The Breakfast Club – #BFC530 – is a 15 minute, 1 question Twitter chat every weekday. We chat in 4 timezones Mon-Fri – 5:30am Eastern, Central, Mountain, and Pacific Times. The mission of BFC is to empower participants to make a difference in education by engaging in consistent reflective practice in a supportive community that inspires and challenges one another.
I think it’s a combination of modeling/explicitly discussing effective communication skills, maintaining close physical proximity to the talkers, and making your class interesting and engaging enough that they want to pay attention. #bfc530
I would find out what they are talking about.. does it have to do with the subject matter; is it appropriate or are they just being disrespectful? #bfc530
It’s definitely hard to get 1st- 4th graders to recognize the times when talking is ok and when it’s not. And the differences between talking and discussion! #bfc530
Argh! I feel you @teachbowtie! I always make sure they have some time to talk in class...I let them know that time is coming, but right now students need to listen/work! #BFC530
Last day of PARCC testing! (Then we have NWEA testing... but at least I get to see the results of that and it is useful!) Happy Wednesday, all! #bfc530
When they are doing independent work and need to be quiet, i let them work wherever they want in the classroom. I also have privacy folders they can use #bfc530
I don’t think you ever get kids to stop talking during class! It’s about getting them engaged in productive conversation. Using the workshop model w/different activities purposefully planned to allow for structured opportunities to talk is critical. #BFC530
In the past I have done things like “talking breaks” now I give students to opportunity to catch up during the warm up. When that’s done they usually have all of their pressing issues resolved and are ready to focus #bfc530
Purposeful discussion is important. Turn and talk is a good strategy. Have them write their thoughts before the turn and talk so it is focused convo. #bfc530
Consider: What are they getting out of these conversations that they aren't getting in class? You cant give it all to them but you can add where you can. #bfc530
Good morning everyone. I try to incorporate what they are talking about into the whole group conversation. As an ELL teacher any conversation is good oral practice. I seize the moment when I can. #bfc530
Keep them engaged! Talk is good for the right reasons, chatter for the sake of chatter, that’s another story, redirect and reiterate expectations :) #bfc530
Hey Eric, It's interesting that my communte does seem a little shorter on hump day! Don't know why but looking forward to less traffic this morning. #bfc530.
So students aren't allowed to talk? This is why I limit my lectures to an absolute minimum and get on with the activity, where communication is encouraged. Think about your meetings/classes and how many adults talk during those (some more stealth than others). #bfc530
I would ask the opposite - how do I get my students to talk more during class? Talking shows that students are engaged and interested, that they have something to share, an opinion, an idea. If they are off topic, redirect them, but don't stop the talking. #bfc530
I learned long ago that noise level in the classroom is at the discretion of the Teacher. I have seen silent classrooms that bore ME to tears, & chaotic classrooms where there is SO much learning happening. #bfc530
I think too at different ages, different things are more appropriate, right? I can play games..like stop, think, one two three.. go turn and talk. #bfc530
The ‘easy’ answer is-“Bring excitement and engagement to your teaching”-but nothing makes them chatter with excitement more than an exciting and engaging lesson😂. The problem is the off-task chatter. I do find permission to talk & lots of sharing reduces the problem #bfc530
kids talking in class ... i teach middle school ... i have no unrealistic expectations. which is one reason for me going to learning stations and having less of me talking and more of the kids doing. #bfc530
#bfc530@TeachBowTie ...pinpoint why it is driving you nuts, look at the value in the discourse happening and weigh it out as to relevance and model, model, model
I learned that the way I ran my classroom was not the only way to have classroom management/learning. It is diff levels of noise/talking for every teacher #bfc530
Insisting on silence when silence is necessary is crucial. Waiting in a central spot in the room until everyone is meeting that expectation (while awkward at times) is effective. Being in the same physical spot w/in the room each time you need whole group attention helps. #BFC530
I would ask the opposite - how do I get my students to talk more during class? Talking shows that students are engaged and interested, that they have something to share, an opinion, an idea. If they are off topic, redirect them, but don't stop the talking. #bfc530
I never talk over kids. I wait and make sure that my words are to the point. Directions, direct teaching, or redirection. It's about them, not me. Give them time to talk before, during, and after a lesson. #bfc530
I allow talk while Im at the door waiting for students to enter the classroom rather than have a "do now" on the board. We cant have the only time kids socialize in school be in the lunch room or bus. #bfc530
So students aren't allowed to talk? This is why I limit my lectures to an absolute minimum and get on with the activity, where communication is encouraged. Think about your meetings/classes and how many adults talk during those (some more stealth than others). #bfc530
This one can be tough, depending on the class. It's improved for me since I flipped my classroom, because talking with friends as they work on assignments is okay but before talking with friends as I "lectured" was not #bfc530
It’s definitely hard to get 1st- 4th graders to recognize the times when talking is ok and when it’s not. And the differences between talking and discussion! #bfc530
During workshop time we use a pie chart to show Ss when they need to be silent & when they'll be able to discuss with a peer. This has helped so much! #bfc530
Ss are naturally social creatures and talking allows a deeper understanding of the material you are teaching. It may be beneficial to provide more time for them to talk, walk, ask questions #bfc530
#bfc530 Channel conversations in class by actively identifying and inviting open responses. Private conversation may end, related conversation may expand.
