At Thanksgiving dinner, my grandfather used to blurt out whatever was on his mind, interrupt others while they were talking, and dominate the conversation.
I was a grade schooler at the time, but if I could, I would have put him in time-out so the rest of us could join in the conversation.
But behavior like this isn’t just rude at Thanksgiving. It’s always rude. And it’s also always rude in the classroom.
If there are students in your classroom who talk when they’re supposed to be listening or working, academic progress will suffer. Talking without permission wastes time, interrupts the learning of others, and leads to more serious disruptive behavior.
A teacher recently said to me, “My students are talking all the time, but I put up with it because I think it’s good to have open discussion in the classroom.”
I was speechless, but thought, “My gosh! Her room must be complete chaos.”
She went on to say that she has major behavior problems every year and has received her share of complaints from parents. She wondered if I thought her philosophy regarding talking had anything to do with it.
Very delicately I said, “I think it might.”
Allowing students to freely talk without permission is like driving an old jalopy; progress only comes in fits and starts, and you’ll never reach top speed.
Besides being a classroom management nightmare and slamming the brakes on learning, talking without permission is remarkably rude. It’s akin to cutting in front of the line at a sold-out movie.
With 20 to 30 or more students in a classroom, asking students to raise their hands is the only way to ensure fairness. Every student has the right to participate and all should have equal access to the discussion—not just those who are more outgoing, aggressive, or obnoxious.
The same is true for side-talking during lessons or during independent work. It interferes with the learning of those within earshot and is therefore patently, and grossly, unfair.
Follow Your Classroom Management Plan
Every year it seems, I overhear teachers complain about their talkative classrooms, as if they have nothing to do with it. The fact is, the teacher decides when, how much, and how often the students are allowed to talk.
After all, the teacher is in charge, not the students.
So what do you do when your students call out without raising their hand? How do you react when you notice two students talking during independent work time? How should you handle it?
The most effective way to handle talking is to enforce a consequence. If hand-raising isn’t a classroom rule, I recommend including it. If it’s already part of your classroom management plan, then it should be enforced like any other rule.
Too many teachers feel they’ll be disliked if they strictly follow such ticky-tacky rules. But the opposite is true. Your students will love you for it because it reassures them that they are equal members of your classroom, free to join in the learning process.
It also provides a model for how to behave when working together in groups without a teacher present.
It’s important that your students understand why hand-raising is important. So be direct. Tell them that calling out and side-talking is rude and disrespectful to the class, and that it is your job to protect their right to learn without interference.
Teach your students how to take turns talking and include hand-raising as part of your classroom management plan. And if you want your classroom to run like a finely tuned Italian sports car, then enforce a consequence every time a student breaks a rule.
If you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
My district requires that our classroom seats be grouped and that group discussions, “pair-sharing,” and group projects take place many times throughout the day. In my class each year of about 30 sixth graders, they are in groups of four or five kids.
A repetitive problem is that they start off discussing at a reasonable volume, but it always gets quite loud. Though I can be tolerant of kids-being-kids, the noise level really stresses me because I am basically a quiet person. I’ve tried all kinds of bells and other warning devices, but they always quiet down for a little while, then within a few minutes they become too loud again.
Any tips on getting them to maintain normal inside voices?
Hi Virginia,
It’s normal for students to gradually get louder as they talk over one another and other groups. They’re not doing anything wrong per se, so enforcing with consequences it isn’t cool. However, that doesn’t mean you can’t do anything about it.
Students have to learn how to discuss in small groups–how to take turns, how to get everyone involved, how to paraphrase, how to listen, etc. They also need to know how to keep their voices at a level that doesn’t interfere with the rest of the class–and drive you crazy. I recommend you schedule a lesson(s) to teach them.
Most effective would be to choose 3 or 4 students to sit with you in a group while the rest of the class gathers around. Then teach, model, role play, review, and practice. Finally, after they’ve proven to you they understand and are able to discuss in groups exactly as you taught them, and under your close guidance, assign one student per group whose sole job is to monitor voice level. It’s a good idea to assign that job to those students who have a greater tendency to get loud (sneaky, huh?). This should do the trick.
Michael
Hi Michael,
I really appreciate all of the articles on your website. I am a third year Elementary Spanish teacher, working with 18 different classes. For the majority of my classes, putting the principles that you mention in your articles into action has been very easy. However, I had a question when it comes to playing review games in class. Is it reasonable to expect all students to still raise their hands in order to speak during a class game? Or is it OK to put up the “talk quietly” sign for when children are playing a review game? Is it acceptable for students to be able to quietly cheer one another on during a review game, or do you think that students should still need to raise their hand before speaking? If you could give me some insight on this topic, I would greatly appreciate it. Thank you!
Hi Jessica,
Absolutely! During games, certain lessons, and activities, as long as you define what is and isn’t okay, it’s fine–highly recommended. In other words you might say, “For the rest of the activity, you may cheer, clap, or call out answers.”
