1. What are the biggest challenges you face when it comes to eliciting appropriate levels of energy and focus from your students?
2. This chapter offered several strategies to enhance student focus. Which ones have you already tried and which fresh ones might you try in your own classroom?
3. Do you already consistently use music in your teaching? If so, how well does it work? After reading this chapter, can you think of some ways to use it more purposefully and effectively?
A challenge I have for some of my students right now is to focus on the school day. Some of them are thinking and talking about summer and we have EOGs this week. I always try to make my comments the same, "Let's do the best we can today, and then you will be able to enjoy summer that much more."
ReplyDeleteI try to provide the students with brain breaks as much as possible. Gonoodle.com is my go to for brain breaks. Also, I encourage the students to talk amongst themselves on certain topics, then talk about it whole group. I try to incorporate music as much as possible too. When the students are reading or writing I turn on classical music for them to listen to.
I would like to try some of these strategies in my classroom. I like the high ten, low ten. It seems to be quick and easy for the students to have fun while doing a brain break.
My students love when I turn on music. I tell them that the volume isn't going to go up, so if they are talking loud, they will not hear the music. I feel like it helps my students stay on task because they think twice about talking to their neighbor because they want to hear the music.
I liked the high ten, low ten idea as well. I will have to check out Gonoodle, I never heard of it.
DeleteGonoodle..I'll check that out./
DeleteMy daughter is a kindergartner and LOVES gonoodle. They do it in her classroom frequently. I agree about EOG's and how difficult it is to keep them focused. We used a reward system for practice questions and they wanted to earn stickers and get to the next reward. Sometimes, they asked to do more questions....that was a first! :)
DeleteThanks for sharing about Gonoodle!
DeleteI will check it out!
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ReplyDeleteSorry, Lets try this again. The challenges I face have to deal more with focus rather than energy. My students are working on developing their listening skills which takes a great deal of energy and focus. I liked the author's suggestions of "high ten, low ten" "follow directions" and "doctor,doctor". The doctor,doctor activity would make a nice variation on the 5-minute write that students can do when summarizing content for deeper understanding that was discussed in the previous chapter.
ReplyDeleteOther strategies for student focus that I already use are stretching, pause and collect, and activities for balance. I was very interested in the write to focus suggestion to help with test anxiety. As I tell my students, I still to this day get anxiety over testing (and I'm not taking them, LOL); but I understand the feeling my students have and do all I can to help them alleviate the stress, writing feelings out was a new idea for me; I would like to try it during our EOG's this year and see what impact it has but my students might see it as a chore and then it would have the opposite effect..maybe I'll wait and try it next year when we can practice it during benchmarks. The other idea I liked was to teach "Positive self-talk" change their negative inner voices to positives.
At Middle School I used music a lot in my classroom for transitions, relaxing, and teaching content. I miss it, but have not found a way to incorporate it into my limited scheduled time with my students. I need to work on finding ways to do it even if only to send them out the door back to class.
I really liked the idea of "positive self-talk" also. I thought that was an awesome idea.
DeleteThe older students get, the greater the need for positive self talk. It's easy for them to find fault with themselves, particularly when they are working on something challenging. I think that may be a part of my classroom management plan next year. If we can teach students how to use positive self talk in elementary school, maybe it can create positive habits instead of negative ones.
DeleteDuring the week before EOG tests, my students were having a hard time staying focused and energized during review. I had to create new ways for students to be engaged. I had students study and review one specific math topic and then “teach their own review” to their classmates. They always enjoy “being the teacher.” I let them give out tickets and candy to students who were working hard during their lessons. This strategy helped to increase energy and focus because I let the students be in charge of their learning.
ReplyDeleteTo enhance student focus, I incorporate GoNoodle and music each day. I also have students pause what they are working on and hop up and give me a certain type of exercise. These brain breaks are helpful when trying to keep students excited, engaged, and ready to learn. I like the “high ten, low ten” strategy because students are working with each other with coordination, while taking a brain break. My only concern with “high ten, low ten” is that I need to make sure students understand that they are not hitting/clapping each other’s hands too hard. There is an activity during GoNoodle where students are giving high fives, but sometimes they seem to play too rough! I used the “wave” activity a few times this year. This activity requires students to watch others and work together. I may incorporate “stretch” in my classroom next year by having students or “lucky ducks” lead their classmates in a stretch series for 2-3 minutes.