My one class has the issue of volume. I don't mind the chatter while they work, but one group gets louder than the next, which then gets louder, and before you know it, they are yelling as they talk. It's the "whisper voice" they have problems with. #bfc530#fortnite#ugh
Stakeholders in the beginning of the year should establish what acceptable norms are in the room.
Revisit them either monthly and at the beginning of a new term.
#bfc530
As teachers/educators we need to stop thinking we are a dictator in our classroom ... where kids are silent, afraid to make eye contact with the teacher. We are inspirers. #bfc530
Yes, at ANY grade level and in different classrooms YOUR expectations should be discussed and explained. Ss should provide some feedback as well. Ask them #bfc530
As teachers/educators we need to stop thinking we are a dictator in our classroom ... where kids are silent, afraid to make eye contact with the teacher. We are inspirers. #bfc530
During workshop time we use a pie chart to show Ss when they need to be silent & when they'll be able to discuss with a peer. This has helped so much! #bfc530
Ss conversation should mean engagement in the ideas or skills being discussed. It’s important Ts are close, listening in and guiding with good questioning. #bfc530
If my kids are "bad" it is usually because my lesson is not very engaging and I need to make adjustments.
Honestly, if you slap a worksheet down or have kids do book work, what do you honestly expect them to do?
#bfc530
Talk is great for engagement.
But sometimes I do want them doing some independent Math practice. If they're talking to help each other, great. But sometimes they talk to avoid practicing, not so great!
#BFC530
I agree. From my tchr observations, Ss talk because they are interested in something. A few teachers join the convo if it is something appropriate. These tchrs have great relationships with their Ss. #bfc530
Exactly. It doesn't even allow me to congratulate those that did well and speak to those that disappointed me (usually the ones that were finished 30 minutes before the rest of the class). #bfc530
yes invite & encourage, discussion, if off conversations are going on, don't punish, but then engage them in the lesson, ask them a question, acknowledge their voice #bfc530
As teachers/educators we need to stop thinking we are a dictator in our classroom ... where kids are silent, afraid to make eye contact with the teacher. We are inspirers. #bfc530
Hmm, me too. I've spoken with mine privately and it seems to have helped. I also encourage my Ss to speak with classmates if they find they distracting, since its more powerful if they politely speak up rather than me #bfc530
Through modeling and your expectations all from day one. Brain breaks throughout the day are great as well. Our students also know that breakfast, lunch, and recess are appropriate social times. Again it begins with expectations. #bfc530
Be explicit with expectations. At the end of the year I still post the norms for group and independent work during activities... even for high school students #bfc530
Stakeholders in the beginning of the year should establish what acceptable norms are in the room.
Revisit them either monthly and at the beginning of a new term.
#bfc530
For those talking to avoid work I'll sit with them to help them through a problem. But with only one of me I can't be with each of them all the time. 😔
#bfc530
Talk is great for engagement.