Michael
Dear Michael,
I am an Educationist & Trainer. I am also an ardent reader of your articles which in my opinion are very good. What is your thought on teachers who say that they too are human and therefore justify their actions that could permanently damage student-teacher relationship. I come across many such teachers in my interactions during seminars, training programmes & workshops who genuinely want to become good teachers.
Thanks !
Vijay
Hi Vijay,
Justifying for poor classroom management and poor relationships with students is easy–and is nothing more than an excuse. Until they come to grips with the fact that they alone decide their teaching fate, they’ll never be able to create the classroom they really want.
Michael
How long is a reasonable time to expect 4 and 5 year olds to go without talking?
Hi Kris,
A lot depends on how effective the teacher is. However, because you want them engaged and moving from one activity to the next fairly quickly, and because socialization is so important, 15 minutes of independent work is about right. You wouldn’t want more than that even if you could get it, because their attention will wane and dreaded boredom will set in.
Michael
I’m looking for guidance and support of how to management this situation at my son’s school. I’ve spoken to the staff about how my sons teacher dosen’t have structure and order in his class. I feel it isn’t fair for my child or his peers to have to suffer from learning because of kids not listening’ and interrupting the teacher.
I think you’re right, Kecia. It isn’t fair. As for what to do about it…that’s a tough one. Unfortunately, there are many teachers who struggle with classroom management. It’s certainly your right to complain, and the principal should know when a teacher is struggling, but it might be more helpful to suggest resources like this one.
Michael
Hello,
I’m having trouble keeping my 7th graders on task and quit. Yet my district buys into to project based learning, stations, having the students up and moving and that comes with alot of talking and disturbances. How do I create an environment where they stay on task, making sure learning is taking place, yet students are collaborating with one another but also at the same time four to five groups of five students in each group are doing this. What do i do?
Hi Joshua,
There isn’t anything on this site that is at odds with what you’re asking your students to do. There are over 180 articles you can find in the archive that together address the question you’re asking, which, in essence, is how do I manage my classroom? I recommend starting in the Classroom Management Plan and Routines & Procedures categories of the archive and then going from there.
:)Michael
I just read some of your article now.. I just want to ask if how can I handle a child with intellectual disability with inappropriate talking. I am a student of De La Salle University- Cavite Philippines . Currently concentrating in Special Education.
Hi Laiza,
A student with an identified disability must be looked at individually–and would need to be observed in order to give an accurate recommendation. Also, I’m not an expert in Special Education.
Michael
Thank you so much. It is such a big help for us. We appreciated what your response :).
Hello Michael,
I was searching about how to quiet a talkative child and came across this page. I have a meeting with my son’s 5th grade teacher tomorrow about ways we can get him to stop talking so much in class. My son is an only child and at home it is hard to keep him from talking since he has no one to compete with and I just don’t mind it. At school he does very well academically and in fact was given the WIS last year and received a 135 verbal IQ and a 129 overall IQ. In my personal opinion my son is bored and would be quit if he had more to do. Unfortunately after 5 years (K-5) in the same school system no one has tried this approach yet. Just wanted your opinion and maybe some help with suggestions I could offer his teacher.
Thank you so much,
Nicole
Hi Nicole,
Talking about the topic in class is appropriate and should be encouraged. It’s when a student calls out in class, side-talks, or jumps to the front of the line when it becomes a problem. The best advice for the teacher is to be clear with your son, and all students in the class, about when it is and isn’t okay to talk. Often, students interrupt because they’re not sure what the expectations are. Clear rules plus enforcement will eliminate the problem.
:)Michael
Hi,
I teach 2 7th grade classes with 33 kids per class. I have the same policies (hand raising, 6 inch voices, how to come to attention) in both classes. In 1 class, they respond beautifully and I have their attention at all times. In my other class, they confuse me. One day they’ll be angels and the next devils. Recently, they have been talking through class every day. I was wondering what I could do to improve the situation – even though I already have all the policies you mentioned. Thank you so much.
Hi Rachel,
Remember rules and consequences are only a small part of classroom management, and thus a small part of this website. I encourage you to read through all the articles, working your way through every category. As for talking in class, I don’t have anything to add to the above article. If it’s a rule, then you enforce it.
Michael
Good morning,
I am the grandparent of a very talkative 5 year old kindergardener. She is very social and often seeks to be the center of attention. She gets reprimanded repeatedly at school for talking, sometimes pushing and on two occasions hitting her classmate friends because she is veying for their attention. What would you suggest I do.
Hi Priscilla,
I think that if you’re being contacted at home by the teacher, then it’s serious enough to warrant consequences at home–loss of privileges, for example.
