Hearing vs. Listening

You finish teaching a lesson and give instructions for the assignment. As usual, you ask if anyone has any questions, and you are met with radio silence. But because you’re a teacher, you know better than to believe that everyone in the class knows exactly what to do. You’ve learned that there are always questions– sometimes it’s because a student is too shy to ask in front of the whole class, and sometimes (or maybe most often), it’s because a student was not listening. They might have heard you talking, but they weren’t really truly paying attention. Repeating instructions 32 times gets exhausting! 

Students often think that hearing is the same thing as listening, when in reality, they are two different things. We hear a lot of things throughout our day. We hear people talking, noisy halls, bells ringing, music playing, and so on. But until we actively hear, we generally don’t truly register what our ears are taking in. Actively hearing – or listening – requires our minds to focus on what is being said or heard so that our brain can make sense of it and understand it. We make a conscious choice to take in the noises and turn it into something more concrete. 

In our classrooms, we can implement different strategies to help our students learn to listen rather than just hear. 

  •  After giving instructions, pick 2-3 students in the room, and call on each one individually and have them tell the class what the instructions were. Knowing they might be called on encourages them to listen more intently so that they can give an accurate answer.
  • Before students begin to work, ask them to turn to a neighbor and retell what the instructions were. They can help each other remember what is to be done. This also encourages students to effectively communicate with each other.
  • Write instructions on the board or display them through the projector– then if they weren’t listening, you don’t have to answer the same question several times, as they will have the instructions right in front of them. 
  • As you give instructions, have them write down the instructions on their own paper. Writing things down helps to create a connection between what is written and remembered. 

While it can be frustrating to have students not listen, it can be a great teaching opportunity, and there are strategies that can help students retrain their minds to be more active listeners. Not only is it a valuable skill to have within the classroom, students can learn that being an active listener is an excellent life skill to have in all areas of life– work, relationships, school, recreational time, and so on. Hearing is good, but listening is great.

1, 2, 3! Eyes on Me!

Today I got to help with three class Valentine’s parties. Yes, three. First, third, and fourth grades. I spent three hours at the school this afternoon, and let me tell you: my respect for elementary school teachers grew even more. But man, those kids are cute and so much fun!

While I was in each classroom, I noticed each teacher’s attention grabber– the quick little saying or line they’d call out to get their class back on track. They were all so different, but all achieved the same result. In fourth grade, I heard the teacher say, “Shark bait!”, and the class would respond with, “Ooo haha!” It worked like a charm. The third grade teacher counted down from five, and once she reached one, all the students chimed, “Thumbs up, arms folded!” In first grade, the teacher rang a quiet little bell, and all students knew that meant to stop what they were doing and stop talking. The last time I was in the kindergarten classroom, the teacher quietly said, “If you can hear me, touch your nose… ears… head, etc.”. 

In all of these situations, I was amazed at how quickly the students responded to the cue. They had been well trained to know what the expectations were, and what they needed to do to meet them. I thought back to my time in the classroom, and wondered if I would have done or said anything differently. I think I probably would have tried something a little more exciting than just counting down from five, but at the time, that worked for me.

There are countless ways to get the attention of your class. Regardless of how you choose to get their attention, one thing is the same across the board: you have to train your class what the cue is and what the expectation is. If you do that, you are setting yourself up for success. Here are a few other attention grabbers I have heard:

  • Teacher: One, two three! Eyes on me! Students: One, two, eyes on you!
  • Teacher: Hocus pocus! Students: Everybody focus!
  • Teacher: Holy moly! Students: Guacamole!
  • Teacher: All set? Students: You bet!
  • Teacher: Flat tire! Students: Shhhhh!
  • Teacher: Mac and cheese! Students: Everybody freeze!
  • Teacher: Hear ye! Hear ye! Students: All hail the queen/king!
  • Teacher: Are you ready kids? Students: Aye, aye, captain!
  • Teacher: To infinity! Students: And beyond!
  • Teacher: One, two! Students: Peek-a-boo!
  • Teacher: Ready to rock? Students: Ready to roll!
  • Teacher: Chicka-chicka! Students: Boom boom!
  • Teacher: Scooby dooby do. Students: Where are you?
  • Teacher: Marco! Students: Polo!
  • Teacher: Eenie meeny. Students: Miney mo!
  • Teacher: Red Robin! Students: Yummmm!

