As discussed on theartofed, last week, getting your students attention by using non-verbal cues. This can be a crucial step in getting students ready to start the task at hand.
Having 55 minute class periods for high school students is a bit cumbersome. The time limit is just long enough to start projects and make progress, however it is too short to really thoroughly complete any project within a class period. Being a high school teacher, I wanted to try and not reserve myself to cheesy tactics like clapping or hand signals, so I decided to use the ever so popular "bell ringer."
Each class I take has a daily goal that the students are responsible for recording and than responding to a leading question about the task at hand. Some days these goals really spring board the class into discussions that help provide a successful experience with a specific project. Other times, students overlook the goal and just start in working with the materials.
I do believe using non-verbal cues to get the students ready to work is a crucial part to properly managing a classroom, and while the art room can be drastically different than other core classrooms, it is still a place where work needs to get done.
What are some other non-verbal ways teacher's use to get their classes up and running?
Interesting article. I love the idea of non-verbal cues. I have traditional used the "lights off" cue with my 7th graders, but let's be honest, they do become immune to it after a while. The article gave some other idea that would work perfectly. I love the idea of have a couple options.
ReplyDeleteWant to talk about annoying clapping and verbal cues. Check out a couple videos whole brain teaching or learning. Maybe somebody in our class uses it, but I don't think my students would buy in to it.
I couldn't agree more. It's hard getting students started - especially at the high school level. The suggestions from the article certainly help. I've tried the clapping, do-now's on the board, and lights off. In my classes, I've found that standing at the front of the room quietly just waiting patiently works well. Sometimes one students sees me immediately and then takes a leadership role and asks his or her classmates to be quiet so I can speak. I love when that happens! Students take responsibility for their own learning!
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