“Energizers are quick whole-group activities that can be done anywhere and anytime in the school day. They can be lively or calming. They can have an academic component or can be just for fun. They can be used to transition children between learning activities, as a pick-me-up during intensive lessons, as a way to keep order during times of waiting, as a focusing tool to use when students are outside the classroom, and in many other ways. Energizers can be done with students in a circle, at their desks or tables, or even while they’re waiting in a line. What a gift—joyful, purposeful, engaging activities to help ease students through the school day!”
Suddenly, it seems like the class is falling apart. Classroom routines that were going smoothly just a few weeks ago now seem rough around the edges. More and more children are forgetting to follow classroom rules. The noise level is higher, and academic productivity seems lower. What's going on?
I once taught a second grader who sometimes subtly refused to go along with what we were doing. For instance, if we had to leave the classroom and John didn't want to go, he'd get in line—but then walk as slowly as possible. The more his classmates and I urged him to walk faster, the slower he would go. At each deliberate step, I could feel my blood pressure rise. But in that moment, I could do little. I couldn't physically make John walk faster; nor was he ready to rationally discuss his feelings or options. Rarely did a student's behavior get to me, but John's resistance always did.
Teacher language—the words, tone, and pace we use when we talk to students—may be the most powerful of all our teaching tools. After all, language permeates nearly every interaction we have with students; we use words to exchange friendly greetings, give instructions, deliver content, and check understanding.