But sometimes I do want them doing some independent Math practice. If they're talking to help each other, great. But sometimes they talk to avoid practicing, not so great!
#BFC530
#bfc530 I think focusing on certain behaviors such as interrupting others or building listening for key things like mini lessons or directions could be he focus. We want kids discussing and having a platform. Silence does not equate to learning.
Yes this happens but I tend to look at myself and check on what I am talking about. Is it engaging, innovative, inspiring? If not, the I need to change how I am trying to deliver the message. #bfc530
Thanks Brian ... not the best at managing student behavior, but I know what I put in front of the kid matters and I am so tired of listening to teachers complain about kids ... you put a kid in front of a screen to watch math videos for a class period ... seriously #bfc530
My admin is pretty good at keeping the amount of mtgs down, but there are still plenty. In my time in the business word though.. 🙄🙄🙄. So many pointless meetings. So much ‘need’ to side-talk and use my phone. A consistent reminder to look at ME when S are fidgety #bfc530
Yes, and what I find is that once Ss get immersed in their work, they often don't even need the talk breaks. But if the room is never silent, some of them can't concentrate enough to focus. #bfc530
If any of my #bfc530 PLN are LA teachers, I'd love it if you'd join me on #MADpd on Sunday at 11:00 for a 15 minute session. I'm sharing a technique that truly changed my life and empowered my Ss.
Have you seen Hacking Mathematics by @MathDenisNJ? Doesn’t cover this specifically, but there’s some interesting alternative strategies you might find useful. #BFC530#makeitreal
#bfc530 I also give surveys at the beg. of year: flex seating, lights, noise level etc. Some groups ask for quiet so I periodically use a 5min sand timer during a real thinking time like writing or working a deep math problem. They often ask for more.
#bfc530 I also give surveys at the beg. of year: flex seating, lights, noise level etc. Some groups ask for quiet so I periodically use a 5min sand timer during a real thinking time like writing or working a deep math problem. They often ask for more.
I think it’s impt to define when & why you want them to stop talking. They might not stop just b/c you want them to; they might need a reason. When setting up independent wk, I would ask Ss to be quiet for those who needed quiet to think/work. 1/2 #BFC530
It worked b/c they wanted to help each other but it couldn’t be for long periods of time. Otherwise, they could talk during work times, & I had to be okay w/ the noise level. If they’re talking while you’re teaching, that’s a whole other set of strategies. 2/2 #BFC530
I love the heat—bring on warmer temps! Definitely a longer feeling winter with snow so late. I remind those who camp on the Mayblong weekend that it has snowed then in previous years - “oh yeah” they say. #bfc530
I have lots of “verbal processors” in one class. I try to build in lots of structured discussion to help them. Fishbowls, inside-outside circle, etc. They need to talk it out. #bfc530
This 100%. It’s my #1 piece of advice to new Ts. It’s important to see “talk” as a key part of the classroom for both T and Ss, and it can take time to find the right balance. #BFC530
I never talk over kids. I wait and make sure that my words are to the point. Directions, direct teaching, or redirection. It's about them, not me. Give them time to talk before, during, and after a lesson. #bfc530
Week 7, Pic 2 of theme, “ENGAGEMENT” via #TeachersWithCameras. Captured bold, engaging & thought provoking street art. There’s a new generation of street artists continuing to stand up against social injustices here in BsAs. #xplap#tlap#ditchbook#edchat#bfc530#K12ArtChat
I got this “Hot Topic” strategy from @mgmcollegeguru@AVID4College At some point I give them a 2 minute talk. Sometimes it’s at the beginning. I make sure they understand I give them 2 to turn and talk, countdown when times almost up, then I get their attn. #BFC530
In reply to
@BFC_530, @TeachBowTie, @mgmcollegeguru, @AVID4College
Agreed- Would identifying evidence (from Ss) of what productive talk, independent time look and sound like in order to create success criteria be helpful? These can then be used for self-reflection check-ins and goal setting. #bfc530
I have been in classrooms where the noise level ebbs & flows naturally and Ss don't realize. There are various apps that you can adjust the sensitivity for noise level and project so Ss have a visual to support their auditory. #bfc530
