Unwanted talking is near the top of the list of teacher frustrations.
Although not considered severe misbehavior, it can nonetheless severely disrupt learning. It can hijack listening, shatter concentration, and cause other students to join in as well.
It’s a thorny issue—because it’s hard to know why it’s happening, what you’re doing wrong, and why none of the strategies you try seem to work.
It can make you question whether stopping it is even possible.
“Maybe I just have to accept that I have a talkative class.”
Hogwash.
The truth is, you can fix excessive and impermissible talking and expect silence whenever you need it. But unlike many areas of classroom management, a single strategy is unlikely to do the trick.
You need a collection that work together to attack the problem at its source.
Here’s how:
Clean up the rest first.
If you don’t have clear, detailed expectations for all rules, policies, and routines, and hold fast to them, then your students won’t believe you really mean it when you ask for quiet.
On the path to a polite, well-behaved class, unwanted talking is the last to go.
Thus, you must change the culture of sloppiness and carelessness first before you can expect to rid your classroom of chattiness, side-whispering, and the like.
A casual, seat-of-the-pants style of classroom management is the chief reason so many teachers struggle with this issue.
Define silence.
Because shushing and repeated calls for quiet are common among most teachers they’ve encountered, and rarely followed through on, the true definition of silence has become lost.
It sounds absurd, but many students just don’t know what it means. They don’t know what it looks, feels, and sounds like. It’s a foreign concept to them.
Noise pollution is everywhere and they go about their lives with an ever-present hum of murmur, dialogue, and thumping music piped into their ears.
Therefore, you must define silence for them—what it is and, more important, what it isn’t—and let them experience it. Model what they should look like while working independently or listening to lessons.
Let uncomfortable stillness hang in the air. Practice with a brief exercise or assignment. Even take questions. Make them prove they get it.
There must be complete understanding of what silence is according to your definition before you can ask them to replicate it.
Provide the big why.
As mentioned in several previous articles, your students need to know the why of your decisions and the why of what you ask of them. Research shows that this alone will cause them to be more accepting, agreeable, and supportive of your wishes.
How does silence benefit them? Why is it a good thing?
They need to know that the ability to concentrate for long periods of time is a critical success skill that is key to their learning, their progress, and their very future.
It’s a superpower that will give them an advantage in whatever field of endeavor they choose to pursue. Silence frees them and their classmates to learn and grow unencumbered.
Knowing the importance of this ability, and the sacredness with which your class now regards quietude, also triggers a strong empathetic response.
It opens their eyes to how their own talking, whispering, even rustling, negatively affects others.
Include in your preview.
Good teaching requires you to preview for your students what your precise expectations are for the next slice or chunk of learning.
A surprisingly few teachers do this or know of its effectiveness. But it’s crucial to getting your students to perform well what you ask of them, especially if it’s silent work.
During your preview, be sure to specify what form of talking, if any, is allowed. Make it clear before beginning your lesson or sending them off to do their work.
When you make a point of saying when it is okay to talk, you make the times that it isn’t more palatable and sensible. You also go on record upfront, before they begin work, which removes excuses and makes the choice to misbehave a far more difficult one.
Teach a signal.
This is an optional strategy, but one that can be incredibly powerful. But first a word of warning: It involves a slight, ever-so-brief exception to your classroom management plan.
However, as long as it’s taught in detail and under the narrowest parameters, this is perfectly okay. You will not be seen as going back on your word or failing to fulfill your promises.
Here’s how it works:
For the times when you require silence, like while you’re teaching a lesson or they’re working independently, teach your students a hand signal—an okay sign or three fingers up or anything you like—they can use if a neighbor turns to talk to them.
They’re not allowed to speak to the offending party, look at them, or make any other gesture. They just hold up their signal and continue working.
Essentially—and you’ll teach this—they’re saying:
“I think you’re a fantastic person. We’re great friends, and I don’t in any way mean this to be rude or bossy, but I’m not allowed to talk right now.”
Upon seeing the signal, if the student in question immediately gets back to work, then you will not enforce a consequence.
This is an especially effective strategy if you’ve really struggled with unwanted talking and have been unable to rein it in. It works instantaneously and extremely well in the moment.
But the best part is that after a few days your students will give up on trying to talk to their friends and neighbors altogether. After all, what’s the use?