I consistently use music in my classroom each day. I could not imagine my classroom without music. During morning work, I play Pandora stations. If students seem to have a hard time settling down, I will play instrumental music. Instrumental is calming and helps students become focused. If students come in and work quietly, I turn on Disney music. During stretches and brain breaks, I play more of an upbeat music that allows students to move around and release energy. We used Irish music during the month of March for St. Patrick’s Day. I often let students vote or choose what station to listen to. They normally all agree on the same station according to what activity we are focusing on. During writing, I incorporate music that is relevant to what students are writing on. I have an activity called, “Look Notice Wonder.” Students write from a picture they see on the SmartBoard. According to the picture, I determine what music should be playing to help students better picture what they are writing about. It is important to use music effectively in the classroom. This chapter reassured me that music is a great tool and method that should be incorporated into the classroom each day.
I definitely see how the type or intensity of the music can elicit different moods and can aide in learning such as soft classical for studying or focusing and up beat music for high energy engaging activities.
DeleteI have used music in my classroom. Most times it works well, however this year I have one student that needs silence to do her best work so we have had less music time during work time.
ReplyDeleteAs far as "appropriate" levels of energy..I know that 5th graders are going to be sarcastic and sloth-like at times so I try not to except a kindergartner's enthusiasm over everything we do in class. I meet them with the energy I hope to get out.
I have found that music works really well with some groups and not well at all with others. Some groups will just talk louder if there is music playing. Personally, I could never study or focus with music playing. I do like to hear music when I am making art. I use music more with Kindergarten and first grade. The Kinders love it when I play a song about the subjects I am teaching.
DeleteI agree completely that music is a vital role in the classroom. This year has been different. These students used music playing to get more rowdy or off task. Even calming music seemed to make them think, "this is not a work time". I would like to incorporate more music next year and I like all the ideas about fast music when they are low energy and slow music during focus times. I also like the ideas posted about staying at their seat, but "air swimming or Simon Says." We could do that for 1-2 minutes and that might be enough of a brain break to refocus and allow them to get back on track.
ReplyDeleteI will definitely look to enhance my usage of music next year---ALL YEAR. I am hopeful that the consistency will benefit them throughout the academic year.
That is such a good point about being consistent. I think that the consistency will help trigger the exact same response each time if it is consistent and, in turn, will contribute to a more orderly classroom.
DeleteMy biggest challenge is keeping my Kindergarteners focused in the afternoon. I try to always have something on the Smart board to get them focused as soon as they come in. At the beginning of the year they lost focus very quickly and I had to have different activities every 10 minutes. Friday afternoon is also very difficult because the students are ready for the weekend and not very focused on art.
ReplyDeleteFor lower grades, I try to use movement, lots of visuals and get to the hands-on activity as soon as possible. The follow the leader strategy works really well. I want to try the gallery walk with the older students and "walk the line" with the younger ones.
I use music a lot in art. For me, it works better with the younger students. It seems like the older ones just talk louder if music is playing. I will try some different types of music with my classes next year.
My biggest challenge regarding energy is the volume. It seems the more mobile/active they are, the louder they get. I have done games like Follow the Leader and Simon Says for motion and getting wiggles out for lower grades, but many time new activities I have tried got pretty noisy. Without walls, noise is always an issue for me. I haven't used music in the library. I personally can't concentrate when music is playing, and sound has always been a concern of mine so I don't annoy other folks in the building. I like the activities mentioned, but I would have to help students practice these activities using no sound or quiet voices.
ReplyDeleteI agree, energy levels and noise levels can go hand in hand sometimes. I'm sure it is even tougher to handle that in the library since there are no doors or walls as barriers to house the noise.
Delete1. My challenges reside on both ends of the spectrum which are students that come in and do not want to give any effort and students that come in bouncing off the walls with energy. Usually I can reign in the ones that are bouncing off the walls but getting some to actually give effort when they have a pre disposition of not liking exercise is tough. I already incorporate most of if not all the strategies in this chapter, but some kids just do not want to exercise or participate some days.
