QUESTION:

I’m looking for some different things to try to control the student voice level during centers. I really don’t believe that whispering is a natural thing for anyone, adults included. That said, in order for me to work with small groups I need them to be quieter than their regular talking voice level. I have tried playing music and telling them that they have to be quieter than the music but that hasn’t really helped them regulate.  I want them working together during centers, but I need some suggestions as to help them work quiet-er.

RESPONSE:

I always check Marvin Marshall’s blog each morning. This morning he had a posting on the topic of “Noise Levels.”

I’ve used his suggestion in my own class during our free centers time. The key sentence is the final one in the posting––the one about expectations.

In Marshall’s DWS approach, you would first teach the kids about the various noise levels that he’s mentioned, 1-5. Adjust the definitions to suit your own expectations and situation.  Then practice with the children so that they can simulate each level. (You’d probably have to be in the gym to practice Noise Level 5 and warn your principal to expect some sudden screams!) Then when you felt they understood your expectations for center time and the variations between the levels (and could reproduce them during practice sessions,) you would be ready.

Marshall would suggest that you hold a discussion prior to the start of center time. This approach is all about being positive and proactive.  You would ask the class to tell you what noise level is appropriate during center time (and why.)

Then you would ask:  ”What should happen if we can’t keep our voices to this level and it starts getting too noisy in the classroom?” In my experience, one kid at least, always suggests that if the class gets out of hand, free centers should be over and everyone should return to desks to do a quieter (more controlled,) activity. At that point, Marshall suggests the teacher reply: “Yes, I can live with that.”

Invariably, for several days, the class will begin well but eventually return to their old habits  (As they say, old habits die hard!) When the volume begins to rise past acceptable, the teacher simply has to get student attention and ask––sadly––a series of questions:

  • “What noise level did we just have in here?”
  • “What level did we say was acceptable at center time?”
  • “Before we started centers, what did we say should happen if we couldn’t manage our own voices at an acceptable level?
  • “What should happen now?”

And some child will always answer for everyone…  ”We should go back to our desks.”

“Yes,” you sadly agree.  Like I said, over time this approach helps children learn to regulate their own behavior; I’ve seen it happen in countless situations.

It doesn’t happen by magic though. Often people teach only the initial levels but neglect to put enough energy and focus into following through. You have to teach your expectations well initially and be consistent, but even young students can learn to take responsibility for their behavior. At some point you’ll start to notice that the more mature ones become your allies––they will encourage the rowdier ones to come into line because they can see what’s coming. Another key factor is not to give up. Have the same discussion for a number of days in a row and you will start to see improvement. Always start with positive expectations that you know they can learn to do this; you know they are capable.

Another suggestion from Marshall would be to challenge the class on each successive day to “beat” their own record. In other words, on the first day write on the board the number of minutes that they managed their own behavior at center time. The next day, refer to that number and challenge them to better it. Kids are extremely motivated by challenges. Explain that you have planned for __ minutes of center time. Then challenge them with a question, “How many minutes of fun learning time can we manage today?”

Keep in mind, one other thing. If you begin this process in September the results are much faster than midway through the year. Madeline Hunter’s brain research shows that to learn something initially requires 8 practice times. To change a routine and learn a new one requires 28 practice sessions; 20 times to unlearn the previous habit and 8 more times to learn the new habit. It’s not impossible to change habits part way through the year, it just requires more student practice and teacher perseverance.

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Posted In: Procedures in the Classroom
posted On: March 5, 2010: 6:49 pm: By Kerry Weisner
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