November 30, 2025

Greetings, diligent and compassionate colleagues!

If I was to ask, I'd bet that most teachers who are dragging at the end of the day are doing so because they're weary of saying the same things to the same students all the time. Stop reading right now and click that 5th star at the end of this post if this applies to you.

One thing I don't hear from many people on the subject is how big a part our immediate reaction to classroom disruption plays in the resolution. A lot is said about providing transition time, countdowns, wait time, etc. But, what are we communicating to our class once we think everyone's ready and we begin (or re-begin) instruction...and a student or group still is not doing what we hope they would?

I have an idea that may help. It's a brain exercise, really--one that I find myself coming back to quite often.

STEP 1: Pause your voice. Remember the truism that our students are hungry for our attention, regardless of the type. Also, remember that attention isn't always verbal. There is great value in pausing without saying anything as a redirection. The key is to do this without appearing to target any particular student or group of students (no words, no looks) to avoid Here We Go Again Syndrome. This, like any classroom engagement approach, takes practice on your part and that of your students.

STEP 2: Change the room. Stand up if you were sitting. Walk over and turn off the lights (use a lamp, if needed. Overhead lights can cause some students to act out due to overstimulation). Move from your whiteboard to a position behind the students. Something nonverbal to briefly switch the class' attention away from what we're saying. Students who struggle to sit quietly and listen often appreciate novelty. Our redirects are often verbal, and often sent to the same kids. Use this subtle technique to let them know that what they're doing doesn't make them "bad". Save your raised voice for emergencies.

If these don't have an effect on whatever behavior(s) are in the way of instruction, move on to

STEP 3: Have a slide or otherwise written directions nearby. Make your way (back) to the whiteboard or a chart where the next activity (with step by step directions) is written. The steps you were hoping to take before can simply be pointed to for students to get started. PRO TIP: begin class this way without waiting for silence before introducing the lesson, lead with a turn-and-talk or other protocol, etc. This gives you time to check-in with students who are struggling one-on-one so that they learn that your positive attention is more desirable and needed less frequently.

Do you teach emerging readers? Try (or ask an assistant) to take photos of the class engaged at each point of the lesson and use them in slides/charts so they can remember and figure out next steps.

Be warned: this approach is likeky to lead to more classroom talking rather than less. But, you might get more work from some of your students than you have so far if you're able to teach without total silence. And, as I said in Step 3, you have a minute to be sure that everyone has what they need to do their best learning.

From their earliest ages, children are hearing raised voices telling them what they can't/shouldn't be doing. School aged kids have largely learned to tune this out. Also, children experiencing trauma and/or those with neurodiverse brains could be focused in any of a variety of different directions so it's likely that you're not even being heard (which is why they'll sometimes come up and ask you to repeat what you just said). Engaging the class without words--saving raised voices and pointed attention for the bigger classroom flare-ups--goes a long way toward softening nerves (both yours and your students') that are more and more frazzled by the end of the day. It may seem like one more thing at first, but the headspace and peace you'll gain from not always putting out fires with verbal threats of consequences is worth the trade-off. And, the possibility exists that your students will hear, feel heard more often and redirect one another less often.

It's difficult when you first try this not to revert to what's normal. I have a tool that might help smooth the road...

Thank you for reading. If this resonates, please tell a friend, consider liking, commenting and subscribing to teacherssnacks.com

Until next time...peace and

Happy snacking!

Chef Charles

www.teacherssnacks.com