ReplyDelete2. I already incorporate plenty of moving and energizers in class. I don't want to lower to much of the energy in that for some, the 40 minutes that they see me is the only exercise they get. I also incorporate music into all my lessons to enhance their energy and focus.
3. I already use music daily. I try to use music that relates to their generation by playing Kids Bop Radio during exercise and during games to increase energy and make the activity more fun and engaging.. I also use music as a non verbal cue to stop and start activity. I can also use music, Like "Toe Knee Chestnut" for Kindergarten to move and learn.
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ReplyDeleteI try to keep the energy level high in my class because we have a brief amount of time to get from the classroom to the tutor room and get busy with our reading lesson before it is time to go back to the regular classroom. I walk quickly which is a bit of a brain break and energizer as students move to a new location with a new adult guiding their learning. Students generally get settled and ready to focus because they are aware of time constraints and class expectations. Because I switch gears and grades so many times throughout the day, I stay energized as well.
ReplyDeleteThis chapter offered several strategies to enhance student focus. Some of the strategies that I think enhance student focus the best include energizers and activities wheree students have to respond or repeat a phrase or keyword back to me as I use questioning to review words or concepts covered earlier in the week. Sometimes we predict and discuss prior knowledge about a topic to prepare to read a new story together. Activating prior knowledge always makes students want to share a story that is related and I try to allow a small amount of sharing without losing too much precious time.
In the regular classroom, I used music all the time. I have not used it much at all in my small groups. I need to take the time to consider how best to incorporate it into my reading groups and/or if it is appropriate. I feel like my time is limited and the teachers are counting on me to be focused on reading skills. I love the idea of pulling it in with rhymes or chants but I doubt I will be playing music as I need them focused on my voice and my instructions so that they can read to me.
I like to think of myself as their mirror, so if I get very excited about what's coming up next then they too will think it's going to be something really special. Also, I use exciting names for things that could be boring if I made them seem that way. For example, instead of saying we're doing to do this math worksheet, I might say we are going to get to do a fun activity where we can roll some dice and add up some numbers really quick. When I speak in an excited voice or use big gestures it gets their energy up (in a good way) for the activities we are about to encounter.
ReplyDeleteWe take lots of break in my classroom in order to maintain focus during activities. Some breaks consist of simply taking 3 laps around the room while other times we will play high/low, Captain's Coming or draw a picture of something we enjoyed doing that day. Getting their minds sort of tuned out for a minute really helps them focus on the next lesson.
My kids know I love music! And they do as well! We almost always have some sort of music playing unless we are taking a test or I'm teaching. The music will depend on their behavior, as well as the activity. When we are focusing on morning work I'll turn on Piano Guys pandora station or just something without words that's a little slower in pace. But when we are working on math stations or Saxon sheets, for example, I will usually turn on something like Kids Bop under the agreement that they can continue to work or I'll have to turn it off. I would love to try to use music to help my students with their reading fluency. I heard about teachers printing lyrics to common rhymes and songs then have the students sing along while pointing to the words and, in turn, this would supposedly help quicken their reading fluency.
My biggest challenge comes when the students come in he door! we only get together one or two times a week, so it's something out of the ordinary already. Having a small space is sometims challenging because everyone is so close together, making it very easy talk to each other, sometimes all at once! Since I have a limited time and a packed schedule, it's hard to think about scheduling breaks every few minutes!
ReplyDeleteIn the past I have used movement to keep students engaged. Changing activities every few minutes, having students working in rotating stations, or even standing up to learn a dance have been successful in the past.
I have used music in my class for quite a long time. I have found that it does help with concentration, and that it is necessary to match the music to the outcome I need from the students. Instrumental music is definitely the way to go, particularly if it's not something familiar to the students. Productivity and morale are definitely stepped up when music is played in class! Several years ago I purchased some CDs with all songs at 60 beats per minute, which is the resting heart rate for most people. My students would ask for those CDs to be played, particularly during tests. Too bad I couldn't use the, during standardized tests at the end of the year.
