What does that mean exactly? Think about all the different ways you have tried to get the attention of the class. Flashing the lights, calling out 'boys and girls!' The Silent Stare, waving or clapping your hands for attention, and many more I am sure.

How did that work for you? That well, hunh?

So you have you started class, called for your class to get quiet. Only a few kids comply, and others continue chatting, apparently oblivious to your request. You ask for their attention again, louder. At this point you can feel your blood pressure rising, right? How many times have you been here?

You know your students have heard all this before. You know they know how to be quiet and how to pay attention. They have heard it, in many cases for years, and yet they still do not do it. Why not? What is the problem?

The problem is twofold: 1) they do not know what you want and when. 2) The already do not like school and having to be quiet is not helping.

Well, dang then. What to do, what to do?

Does any of this sound familiar for any of your classes? If you would like to change that then read on.

The most important thing to realize is that you can easily overcome their resistance with a combination of specific instructions and specific parameters on their responses.

While it it true that they have heard all this before, your problem lies in that they have heard it many times, but not with specific directions on when to respond. That may sound a little silly to you, but think about it. In all the times you have told your class to get quiet, or get their attention, have you ever given them instructions on how to respond so that you and they all are on the same page?

No matter how many times kids have heard these instructions they actually need specific instructions on what to do, how to do it, and most importantly, when to do it. This is what I mean:

To get the attention of any of my classes I say ‘Class!' and then they reply ‘Yes!'

Next is the catch, the hook that makes this fun, and gets them invested and working with me rather than continuing their conversations. When I say ‘Class!' and they say ‘Yes!' they have to say it the way I said it, and they have to respond instantly.

If I say ‘Classity-class-class!' they have to say ‘Yessity-yes-yes!'. If I say it loudly they have to respond loudly. If I whisper, they respond in a whisper. They have to match my intensity.

Doing this establishes for them my expectations of instant response, and inects a level of novelty that keeps them interested. It is truly amazing how effective this simple method is.

Simple, hunh? It is amazing how effective this approach is. I used to be the teacher who raised my voice, or ineffectually flashed lights and all that sort of thing. I often felt I had to be. It was impossible to get the attention of middle schoolers otherwise. I would find myself frustrated by the students' inattention.

The key to this successful method is simple. First, I clearly defined the expected response. I know that does not sound like much, and that you think they should already know this. It is difficult to describe how vitally important it is that you let them know point by point what you expect, and when you expect it.

Next, I gave them a role to play, and expectation to meet. The more you can involve them the more quickly you can get their attention.

This technique is just the beginning of the Whole Brain Teaching method. There are most steps that involve classroom management, and more imporantly, a whole brain learning method second to none.

Go Here for a step by step on how to use Whole Brain Teaching.