Non-verbal cues can also work well! Ringing a bell, shaking a noise maker, or giving a hand signal can all be effective in getting your class back on track. 

What are your favorite ways to get your class focused and ready to learn?

January Might Be the Longest Month of the Year

January is one of those months that seems to drag on and on and on. There aren’t any big holidays to look forward to, and the weather is usually cold and dreary. As a teacher, inclement weather typically means indoor recess, and depending on your class, that could mean extra chaos. If you need something to keep your kiddos entertained in such an event, look no further! Attached below are two Winter Find & Count worksheets– one in color, and one in black and white– that you are welcome to print off and use in your classroom. (Parents, also please feel free to use in the event that the dreary January days get a little extra long and you need a quiet minute!)

** This resource is strictly for classroom or personal use. Do not resell it, repost it, or claim as your own. **

Restoring the Peace

Teachers wear many hats on any given day, and sometimes even have to wear multiple hats at a time. It’s a constant balancing act, requiring a teacher’s mind to always be in “on” mode, ready to switch hats and act in a new capacity. One of those capacities is that of a support person in times of crisis or distress. 

Dysregulation is, by definition, when there is an imbalance or disruption to the regular function of a system. Typically when we see this manifested in students, there has been some sort of trigger that has upset the regular balance of emotions and/or behaviors. This can lead to outbursts, heightened emotions, muddled thinking, and even physical reactions. 

When a student becomes dysregulated, a teacher must often step in to offer assistance, comfort, and guidance. A teacher’s priority is to keep their students safe, so in a situation where a student has become dysregulated, the teacher must ensure that the struggling student, as well as all other students in the room, remain safe. The specific actions taken to restore balance and calm can look different in every situation, but there are a few steps that remain consistent across the board. Employing these tactics can help to deescalate a situation quickly so that the classroom can return to a safe space for everyone as soon as possible. 

Remove Triggers

If possible, remove whatever it is causing the student to become dysregulated. If it is another student, separate them. If it is frustration over an assignment, remove the assignment from their desk for a bit. Whatever it is, try to find a way to put some distance between the dysregulated student and the trigger.

Stay calm & Reassure

A dysregulated adult cannot effectively calm down a dysregulated student. Remaining calm– as difficult as that can sometimes be– is incredibly helpful when you are attempting to calm a student down. They can sense your emotions and will mirror them. Remember, we don’t need to add our chaos to their chaos!

Offer Space

A student who is feeling out of sorts often needs space to regroup. If they feel cornered, it could potentially escalate their already heightened emotions, leading to a worse situation. If, however, a student is being physically reactive, intervention may need to be made to remove the student from the situation so as to prevent themselves and/or others from getting harmed. 

Validate Feelings & Actively Listen

Name to tame– identify the emotions and feelings so students know what it is they are feeling. Once they have named what they feel, it is easier to identify ways to regulate those feelings. Let the student know that feelings aren’t bad– we all have them! It’s how we manage them when they feel out of control that matters most in a situation like this. Take time to listen to what the student has to say, and use good listening strategies so they know you hear them– nod when appropriate, make eye contact, repeat back key points or phrases to show you’ve understood them, and ask questions to clarify as needed. Students are more likely to calm down and feel safe if they know they have a trusted adult who cares about them.

Give options and choices for alternatives

Find an alternative activity for the student to do until they feel calm enough to engage with classmates again. This might look different for every student. Perhaps you might offer some time in a calm down corner, or maybe allowing the student to put on some headphones and listen to a meditation exercise. Other students might respond well to a coloring activity or perhaps even a sensory activity like play-doh or kinetic sand. A fidget toy or stress ball might be a great alternative activity for an escalated student as well!

Choose your battles

As a teacher, you reach a point where you realize that some battles just aren’t worth fighting. Assess the situation, and make a choice. If the cause of the dysregulation really is an issue, address it and find a solution. If the cause of dysregulation really isn’t that big of a deal in the grand scheme of things, learn to let some things go. You as the teacher get to make that call.

Know when to ask for extra support

Occasionally, you may find that you have a student so dysregulated that you can’t handle it on your own. Learn your limits and learn to recognize when you need an extra hand. It might be that you need someone else to come remove the student from the room, or maybe you need someone to come sit with the rest of your students so that you can step out and help your student resolve whatever it is that is triggering them. Schools are full of other teachers and staff who are willing and ready to step in should the need arise. 

