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Attention Getters

Often, dare I say daily, a teacher needs to get the attention of the class. There are many ways to go about this. Each can be effective depending on the teacher, the grade and subject taught, and the situation. These are a few of my methods for getting the attention of my students, when necessary.

“Auzzie, Auzzie, Auzzie”… “Oi, Oi, Oi”
Description - The teacher initiates the cue with “Auzzie, Auzzie, Auzzie” and the entire class responds with “Oi, Oi, Oi.” Following the students response they quietly look towards the teacher, and await instruction. Explanation - I enjoy soccer and rugby games and this is a fairly common chant at any Australian sporting event adapted from the British equivalent. I also am very energetic and thrive on class involvement I think this is a great way to give the students a last chance to talk and get some energy out.

“Shave and a hair cut” … “TWO BITS”
Description - The teacher initiates the cue by clapping the beat of “Shave and a hair cut” and the entire class responds by clapping the two beats of “two bits” as loud as possible. Following the students response they quietly look towards the teacher, and await instruction. Explanation – This method is used mainly during activity time or when manipulatives are used because it requires the students to put their materials down and clap.

Description - The teacher initiates the cue by holding up there hand with fingers spread wide calling out “5” then giving verbal cues to wrap up the discussion. The teacher then calls out the remaining numbers getting quieter as they go finally whispering “1” with the final cue of “silence.” The class is now silent and the students should direct their attention towards the teacher. Explanation – frequently I turn the students loose to discuss a topic at their tables. This method gives the students an opportunity to finish their thoughts and conversations.

I feel that if a teacher does not give the students respect and freedom they will begin to take it. As such, the use of abrupt methods of attention getting should be reserved to be used when necessary. I would explain these methods of attention getting to the class and the expected result. With all things there needs to be some method of accountability. Having some method of keeping score or evaluating the class’s participation in the method used would be necessary.

Classroom Quotes
“I have never let my schooling interfere with my education.” ― Mark Twain

“Education is the most powerful weapon which you can use to change the world.” ― Nelson Mandela

“Eragon looked back at him, confused. "I don't understand." "Of course you don't," said Brom impatiently. "That's why I'm teaching you and not the other way around.” ― Christopher Paolini, Eragon

“Children must be taught how to think, not what to think.” ― Margaret Mead

“Without education, we are in a horrible and deadly danger of taking educated people seriously.” ― G.K. Chesterton

“In learning you will teach, and in teaching you will learn.” ― Phil Collins “Education is not the filling of a pail, but the lighting of a fire.” ― W.B. Yeats

Experience is not what happens to you; it's what you do with what happens to you. ― Aldous Huxley
If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it. ― Michael Jordan

Discipline is the bridge between goals and accomplishment. ― Jim Rohn

Visual Instructional Plans

Decagon Circle Nonagon

Octagon Angle Heptagon Triangle Equilateral Quadrilateral Hexagon Pentagon Trapezoid Rectangle Parallelogram Acute Square





Distributive Property

Problem 1


Looks like Santa’s Hat


Polynomial Long Division

Numerical Long Division

First, I set up the division: For the moment, I'll ignore the other terms and look just at the leading x of the divisor and the 2 leading x of the dividend. If I divide the leading x inside by the leading x in front, what would I get? I'd get an x. So I'll put an x on top: Now I'll take that x, and multiply it through the divisor, x + 1. First, I multiply the x (on top) by the x (on the "side"), and carry the x2 underneath: Then I'll multiply the x (on top) by the 1 (on the "side"), and carry the 1x underneath: Then I'll draw the "equals" bar, so I can do the subtraction. To subtract the polynomials, I change all the signs in the second line...

...and then I add down. The first term (the x ) will cancel out:


I need to remember to carry down that last term. Then repeat the process until there is a remainder.

Graphing Inequalities

Graph the solution to y < 2x + 3. Plug in values for x and y to find which side to shade

Treat it like a line and graph it

Coat Hangers Computer Desks

Counter tops and upper shelves

File cabinets

Walking Path in order to work the crowd

White and Smart board