Signals for Quiet

A signal can be a great way to get children’s attention and let them know it’s time to be quiet. Here are some ideas for signals you can use, how you can introduce the signal to students, and the best times to use it.

Use Visual and Auditory Signals

I use two kinds of signals for quiet: visual and auditory. When the class is working on something with me, I raise my hand. When they’re involved in small group or individual projects, I use an auditory signal, such as a handclap, which the children echo. The auditory signal gets their attention. I follow this with the raised hand to indicate that they need to be quiet. We practice both signals frequently. When I first introduce a signal, I model it, using exaggerated gestures. For example, I’ll raise my hand and at the same time, hold a finger in front of my closed mouth.

Make Signals Active

Signals work best if children can respond actively. If I raise my hand, they raise their hands. If I begin a rhythmic handclap, they finish the clapping sequence. This draws their attention away from whatever activity they’re involved with and towards me. Then I ask them to cross their hands in front of them, as a reinforcement of the idea that they’ve stopped what they were doing. I let children know that when I give a signal for quiet it’s because I need their attention quickly and that I’ll only need their attention for a short period of time. As soon as I’ve finished with my instructions, I say “melt” and they uncross their hands and return to what they were doing.

Wait for Quiet

I think it’s important to wait until all children are quiet and looking at me before I begin to speak. And it’s important that I do this every time I use a signal. If I sometimes begin to talk before they’re quiet, they don’t take the signal seriously. It’s also important that I always use a signal to get their attention instead of sometimes raising my voice to say “Quiet down!”

If children have a hard time noticing the signal, we stop and practice again. I’ll refer to our classroom rules, saying that the signal for quiet is a way to take care of everyone in the class. I sometimes open up a discussion with the children, asking, “Why do you think some children don’t notice the signal? How can you help?” They might say that some children are deep in conversation or concentrating really hard on work. They can help by tapping that child on the shoulder and pointing to the other children’s raised hands.

Teach Signals Early in the Year

Introducing the signals for quiet is one of the first things I do at the beginning of the year. On the first day of school, I introduce myself, welcome the children to the classroom, and then teach the visual signal for quiet. I model it, explain when and how we’ll use it, and then have them practice. For example, we’ll chat with partners as a way to get to know each other. I’ll then raise my hand. In response, the children need to raise their hands and stop talking. When the children have done this, I’ll give them a wink just as a way to say, “Way to go!” Then I continue with the introductions and a modified Morning Meeting. By introducing this signal first thing, I have a tool to use if children are talking as I introduce Morning Meeting and other classroom routines.

When children seem comfortable with the visual signal, I introduce the chime, letting them know it’s okay to be involved in work and not see a visual signal. Again I model and we practice, and we then continue to practice both the visual and auditory signals many times while they are working, standing in line, and making transitions. Each time we practice, I expect them to stop and pay attention. If they don’t, we practice again. And I frequently remind them that the signals for quiet are respectful, friendly gestures that we can all use to get the attention of the group and to bring us back to focus.

Use Signals Outside the Classroom

I teach recess early in the year and one of the first things I address is the use of signals for quiet. I start by asking the children why they think we need signals for quiet. During the discussion that follows, I make sure that children understand there will be times during a game when we have to talk together as a group or perhaps change something about the game. We also need to know when the game ends.

Because students who are in the middle of a game won’t necessarily see a raised hand, I use a combination of verbal and hand signals:

• I’ll say “3, 2, 1 hands up” and then raise my hand. The students need to stop what they’re doing, raise their hands, and pay attention. Although paying attention is the most important behavior, I like to have students raise their hands because that alerts other students that they need to quiet down.
• I teach a series of whistle signals to use during active, noisy games. One whistle starts the action, two whistles tells students to stop and look at me, and three whistles says that the game is over and it’s time to clean up. I also use verbal commands such as “stop,” “go,” and “stop and look.” With younger students I might use both verbal and whistle commands.

Create Opportunities for Practice and Reflection

I expect students to pay attention to the signals. I’ll wait a short time after giving the signal, perhaps ten silent counts. If students are still talking or not paying attention at that time, I’ll say, “Let’s practice the signal again.” I emphasize the importance of paying attention to the signals by asking what might happen if most students stop a game and a few continue playing. “What happens if I stop a tag game and one person, who has ignored the signal, tags someone?” “Kids will get mad,” the students say. “What if we’re playing kickball. I blow the whistle to stop the action and most of you turn to look at me but one person ignores the whistle and kicks the ball?” “Someone could get hurt,” the students reply. I constantly refer back to the rules we’ve established: take care of self, others, and the things we use. The signals for quiet are an important tool that lets us do this.