Teachers can do so much when it comes to helping their students learn to manage their feelings in appropriate ways. When a teacher takes the time to walk through deescalating techniques, students can learn methods and techniques to calm themselves down. As they practice these methods, they begin to realize that they can handle their triggers on their own and that they have the tools needed to regulate their own emotions without outside help, and that becomes a skill that they can use the rest of their lives. 

Classroom Management: A Tale of Trial & Error

Managing a room full of students can be challenging. You quickly find that what works for one student doesn’t work for another, and sometimes you feel like you are spinning in circles trying to find something that works. It can be frustrating, for sure. 

Management styles and methods vary from teacher to teacher, and can be dependent on many factors. Teacher personalities can influence the kind of management techniques that are used. Student personalities can also largely determine how a teacher manages the classroom. Another factor that definitely plays a role is the grade being taught and managed. Kindergarteners and first graders are typically going to eagerly respond to management techniques that involve silly, catchy little rhymes or actions, such as “One, Two, Three, Eyes On Me!”, sticker charts, and so on. Younger grades tend to also be very highly motivated by external motivators: give them a chance to earn a tootsie roll or a sticker, and you will grab their attention quickly! Upper elementary grades also usually respond to similar methods, but often aren’t as quick to do so. 

Secondary classes can be trickier to find successful management techniques. For the students who truly need behavior management help, offering a sticker or piece of candy probably isn’t going to do much. Forming a connection and being kind, however, will go a long way.

I recently surveyed a handful of teachers about their classroom management techniques. I found a good variety of answers and ideas. Keep reading to see what they had to say!

What is one classroom management technique that you have found great success with?

  • Connection (9th grade)
  • I have a 120 chart and kids put small sticky notes on it as they are caught being good. When the chart is full we spin a wheel for the winners! I pick 5 or 6 kids. Then we take them all off and start again! Winners get a prize from the prize box! (1st grade)
  • Focusing on positive behaviors, having a type of behavior system for individuals, groups/tables & whole class (4th grade)
  • Reinforce positive behaviors (Kindergarten)
  • Classroom money with a class store linked with prizes they actually want. (2nd grade)
  • My students absolutely love being called out for making good choices and signing a chart. Once the chart is full we do a class drawing to win prizes or other things. (3rd grade)

What is your biggest struggle with classroom management?

  • Adapting systems to each class. Every year is different! (4th grade)
  • Students unable to communicate. (9th grade)
  • When I cannot find what motivates certain kids and it seems like NOTHING works! (2nd grade)
  • It is so hard to give a consequence to a student you know will not take it well. (3rd grade)
  • Defiance- straight up telling me no. (1st grade)
  • Noise level. (Kindergarten)

What classroom management advice would you give to new teachers?

  • Consistency is key, even when you know the student might take a consequence badly. Also sometimes what’s fair for one isn’t fair for the other. It’s ok to make tweaks in expectations for students that need it. (3rd grade)
  • Have class, individual, and group systems. (Money, table points, whole class parties they work together to earn) and just know these kids are built different so it is harder! (2nd grade)
  • Connect with your kids, they will do anything for you if you form that connection from the start. Set high expectations, but give grace. (9th grade)
  • Think of your behavior management plan and then explicitly teach it to kids! State expectations clearly and then hold them to it. (4th grade)
  • Keep at it! It takes time and patience! (1st grade)
  • Keep kids busy and working. (Kindergarten)

Great advice all around! These teachers shared some great ideas as well as some encouragement– something we can all benefit from!

When it comes to finding what works for you as a teacher, it can be a lot of trial and error, and it may take some time to settle into a groove that works for you and for your class. But if there’s one thing that I’ve learned about teaching, it’s that any time spent trying to help your students be their best selves and to succeed is time well spent!

Brain Breaks & Challenge Cards

We’ve all been there as teachers— we plan the perfect lesson or activity, anticipating that it will fill as much time as possible… and then it doesn’t, and suddenly, you’re left with time to fill. A few minutes of “free time” at the end of class isn’t so terrible, but too much time? You’re going to end up with chaos and mayhem! 

If (when) you find yourself in a situation like this, or find that you need a short brain break in between tasks or activities, it’s always good to have an idea or two in your back pocket to quickly pull out for your class to do. 

