Attention Please Class!

"Surely, it is no coincidence that the word, LISTEN, is an anagram for the word SILENT."


I love that quote. Aren't people clever! Children and silence do not always go together. Learning and silence don't always go together either; however the ability to gain a noisy group attention and focus is becoming more and more challenging. This is particularly true in our role as substitute teacher. Many specialist teachers also experience the same challenges. The strategies I employ vary daily depending on grade level and the personality of the class as a group.

Again over the years I have experimented with many ideas for the relief day. As permanent classroom teacher the strategies will also work but you won't need to implement them as often due to the relationship you have with the group. It really is quite different.


Here are a couple of ideas. I have a real variety in my "Relief Insight" (Teachers Workbook)
I will continue to add a selection under this heading in future blogs. Love to hear your ideas that work for you in this area too.

• S . A . L . A . M . I . Say this word loudly to gain the class attention and for the first time you will! Smile, and politely point out the letters stand for STOP AND LOOK AT ME IMMEDIATELY This strategy works best in a busy independant working room when you simply want to add an extra instruction or message. I don't over-use it and the children love the fact that it is a secret code word known only to this class. It becomes like the old FREEZE strategy that goes to a new level. If you use that technique I would recommend also adding THAW as a signal to recommence work.

• RAIN SHOWER Nothing is as calming as the sound of falling rain. Try this idea on the younger ones when you are waiting for the group to settle. Finger tips wiggling from head height to your waist to imitate falling rain. Cross hands back and forth three times when you reach waist level to represent the puddle and make the sound , shh, shh, shhh. I often say "Rain is falling down" as I do the actions. One the third time, I slow the action and speech right down so the children know this is end and I expect all will be stettled. This strategy also links with breathing patterns and the extra oxygen aids both the learner and teacher.....whoever needs it most!

Blessings for the journey....

Live, laugh and learn.

Carmel