Hands like this technique

modifying this technique

  • The fun of this technique is changing the gestures every time you play it. Pick gestures that you think are fun, but be sure to make them clear and repeatable.
  • In the video, Laura says “We’re gonna whisper to our teacher...” If you are the only classroom teacher, you can omit this line and say “We’re gonna whisper: where do we go next?”

Skill breakdown

MODEL A FOCUSED BODY AND VOICE
Laura expertly demonstrates a focused body and voice. She starts by speaking quietly and clearly, making sure that everyone can hear her directions. Once she has total focus, she speaks only in a whisper.

  • Why? Speaking in a whisper requires everyone listening to be silent. It’s also gentle. Think about how startling a loud sound can be when you’re intensely focused. Giving loud directions can be just as startling to a focused class, and can dismantle the focus you just built.
  • Remember: A focused voice can also be loud, but try not to rely on volume as your only tool to get attention.

To match her focused voice, Laura has a focused body. She leans forward and keeps eye contact with the group. An unfocused body might look like leaning back, crossing your arms, and looking aimlessly around the room.

  • Why? Your body and voice work together. If one or the other isn’t focused, you are not modelling the complete focus that you are asking your students to show.

CLEAR AND REPEATABLE GESTURES
Make sure your gestures can be seen and easily repeated. Start simple and gradually increase the difficulty and speed when you are sure you have everyone’s focus.

  • Why? Challenging gestures help students focus completely on the task. But be careful to start with easy gestures and gradually get more complex. If the gestures are too hard at first, you’ll lose focus from the start.
  • Notice: The final gesture is hands in laps. Make sure the end gesture is something that is easy to hold.

SILENT INSTRUCTIONS
As the difficulty of the gestures increases, Laura gradually stops giving verbal instructions.

  • Why? This lets the technique speed up and become more physically challenging.
  • Notice: She starts with “Everybody put your hands like this.” Then says “Like this.” And finally says no instruction at all when she trusts that the students know what to do.

CLEAR INSTRUCTIONS
Laura says “We’re gonna whisper.” She doesn’t say we’re gonna “say” or “ask.”

  • Why? If she didn’t say “whisper,” her class might yell the question, which would disrupt the quiet focus. Be specific with your words.

WHERE DO WE GO NEXT?
As a transition, Laura uses the Where Do We Go Next? Technique. The way you answer this question is vital to maintaining focus. Remember to keep modeling a focused body and voice. Give clear instructions that specify exactly what you want your class to do. 

  • Why? Don't throw away the focus you worked hard to attain!
  • For example: There is a big difference between saying "Math." and “Silently, get your math books and go to the rug.”