Thus, it isn’t something you must use indefinitely. (Although you certainly can.)
Enforce immediately.
In most cases, here at SCM we recommend taking your time and letting misbehavior play out before enforcing a consequence. There are many powerful reasons for this.
However, when first fixing a talkative class, it’s important to be a vigilant observer, poised and ready to enforce immediately. In this way, you prove that things really have changed.
That no talking really means no talking.
Furthermore, you nip the behavior before it gains a toehold. Because once more than a few students are talking, it tends to infect the entire class. In which case, there is little you can do about it other than starting over.
So enforce immediately.
Watch closely for the body language and interaction you modeled when teaching the signal strategy. If there is any variation, then be ready to approach and enforce.
Be Strong
If your class does get away from you, and everyone is talking while you’re trying to teach or they’re trying to work, then stop the lesson in its tracks.
Wait for silence, go back to the previous transition, and state your expectations again. Review your definition of silence. Don’t show disappointment or frustration. Don’t lecture, plead, or complain.
Just prove you’re a person of your word.
Tell your students how they failed and what they’re now going to do. Pause and then ask if there is anyone who doesn’t understand. After another along pause, give your ‘go’ signal to begin again.
Watch like a hawk and be prepared to enforce.
Restore respect for you and every student in the class by defending their right to learn and enjoy school without interference. Be strong, and accept nothing less from yourself and your teaching than what’s best for them.
And their best is what they’ll give you.
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I’ve seen so many “Try this one incredible, simple trick to fix a talkative class!” articles that ultimately fall short. This comprehensive overview is much more helpful and effective. I’ll be sharing with my coworkers!
Quick question about the hand signal technique for anyone who might have a good answer. Student A tries talking to Student B when he/she isn’t supposed to. Student B uses the hand signal in the appropriate way and Student A immediately stops talking. So far, so good. But what if later in the period (be it 5 minutes later, 20 minutes later, or whatever) Student A repeats the infraction?
…and as an adjunct to my own comment, I guess I’m a little confused as to why the hand signal is needed in the first place (and I’m just thinking out loud, here, nothing more). I’m confused because if you’ve communicated that talking is not allowed in XYZ situation and someone does it anyway, why not just enforce a consequence per your classroom management plan and leave it away that?
…leave it “at” that.
I have found that student enforcement is much more impactful than teacher enforcement with consequences. It states from the student’s gesture, ” I agree with our classroom policy on not talking during… and I respect this policy enough to ask you to adhere to it.”
Thanks for the reply, Donna. Yeah, I’ve seen that too.
I think your question is a good one. I believe it is so students are responsible for managing others and that can be more powerful for peers than direct teacher intervention.
I’m going to post my first question one last time and would appreciate any feedback anyone may have on i (because I like the hand signal idea, but am not sure what to do about repeat offenders). The question is as follows:
Student A tries talking to Student B when he/she isn’t supposed to. Student B uses the hand signal in the appropriate way and Student A immediately stops talking. So far, so good. But what if later in the period (be it 5 minutes later, 20 minutes later, or whatever), the exact same scenario plays out with the same two students? Do we just let everything move along so long as Student A once again promptly follows Student B’s hand signal or do we enforce a consequence at that point? As I’m sure many will glean on their own, I’m anticipating situations in which students find a “loophole” in the hand signal procedure that allows them to talk again and again without ever really “getting in trouble.” Thanks.
I think the hand signal gives the students a chance to handle and correct the behavior on their own.
But if student A talks again, even after the teacher has given the rules and Student B has used the hand signal to remind them, it is now time for you as the teacher to step in and begin enforcing your classroom management plan.
Thanks Nick!
I am able to stop the chatter in the following ways:
1. When modeling the lesson, if talk continues I will stop and tell them that now you’re on your own.
2. Advise them that the assignment is do at the end of the period…NO EXCEPTIONS!!
3. Copying is forbidden…If I catch Copying, the person copying and the person letting someone copy from them both will receive a zero(0).
4. I inform the class that if you got to to talk, you got time to finish the assignment.
5. I do not engage in a back and forth about why a student didn’t finish the assignment, especially if they continued to not be on task…( Of course there are exceptions )
Thank you for this strategy. I do have a talkative class and this I believe will assist me in teaching and them in learning with success.
You’re welcome, Cris.
What would be considered appropriate consequences?
