AttentionGettersand

BehavioralManagement
Progress

Date

Strategy

Effectiveness

October2015

Newtokeneconomyinclass.
- Anytimestudentanswers
question,theygetachip
- Firsttabletobereadytolearn
receives4chips.
- Tableswhoallcompletemorning
workreceivechips.
- Tablewithmostchipsattheend
oftheweekgettoeatlunchin
theroomandwatchyoutube.

+Thisisincrediblyeffective!
+Studentsdefinitelyparticipatealot
more
+Decreaseintransitiontimeasstudents
competetobereadybeforeothertables
+Peermanagementhasbeeneffective.

October2015

HocusPocusEverybodyFocus

+VeryeffectivebecauseHalloweenwas
approaching.
+Itloseseffectivenessthroughoutthe
day
+Besttouseforadayortwo,thengivea
breakbeforeusingagain

October2015

MacandCheese.EverybodyFreeze

+Onlyusedthisacoupleoftimes,the
studentswerenotasexcitedtorespond
backforthisone.
+Retiredtheuseofitafteroneweek.

October2015

TootsieRoll,Lollipopwevebeen
talkingnowletsstop

+Mosteffectiveoutofthesefirstfew
phrases.
+Onestudent
loves
tootsierollsandis
veryeagertorespondback-his
responseusuallyquietsothers.
+Thelongerresponsemakesstudents
quietdownandfocusquicker.
+Still,onlyusesparingly.

Hello..HELLO(withawaveandsilly
voice)

+Startedasasimplewaytoseeif
anyonewaspayingattentiontomethen
turnedintoattentiongrabber.
+Itworkswhensaidinanappropriate
tone--studentsgotevenmore
distractedwhenIsaiditinasillyvoice
+Besttosayinadrawnoutvoice

Countingdownfrom5inEnglish

+Ivetrieddoingthisinaloudvoice,ina
whisperandwithnowords(justmy
fingers)

December2015

January2016

AttentionGettersand
BehavioralManagement
Progress
+Mosteffectivewithawhisperas
studentsareusedtogeneralsilenceas
waittime.
January2016

January-Februar
y2016

February2016

Countto5inFrench

+Waseffectiveinthebeginningas
studentswerecuriousaboutcountingin
anotherlanguage,butlostitsnovelty
quickly.
+Usuallywouldhavetocountatleast3
timesbeforeallstudentswereready

Ecoutez,silvousplait!
Asseyez-vous!
Levezlesmains!
Neparlezpas,_____

+Ecoutezseemstobethemost
effectiveformesofar.Studentsknow
thatitisspecifictomeandnot
somethingmymentorteachergenerally
uses.
+Icombinethephrasewithanon-verbal
charadeaction
+Studentsseemtolikeguessingwhich
commandImtryingtotellthem
+Ivenoticedsomestudentsrepeating
thecommandstoeachotherthroughout
theday
+Hasnotyetwornoutitseffectiveness.

Ihavebeguntakingchipsfromtables
whenamemberofthegroupcallsout,
theyaretalkingtoeachother,orthey
arenotfocusedwiththeclass.

2/9/16-Anychipthatistakenfroma
cupisnowplacedinasmalldixiecup.It
cannotberedistributedtoanother
group.Oncethedixiecupisfull,we
dumpalloftheirearnedchips.

2/22/16-Ifthechipcountinthesmall
dixiecupisgreaterthanacertain
numbernostudentsreceiveareward,
eveniftheywon

+Extremelyeffective!
+Studentsseemreluctanttogiveup
chips
+Thepressurefromtheirpeersseemsto
beeffectivesofar.
+2/8/16takingchipsawayseemtobe
losingitseffectiveness.Nowstudents
musttakeuptheirownchipsandbringit
tothefrontoftheclass.

+2/9/16addingthisextracuphas
definitelylessenedtheoccurrencesof
studentsgivingchips.
+2/16/16Studentsarehonestabout
givingupchips,butdonotseem
embarrassedorupsetaboutgivingitup.

+2/25/16Studentshavebeencallingout
less,butitseemssometablesarenot
beingashonestwhentakingchipsaway.

AttentionGettersand
BehavioralManagement
Progress
March2016

IhavebeengivingchipstotablesifI
noticestudentsareactivelylistening-
eyesonthespeaker,focusedonwhatis
goingon,nottalkingtoeachother.Ialso
givechipswhenInoticegroupmembers
tryingtoredirectdistractedstudents.

+Startedoffgivingmanyactivelistening
chips,thentaperedawaytojustafewby
day3.
+Itwaseffectiveformostgroups,yet
someindividualsstillhavealotof
difficultyquietingdownorfocusing.

March2016

Tokeneconomyhasbeentakenaway
andtablesarenowsplitupintorowsof
2.

+Talkingduringlessonshasdefinitely
reduced.
+Increasedbehaviorsofstudentsbeing
outoftheirseatorturnedaround.

March2016

Ifyoucanhearmyvoice.
- Claponce
- SayHiMs.Quinty
- SayShh

+Clappingonceonlyaddstothenoise
andneedstobedonemorethanonce
+HiMs.Quintyhasaddedtothenoise
levelaswell
+Shhhisoneofthemosteffective
attentiongrabbersIhaveused
throughouttheyear.Itseemstogettheir
attentionmorequicklythanother
grabbers.
+HasnotgottenoldyetandIvebeen
usingitfor2weeksatleastacouple
timesaday.

March2016

Ivestartedsingingstudentnamesto
gettheirattention.
- Sometimeslookingatthe
student,othertimesnot.
- Sometimesinaquietvolume,
sometimesveryloudly.

+Thisisveryeffectiveifnotoverused.
+Afterusingitfor2daysIrealizedsome
studentsweremisbehavingbecause
theywantedtheattentionofmesinging
theirnameinfrontoftheclass.
+ItismosteffectivewhenIdonotmake
eyecontactandIsingwhilestillteaching
andfocusingonthelesson.

March2016

Ivestartedtosingpopularsongsand
changethewordstogetstudents
attention.
Ex:JustinBieberssong,WhereareU
Now?
- Ineedyou,Ineedyou,Ineed
you,Ineedyoutolistentome
Ex:LukasGrahamssong,7Years
- OnceIwas8yearsold,my
teachertoldme,listentowhat
Imsayingandstoptalkingetc.

+Definitelygrabsstudentsattention.
+Ilikethatitgainstheirattentioninaway
thatisnotobviouslyreprimandingthem.
+Usuallyleadstotheclasslaughing,but
thenfocusingtheminbecomeseasier.

AttentionGettersand
BehavioralManagement
Progress
March2016

Ivebeenclearerwithexpectationsof
behavior.
- WeplaybaseballThreestrikes
andtheyareout.
- Consistentlyletthemknowwhat
volumelevelweareatandask
studentstotellmewhatlevelwe
shouldbeat.

-Playingbaseballisnotaseffectivefor
mebecausestudentsknowitisMr.
Shirksmethod.
-Pointingoutwhatleveltheyareathas
notbeenentirelyeffective,butIthinkitis
importanttoconsistentlygivethem
feedbackabouttheirvolumelevel.Ihope
thiswillbemoreeffectiveovertime.