Michael
Good day! Hi, I’m sheela, I love teaching and to demonstrate how the students were special to me. However, other people misunderstood me, one of them told me that I leveling my mind to them which it result me to tie my neck. But it is not really! I observe that students especially the younger ones needs encouragement rather than fear and criticisms. There are point that I really cry, asking will I continue to teach? Lot of students were thankful how I teach them a lot of things, and I’m praise God for that. Yet, some teachers were think that Im poor in classroom management. Hope you can give me I advise for it.:)
Hi Sheela,
If you feel like you’re struggling with classroom management, then you’ve come to the right place! Please check out our archive. There are over 200 articles there to help you manage your classroom effectively.
:)Michael
When a teacher does not know how to deal with a student, there are many explanations like, the student might do drugs, or have no guidance at home, or be…insane. In such situations no good class management could help that child and the consequence is that neither his or her classmates will completely benefit of their teacher’s knowledge.
I am currently teaching 8th graders and the year is coming to an end. My students have finished taking state exams, and I am getting the feeling that rules about remaining quiet during instruction are being ignored with only a month to go. Is this typical 8th grade behavior? Do you have any management suggestions?
Hi Morris,
Yes, it’s typical. Spend 30 minutes or so reteaching your classroom management plan, common routines, and expectations during lessons. Then hold them accountable. Make sure you don’t become lax as the year winds down.
:)Michael
I love your articles and common sense philosophy! This is my first year of teaching and I teach 8th grade. It has been a hard year and I realized I like a lot of freedom within boundaries as you say. I want to be able to tell them during each of the various situations that occur through a day whether or not they should be talking but I feel like that makes me like a dictator and a powermonger. I know most teachers don’t spell things out as clearly as I am talking about, so I’m wondering if I’m wrong. I had a lot of management issues this year so I don’t want to make the same mistakes again. I am only going to apply for elementary positions in the future because I realized I do feel more comfortable with that. Would I be going overboard or I am within my “rights”?
Hi Allison,
The most effective teachers do spell out for their students exactly what they want. Otherwise, how else are they going to know? They can’t give you what you want unless you let them know in a highly detailed way, and then hold them to it. This is what good teaching is–whether 8th grade or kindergarten.
:)Michael
Hi again!
Thank you so much for responding! I still have another question–most teachers say that calling out or chatting is not appropriate but I like to just make a blanket rule that unless given permission you aren’t speaking. Sometimes what they are talking about is on-topic or just their neighbor asking for a page # or something, but it stresses me out to have exceptions. Would you agree?
Hi Allison,
The key is to define for your students what you expect given the activity. In other words, there may be times when you allow talking, but how they do so and what they talk about is specified by you. This weeks’ article will address this topic to some degree with more coming at a later date.
Michael
Hello Michael,
I want to say thank you for all your information and I will be following your site from now on. I am a student studying to become an Early Childhood Educator. I am writing a paper on a student who talks too much and out of turn. I got so much information from this blog and all the questions and comments.
Great, Josie! Glad to know you’ll be a regular reader. Welcome!
:)Michael
I like the idea of a table ‘voice monitor.’ Could you give a little more of the job description and what should happen if the other students are not taking their reminders?
Thanks!
Hi Jessica,
What article are you referring to? I don’t remember writing about voice monitors.
:)Michael
It was in a comment after this article on how to handle talkative students. I’ve pasted it below. 🙂
Hi Virginia,
It’s normal for students to gradually get louder as they talk over one another and other groups. They’re not doing anything wrong per se, so enforcing with consequences it isn’t cool. However, that doesn’t mean you can’t do anything about it.
Students have to learn how to discuss in small groups–how to take turns, how to get everyone involved, how to paraphrase, how to listen, etc. They also need to know how to keep their voices at a level that doesn’t interfere with the rest of the class–and drive you crazy. I recommend you schedule a lesson(s) to teach them.
Most effective would be to choose 3 or 4 students to sit with you in a group while the rest of the class gathers around. Then teach, model, role play, review, and practice. Finally, after they’ve proven to you they understand and are able to discuss in groups exactly as you taught them, and under your close guidance, assign one student per group whose sole job is to monitor voice level. It’s a good idea to assign that job to those students who have a greater tendency to get loud (sneaky, huh?). This should do the trick.
Michael
Hi Jessica,
This refers to group work only (i.e., when students are specifically asked to discuss topics as part of a literature circle or science and social science groups, for example). I’ll be sure to cover it in a future article, but quickly, if a student refuses a direction, then you must enforce a consequence.
Michael
Hello, i’m Nikki Wan, an elementary school English teacher, and I’ve noticed that the kids who talk a lot in my classes are also the ones who usually also the ones who get the best grades. Do you think this is some kind of coincidence, or could the two traits be connected in some way?
Hi Nikki,
I haven’t personally found that to be the case.
Michael
Just wanted to say thank you for many of these articles tackling real pertinent issues with simple clear concise advice
You’re welcome, Sima!
:)Michael