Countdown: Instruct students in what to do and count down from a low number such as five or three., Deliberately pause between each number and scan student actions/behaviour., ‘Looking at me in 5 (pause), 4 (pause), 3 (pause), 2 (pause) and 1’., ‘Finish the sentence you are writing in 5, pens down in 4, facing me Matthew in 3, I can see most eyes in 2 and silence in 1.’, Use the lowest countdown possible – usually from 5 or 3., Clearly communicate expectations, acknowledge expected behaviours, and correct behaviour that does not meet expectations between each number., Positioning: Have a designated position in the classroom for making instructions., Alert the students to the fact that you are moving to that position., “I’m moving to the lectern now boys. . . “., Avoid giving instructions or feedback from other areas of the room., The position should be the one, in which the fewest number of students must turn around., Call and Respond: Use a verbal or audible prompt for students to reply in unison., ‘1, 2, 3’ (Teacher) → ‘eyes on me’ (students), Make a short clapping pattern (Teacher) → Copy the clapping pattern (Students), ‘Ready to listen (Teacher) → ‘Ready to learn (Students)’., Visual Cues: Raising one hand in the air, Holding up a finger or hand to be copied by the students, Fingers to lips, Hands on Head,

Gaining Student Attention

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