Tip #10
Consider these ideas when establishing procedures for handling noise in the classroom.
From (Leading and Managing a Differentiated Classroom, Tomlinson, 2010).
Develop clear directions-Take time up front to develop directions that are brief, use understandable
vocabulary, proceed in a sequential manner, and not skip any steps. Careful thought should be taken
beforehand to how students will respond to and interpret directions.
Teach students to be active listeners. Teach what it “looks like, sounds like” to be good listeners. Then
practice it often and stay consistent with expectations. Many students do not listen carefully because
they know the teacher will repeat the directions. Role play, play games, or have contests to see who can
summarize directions or repeat the last thing you said.
Make sure students know when to ask for help. Make a T-chart of when it is Ok and when it is not OK
for students to ask you for help. In a differentiated classroom, there will be times when a teacher is not
accessible.
Make sure students know when to ask their peers for help. Students should know when it is all right to
ask for help from a peer and how to ask appropriately. Modeling and setting up clear guidelines can lead
to classroom community where everyone pulls together to help one another.
Use “question chips”. Give students a set number of chips. When they ask you for help, they give you a
chip. When their chips are gone, they must rely on peer help. It is still important for you to monitor
student understanding as you move about the room and ask all students questions to ensure
understanding. “The goal is not to deprive students of the assistance they need, but to expand the
sources of help they feel comfortable drawing upon.”
Other methods: have a “first aid” station where students move when they need help; assign an “expert
of the day”; use colored cups(red means stuck, yellow means we think we are OK, but not sure, green
means good to go); have students place a placard with a question sign on the desk when needing help;
provide mini-workshops during independent work time if you observe several students having difficulty
Click on this link for more ideas:
http://www.learnalberta.ca/content/insp/html/teacher/teachingstudentshowtoaskforhelp.pdf