Sure, the Internet is teeming with ready-to-go brain breaks and time fillers, but sometimes, you just need something that is not tech related and is still fun and engaging. I remember playing “Heads Up, Seven Up” or “Silent Ball” and having so much fun. If there is an element of mystery or challenge to the game or activity, it makes it even more fun. 

I’ve created a fun “Challenge Game” full of different kinds of challenges to engage students and targeting several areas of learning. As a teacher, you know how much time you have available, so you can choose the type of challenge— some are super quick, while others take more time. Choose a challenge card, then pick one (or more if you have time) challenge activity and have your students complete the challenge. Split them into groups or do the challenges as a whole class— whatever fits your needs! 

Have fun and enjoy connecting with your class. Parents, you can use these challenge cards, too! We all know that sometimes you just need a few minutes to reset at home. These are even great to cut out and keep in your car! Tuck them into your purse and pull them out while you wait for your food to come, the doctor to see you, or to keep the whining to a minimum when they claim they are bored.

As always, the printable is free, but is intended for classroom or personal home use only. Do not sell, distribute, or repost as your own.

Bullying: An Epidemic

One of the jobs of a teacher is to make their classroom a safe place for all students— a place where kids can come and feel like they belong, matter, and are heard. Most teachers I know of do a pretty good job at that, or at least trying their best to do so. Unfortunately, there are some kids who are pretty good at taking a safe place and making it feel not so safe by being a bully. And, equally as unfortunate, these kids are usually sneaky in their ways, often getting away with their behaviors until a situation becomes more serious. 

Bullying isn’t a new problem— it’s an issue that has been present in schools as long as schools have been around, and I don’t see it going anywhere anytime soon. As teachers, we have the responsibility to keep our eyes and ears open and to intervene any time we become aware of a bullying situation. We cannot turn a blind eye to this problem. 

So what can we do? To start, we can teach kindness and acceptance in our homes to our own children as well as to our students in our classrooms. We can encourage students to talk to a trusted adult when they see or hear bullying behaviors or when they are the victim of those behaviors. We can make our selves more aware of what is going on around us. Getting to know our students helps in several ways— it creates a relationship of trust and also can help us notice if something seems “off” or different. We need to be active listeners, doers, and watchers within the walls of our classrooms and our schools. 

If we do become aware of a problem, we can involve administration if needed. Beyond discipline, most admins will be willing to come into your classroom and talk about bullying and the problems it can cause— and the consequences that may result. 

Last school year, my second grader came home one day and told us that a classmate had been mean to him verbally and physically. We talked through the situation and discussed how he can handle it if it happened again. Unfortunately, it did continue happening. My son said he had told the recess aid whenever it would happen, but nothing changed. At this point, I emailed his teacher and explained what had been happening. I was so impressed with how she handled it; it was immediate and firm. She set up new class guidelines and made sure her students knew that she would not tolerate any kind of mean behavior in her classroom. She let them know that if she heard or saw anything happening, there would be immediate consequences and that the principal would become involved. She instituted a kindness challenge where students were given a grid of kind things to do for others. Once they had completed all the tasks on the grid, they could bring their paper back for a prize. Not only did she address the issue of bullying, she went a step further and encouraged all her students to be kinder and more patient with one another. Thankfully the problems my son was experiencing stopped, and the rest of the school year was just fine.

I know not all bullying situations are resolved as quickly and easily as my son’s was. I know for some students, it goes on for weeks, months, or even years, slowly eating away at the victim’s mental health and self esteem. It takes a toll. 

Cyber bullying is becoming more prevalent as technology continues to evolve. Kids (and sadly, even adults) can hide behind a screen and target individuals. Information spreads quickly via the internet, and can be done without the victim ever knowing who the bully is. This kind of bullying is dangerous and scary. It is also cowardly, as the bully doesn’t even have to come face to face with their targets. They can hide in the comfort of their own homes while slowly destroying someone else’s life. 

I don’t know that there are any easy or sure fire solutions to this epidemic happening in our schools. But I do know that we as teachers can make a difference by being alert, attentive, and aware of what is happening around us. We can be proactive by teaching and encouraging kindness. We can be assertive when we notice something happening and get those involved the help they need. While we may not be able to rid the world of bullying, we can certainly start a change within our own classrooms.