Creative Classroom Management Part 3: Stop Shouting!

OK! - EVERYBODY SIT DOWN - EYES ON ME - AND QUIET… I SAID QUIET!

Whether you’re a culprit or not, it’s a known fact that teachers might sometimes shout. Or at least raise-their-voice. It’s quick and easy, and somewhat effective. 

Shouting is typically used in a classroom to:

• Get pupils’ immediate attention

• Discipline a class or student

However, shouting will generally:

• Get pupils’ immediate attention and then lose it just as fast

• Upset a pupil or pupils

• Teach pupils that shouting is an acceptable form of remedying a situation

• Bore children if used repeatedly

• Encourage your class to shout, too

And this is where I jump in! In this blog, I’ll describe a handful of activities to help you use your voice more effectively, and even demonstrate ways in which you don’t have to use your voice at all! 

Engage your class, take control and save your voice? Bingo!

1. Sing your instructions

Knowing that my class was obsessed with Frozen after it’s 2013 release (I sense I wasn’t alone in this) I decided to sing a Line-up song to the tune of Let it Go:Liiiiiine up (Let it gooo)Liiiiiine up (Let it gooo)Ye-ar 3 could you please line uuuuup? (Can’t hold it back anymore)

My class had never wanted to line up so quickly - and passionately! Whether improvised or assigned to the tune of an existing song, sing instructions wherever possible. Why not spice things up with a click and a clap too?

2. Create class chants

If singing isn’t your thing, chants can be used to replace singing for instruction-giving as above. 

They’re also a great, subtle way of monitoring your class. I once worked with a brilliant teacher who, when the class noise levels were rising, would rhythmically tip-toe round the room quietly chanting :I am whis-per-ing to see who’s list-en-ing. I am whis-per-ing to see who’s list-en-ing.

Anything you feel you need to shout, try chanting it in a fun way first - especially around the room - and see if pupils tune in. If one chant in particular works, bank it and use it as and when required. Pupils will become familiar with it and even start to join in! Class focused on you. Tick! ✔

3. Clapping rhythms

Performing one clapping rhythm and expecting silence simply isn’t going to work - at least not every time. Multiple, different rhythms are required to cater for everyone putting their pencil down, turning around and joining in. Practice different rhythms at home first so you’re confident using them in class.

Go one step further and try this favourite little trick of mine… Reduce the number of fingers you use every couple of rhythms - 4 fingers, 3 fingers, 2 fingers, 1 finger - finish miming a clap rhythm (silent clapping)! This is inviting and exciting and works almost every time! 

Be sure to signal to the class how many fingers you’re using so that they can copy correctly and quieten down with you. 

4. Instrumental call and response

Grab a simple percussion instrument from the music room - preferably one that makes two different sounds when hit differently. Tambourines or wooden blocks are great!

At the beginning of the year, teach children that one sound means to clap, the other sound means to click. Practice using different patterns of sounds for the class to respond appropriately to. 

Tambourine

Hit = clap, shake = click

Hit, hit = clap, clap

Hit, shake, hit = clap, click, clap

Hit, hit, shake, shake = clap, clap, click click

The possibilities are endless!

5. Action based instruction

This works best when introduced at the beginning of a term or half-term as it requires explaining and a bit of practice with each new rule. Here’s one example:

• Choose or create an interesting chair - a colourful one, one with a fancy cushion, or decorated with a scarf!

• Explain to the class that this is Story Time chair. 

• Whenever they see you sat in it, they are to finish up, pack away and sit in front of you as fast as they can.

• Children never want to be the last one, so the race is on as soon as one child clocks you! Quickly and quietly they’ve gotten ready for story time themselves. 

The matching of rules to action doesn’t necessarily need to be logical; any instruction can be assigned to any action!

Have you perfected your singing, chants, clapping, instruments and actions? Take a look back at Parts 1 and 2 of this blog series for some simple tips and guidance about brain breaks.

- Sarah