At one time or another, we have all taught a class who don’t seem to be able to keep quiet long enough for you to actually teach the lesson you had planned to teach.
Working in silence is not always the sign of a perfect lesson. Genuine discussion about the work, collaboration between students and mutual problem solving are what we want to see. But constant unstructured chat can really inhibit your teaching.
There are plenty of behaviour management tips out there for dealing with this kind of situation, but there are also choices that you can make while planning your lessons to help avoid the chat in the first place.
- Get them from the start
Plan to have a starter activity ready for as soon as the students enter the room. They shouldn’t have the slightest excuse that they “had nothing to do”.
Whether it is a dramatic video, an awe-inspiring photograph or simply a bold statement, try to hook your students from the moment they walk in your door. Something controversial or shocking can work well - but teacher discretion is advised!
- Avoid dead time
Identify where the transitions from one activity to another will be - these are the times when students will talk. If a student genuinely doesn’t have anything to do because they are still waiting for the worksheets to be handed out, can you really expect them not to chat?
If they are going to need a resource for the starter, then it should be on their desks as they enter. While they are doing the first task, you can start distributing the resources for the next.
- Plan short and sharp activities
Try providing students with a series of tasks that don’t take a long time to complete. This can help students feel that they are making progress and so keep them engaged.
Providing a task list also means that students can progress at their own pace, providing they have the resources at their disposal. This avoids the faster workers finishing quickly and having a chat with the person next to them.
- Make it a choice
The majority of students will start talking because they find the work too easy or too difficult. Consider offering a “menu” of different activities from which students can choose.
Each activity should have the same learning outcome, but there should be enough variety to suit all abilities. Most students want to achieve and succeed - they are less likely to chat if they can do this.
- Three before me
There are lots of versions of this method around. It involves giving students ways to solve their own problems when they get stuck before they ask you, or anyone else, for help. Put a laminated sheet on their desk which lists three things they can try to help them troubleshoot before they pester you or the others around them.
Chris Powell is head of Year 10, professional mentor and specialist leader in education at Parmiter’s School in Hertfordshire
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