1. I think that my biggest challenges are keeping the children’s energy focused in the right direction instead of becoming a distraction. It is also hard for me to get them to slow down and control their excitement and energy when they play an instrument and I need them to slow down and focus on it correctly.
ReplyDelete2. I have tried a version of the mirroring exercise as well as a version of Simon Says. I think I have used stretches at some point. I like the idea of stopping to breathe in a certain way at their chairs when they come back from doing something. I also like the game where the student would use body percussion to make a rhythm and then have to remember other students’ patterns as well.
3. Why yes, I do use music in my teaching I like the idea of using it more intentionally for transitions though.
I have the same challenge in keeping the energizing activity from becoming a distraction.
Delete1. I think that my biggest challenges are keeping the children’s energy focused in the right direction instead of becoming a distraction. It is also hard for me to get them to slow down and control their excitement and energy when they play an instrument and I need them to slow down and focus on it correctly.
ReplyDelete2. I have tried a version of the mirroring exercise as well as a version of Simon Says. I think I have used stretches at some point. I like the idea of stopping to breathe in a certain way at their chairs when they come back from doing something. I also like the game where the student would use body percussion to make a rhythm and then have to remember other students’ patterns as well.
3. Why yes, I do use music in my teaching I like the idea of using it more intentionally for transitions though.
1. I find it harder in the afternoon, for all ages. And I sometimes hesitate because I'm afraid classroom management might be a problem.
ReplyDelete2. I have tried some of the energizers with younger students, mostly to get the wiggles out and help them focus. I like the ideas in the book and would like to incorporate more with students in the upper grades, not so much for wiggles, but for stronger and more energetic focus.
3. I don't use music as often as I could. But I've seen so many great examples of that with the staff here at Iron Station. I go into classes all the time that are using music in some of the same ways talked about in the book.
The biggest challenges I face with energy and focus are the typical time of day and less than exciting material. But I also find that my own energy levels are of great impact on student energy levels and focus. Startegies I have tried from the chapter include writing in the air and combining math and movement. As I read I realized I used these strategies more in the past and had great success so I need to work on adding a little more to my day next year. I do not use music frequently in the classroom. I used it this year during transitions. I would like o try adding it at appropriate work ties next year.
ReplyDeleteI agree that this year I did not use some of the strategies as often as I did last year. I want to try and do more this coming year.
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ReplyDelete1. What are the biggest challenges you face when it comes to eliciting appropriate levels of energy and focus from your students?
My students often have trouble with controlling their energy and maintaining focus due to their special needs. The biggest challenge would be that all 10 of them require diverse interventions.
2. This chapter offered several strategies to enhance student focus. Which ones have you already tried and which fresh ones might you try in your own classroom?
I use music, relaxing, tranquil music! For me as much as the kids!
I am going to try Gonoodle for some additional enhancement.
3. Do you already consistently use music in your teaching? If so, how well does it work? After reading this chapter, can you think of some ways to use it more purposefully and effectively?
I will incorporate a theme song to send students out the door. Some days I need to say line up ten times! Maybe a certain song for lining up for lunch and a different song for lining up for dismissal.
ReplyDelete1. What are the biggest challenges you face when it comes to eliciting appropriate levels of energy and focus from your students?
My students often have trouble with controlling their energy and maintaining focus due to their special needs. The biggest challenge would be that all 10 of them require diverse interventions.
2. This chapter offered several strategies to enhance student focus. Which ones have you already tried and which fresh ones might you try in your own classroom?
I use music, relaxing, tranquil music! For me as much as the kids!
I am going to try Gonoodle for some additional enhancement.
3. Do you already consistently use music in your teaching? If so, how well does it work? After reading this chapter, can you think of some ways to use it more purposefully and effectively?
I will incorporate a theme song to send students out the door. Some days I need to say line up ten times! Maybe a certain song for lining up for lunch and a different song for lining up for dismissal.
The biggest challenges that I have is getting the appropriate level of energy. Sometimes I allow the high energy to go on for too long and then I can't get them to bring their energy back down to a low level. I try to use music during my activities. some days I do better than others and on the days that I have used music the students seem to focus better. They get their work done while still enjoying it. It also helps keep the talking down and more work gets done.
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