley offers six steps that will encourage students to be quiet.
1. “Raise your voice and say something such as ‘I need you to be quiet.’ This option works if a number of students have tuned you out and are unaware that you are teaching.…Do not continue to teach until all students are quiet.”
2. “Lower your voice. When you have information that students must know … lower your voice and continue with the lesson. Those students who have been struggling to hear will become alarmed. Because they aren’t able to read your lips, these individuals will start making ‘sshhh’ sounds and giving the talkers dirty looks. Invariably the din will subside, and you will be able to continue teaching in your normal voice.”
3. “Stop teaching and stand silently. If the talking continues, say, ‘I can’t continue until everyone is quiet.’ Then stand quietly, looking directly at those students who are disturbing the class….This action quiets the class almost every time.”
4. “Threaten to give homework. Sometimes you find yourself constantly reminding students to be quiet. Even writing names on the board doesn’t stop the restlessness. In this case, let the class know that all this talking has consequences….Peer pressure becomes a factor at this point as students start to shush the talkers.”
5. “Mention staying after class. This tactic is particularly effective when used near the end of the class period. Just say, ‘Every time you talk, I’ll be quiet. But we need to finish this lesson today, and I’m afraid you might have to stay after the bell rings in order to finish.’ Invariably this declaration is followed by some frantic shushing noises, and then you have the quiet you need to teach.”
6. “Focus on one talker. While looking directly at one student who is talking, lower your voice and speak to her. The rest of the class, being naturally curious, will stop talking to listen in on your conversation. Exactly what you say isn’t all that important, although you may want to ask for the student’s cooperation so that you can begin teaching again.”