Hi Louita,
Please check out the e-guides at right or the Rules & Consequences category of the archive, also in the sidebar at right.
I wish I had seen this back in September lol. But very helpful. Thank you.
It’s my pleasure, Linda.
I use two different signals. A chime. To quietly cam them down. A 133 eyes on me. Which I learned from my mentor who’s been teaching over 20 years.
Thank you for this! This has been my main struggle all year, and I’ve often felt that I needed to be more explicit in my modeling in this area, but I wasn’t sure how. Starting next year, I will definitely be modeling what silence sounds like and feels like to my high-schoolers and explaining its importance.
Thanks again!
You’re welcome, Rebecca!
What is a 133 eyes on me?
I think it was meant, “1-2-3, eyes on me.” The students respond “1-2, eyes on you.”
It is a teacher/student response system which draws student attention toward the teacher. The teacher says “1,2,3 eyes on me”. Then the students respond “1,2 Eyes on you”. After their response, they should be silently focused on the teacher for instructions, etc.
“Ok class, 1, 2, 3, eyes on me”
A very useful article, thanks a lot.
You’re welcome, Basem.
The principles in this article ring true for me. But I do think for especially inexperienced teachers, an explanation of what the enforcement looks like. You did say to stop, wait and not be upset with them. To restate the expectation. But what explicitly do you say or not say to that one student who starts it all over again. I have some ideas but I would like to hear what you say. Thank you.
Hi Valerie,
This topic has already been covered extensively and can be found in e-guides as well as the Rules & Consequences category of the archive.
Great article! I use the hand signal with my first graders and I find it very helpful. At the beginning of the year we learn the “quiet sign” (2 fingers up on one hand and a finger covering the lips on the other). When a neighbor begins talking, they know that they can give that neighbor the “quiet sign”. If the neighbor keeps talking I begin to enforce my behavior management plan and issue a consequence.
You are right, Michael. Sometimes the kids don’t know what it means to be quiet and the visual reminder helps them to figure out when talking isn’t acceptable.
It gives the kids control over their learning and I don’t look like the bad guy:-)
I will try and find the rules and consequences article because I have this same problem anytime I sub in a middle or high school. As a sub, anything I’ve tried does not work. The only thing that seems to work is if the main classroom teacher prepares the students the day before an absence. Basically telling the students that their will be consequences for bad behavior reported by the sub.
Dear Michael,
I am retiring this week! I came to the classroom at the age of 54 and after two other careers of Motherhood and Missionary. I got to teach for 10.5 years.
I want to tell you that I believe you and your writings have been an answer to my many prayers as I stepped into this profession as an older, inexperienced novice. The advice you give seems inspired from above to me. They are strategies that I believe God uses with his own children: strategies of mutual respect, accountability, encouragement, challenge to excel, discipline that develops self-control and love.
Please move this specific article to the top of the chart as a “Must-See” for teachers. This was the most difficult thing I wrestled with after I employed your tactics.
Thanks to all your good advice, I am ending my career on a Best Year Ever note.
God bless you, greatly, Michael, as you continue to pour your wisdom into teachers all around the globe. Thank you with all my heart.
Kathy Henton
Kathy,
Thank you for your beautiful sentiments and congratulations on a wonderful career! What a great way to finish. I’m honored that SCM made an impact on your teaching. Believe me I pray for guidance every step of the way and try never to take the responsibility lightly. Your comments will long help keep me focused on the singular mission of helping our fellow teachers, to the exclusion of anything and everything else.
May God bless you and the plans he has for you.
Michael
This is an excellent article and after dealing with a class this year who was overly chatty, I will be employing these strategies next year.
For those of you who teach at the high school level, what sort of hand gestures and calls/responses have you found effective? I have seen other teachers attempt to implement “123 eyes on me” or hand signals and students feel offended. They will complain that they don’t want to be treated like elementary school students. What would be more “grown up” and something students would buy into more?
Thanks in advance!
Hi Brenda,
I recommend a simple “Can I have your attention please” for all grade levels. I don’t recommend a call response or student hand signals when the teacher asks for attention. I’ve written about this topic before but will revisit it soon.
Dear Michael,
Becoming a student of sound classroom management principles and techniques has helped me grow immensely as a middle school teacher. I’m a regular reader, I’ve purchased several of your books and even signed up for personal coaching a few years back. Thank you from the bottom of my heart for all of your help.
