How to stop your class in their tracks

Getting your whole class to stop and listen is a crucial part of keeping order and conveying information. However, getting everyone to stop quickly can sometimes be easier said than done. Waiting around for children to stop is boring and resentment can rapidly build as valuable learning time is wasted. When a class is slow to stop, it also significantly decreases the amount of pace you are able to inject into a lesson.

So - what do you about classes that find it difficult to come together as a group? Here is our guide to stopping your class in their tracks.

Why do they do that?

Some pupils have realised that NOT stopping when everyone else does, gains them a lot of attention. This can feel very powerful.

We know that some pupils need more attention than others and some would rather receive negative attention (i.e. being told off) than no attention at all.

Those students quickly work out this nifty trick to draw all eyes to them; deliberately carry on with what you are doing when the teacher has asked everyone to stop.

Remember: ANY reaction at all, is giving attention. That includes sighing, frowning, looking, tense body language, telling off, using the pupil's name, asking others to ignore them etc.

Starve unwanted behaviours by withdrawing attention completely and remaining neutral.

What can you do about it?

Here are key tips for getting your class to stop when you want them to:

• Don't stop the class too often; make sure that when they stop, it's for an important piece of information, delivered animatedly. Keep it short and sweet, otherwise it becomes irritating to keep being interrupted.
• Use a clear stop signal (not your voice). Musical instruments are popular. As are chants where the class replies. e.g. Teacher: 'One, two three...' Class: 'Eyes on me!'
• Follow up with immediate praise, attention and recognition for those who HAVE stopped straight away.
• Resist the temptation to stare or wait out anyone who is deliberately not following instructions. Instead, make a statement such as 'We're moving on now.' This lets pupils know that you won't let the learning be held up.
• Use a visual signal such as a gesture or an image on the board to back up your stop command.
• Make stopping fun!

Staff meeting activity

To read a 15 minute staff meeting activity that accompanies this post, and to download the resources that support it, visit our website.

Free guide to managing attention seeking students

Free guide to managing attention seeking students.

Don't forget: we are currently offering a free classroom management guide that explains how to support children who present attention seeking behaviour.  Get it today.

Five ADHD myths busted

According to a CDC screening programme in the United States, approximately 11% of pupils are now thought to have Attention Deficit Hyperactivity Disorder. This means that your class could potentially have 3 pupils who may find it almost impossible to physically sit still and focus their attention on your lessons.

With that in mind, let’s look at the most common misunderstandings about ADHD…

1. It is not caused by...

...bad diet or poor parenting. It’s actually associated with structural and chemical alterations in the brain that children are born with.

2. It is not a condition...

...that is exclusively diagnosed in boys: girls can be affected too. Statistically, 13.2% of boys and 5.6% of girls are diagnosed with ADHD. Often, girls are more adept at mimicking social situations or learning rote responses, so their symptoms may be better hidden..

3. Medication does not...

...‘cure’ ADHD - it can merely help to manage the symptoms. (Neither is it true that ADHD medication is a tranquiliser, incidentally). Medication can have a number of serious side effects that have to be monitored.

4. ADHD does not...

...happen in only one setting. If you have ADHD, it’s a universal feature across all areas of your life: at home, at school, in the supermarket!

5. Teachers cannot...

...make an ADHD diagnosis. (And neither can educational psychologists, for that matter). But they can both support parents and assist in the diagnostic process by signposting pupils to paediatricians who are qualified to make a medical diagnosis.

Remember: a student doesn’t have to display both inattentiveness and hyperactivity to be considered for an ADHD diagnosis. Many students with ADHD only present one form of the symptoms related to the condition. 

Symptoms of ADHD

Symptoms can fall into the 'inattentiveness' or 'hyperactivity' categories.

Inattentiveness

• Short attention span
• Easily distracted
• Forgetful
• Unable to carry out instructions
• Flitting from task to task
• Difficulty with organisation
• Trouble completing tasks

Hyperactivity

• Constant fidgeting
• Excessive physical movement
• Excessive talking
• Unable to wait their turn
• Interrupting
• No sense of danger

(Source: NHS)

In conclusion...

...understanding that ADHD is a genuine, neurological condition that affects how your pupils think and behave is hugely important in working out ways to manage them effectively in your class. Many of the strategies for helping pupils manage ADHD are designed to improve attention and organisation, so of course they will benefit all of the other children in your class too.

Staff meeting activity

To read a 15 minute staff meeting activity that accompanies this post, and to download the resources that support it, visit our website.

Don't forget: we are currently offering a free classroom management guide that explains how to support children who present attention seeking behaviour.  You can get it from here.