I have a question – in many of your articles, you describe that I can only control what goes on in my own classroom. I agree with this, but what if the noise from other classrooms and students misbehaving in the hallways negatively affects my teaching and students’ learning because it’s distracting and disruptive? I’m talking about loud, chaotic classrooms next door, students running and shouting in the hallways, slamming doors, etc. I have made lukewarm attempts to talk to administration and nearby teachers, but I’m hesitant to come across the wrong way or ruffle any feathers. If you have the time, thank you very much in advance for any of your thoughts on this issue, Michael.
Sincerely,
Concerned Teacher
Hi Concerned Teacher,
You could say something, but I doubt it would have any long-term effect. However, you must do your best to not let it get on your nerves. Otherwise it will be a daily source of stress, which isn’t fair to you. If this is the case, I would consider a new school.
P.S. I teach in a school where poor classroom management is the norm. I believe that there is a hidden, subconscious deal between teachers, admin, and the students. Heavily defiant, aggressive, or violent behavior is almost nonexistent. Therefore, teachers and administration accept silly, talkative, disruptive classes or they believe that’s just how the students are. I have a philosophy that’s 100% the opposite – and I believe it’s cheating students out of their success to accept this kind of thinking. I’m trying to consider all my options, which boil down to the following:
a) just accept it and try my best not to let the disruptions bug me
b) try to talk more to admin and teachers
c) apply to a new school
Thanks again,
Concerned Teacher
Apologies as this is slightly off topic, but perhaps someone who knows could advise – I’m torn between buying the High School classroom management plan or Michael’s latest book “The Smart Classroom Management Way”. I really want to start planning for and tackling difficult behaviour before the end of the school year; I just wondered which will be more comprehensive or useful.
Can anyone advise me on the differences? (Of course, in the long run I may purchase both…)
Thanks!
Hi Jon,
In the immediate term, it’s probably best to get the high school plan. The strategies in the book support the plan.
Thank you, that’s very helpful!
My whole 5th grade has already tuned out this year in Art. They came in like they left at the end of the year last year!
With that said, these strategies go on deaf ears and I have done everything except line them up and have them practice coming in to and sitting in the class with the appropriate voice levels.
I have one kid in one class that had the gall to tell me that my lessons are boring, which I told him it’s ok to think that and I appreciate his honesty but it’s not ok to say it. It is rather disrespectful and rude.
I wish I could have him shadow me for an entire day! I think his attitude would change. I teach 8 classes a day, two of which are K and 1st. We split them into 25 minute classes. That’s a whole other can of worms
This strategy you wrote about is great for my littler classes but what to do with a group of 5th graders where a few students ruin it for the rest.
I’m walking that fine line of I need the quiet but I can’t call for support, I can’t send them to the office ( it sometimes gets to that point), I’m struggling for them to keep working because the want to talk and do anything but what they’re being asked is so strong. One class in particular is this way in class that I wonder if they get anything done!
It is becoming a real issue and I am at the point that I am about to start give them an art form, movement or artist, show them their work and have them write about it/them and give a presentation. I have them for a week straight. It has been a real blessing and fortis class a real headache!
Why don’t you have him try to teach a class? It really opened up my eyes in steno! LOL
I use this technique in my classroom and it works. When my kids put the finger on their lips but without the shhh sound, their friend gets the hint and stops. The student A may try talking to student B again but as long as student B puts the finger to the mouth again, student A understands and realizes their friend isn’t going to be drawn into a conversation. If the student tries again AND THIS IS RARE, I step in. I say something like,” I’ve noticed Sarah has given you the silent finger twice.” “ She is trying to work/ listen.” “ Is there something I can help you with so we let her do her work?” Lots of times it’s things like…. I need a pencil, I wanted to use …What did the teacher mean….
So I easily intervene, repeat a part they didn’t get, go get a pencil for them to use…. Then the class moves on smoothly.
My class gets to this point by me literally role playing both sides. I role play the student being bothered and what to do to handle it. And I roll play how the student getting the quiet finger should respond and think! “ oh I got the quiet finger, that means my friend is just trying to work. My friend is not mad at me but just wants me to stop bothering them. Then I pick a couple of students to model the same situation for the class.
Students pay a lot more attention to their peers.
I have found success using this management strategy for 25 years.