I can't remember what it is called (and my book is at school), but I do the dance move where I do a bit of a tiptoe, and crane my neck to see a student who might have purposely placed themselves away from the area I am usually in. I often do this when I am with a reading group, and will simply stand and do this while my students continue reading.
I tried the move where you scan the room, then quickly pop your head back a bit just to let kids know that you still see them. I found it to feel like a bit of an over kill, but might be good in certain situations.
I'm not sure I do any of them exactly how they are described. I think I probably use a version of The Sprinkler the most. I am always scanning around the room trying to make eye contact with students. I want them to think I am teaching directly to them personally! If someone is not focused on the task at hand, I can easily adjust or move until I can "sprinkler" right near them with a physical presence or voice presence closer to them. This certainly brings them back to task.
I think the QB is one to try. I do always try to crouch down to talk with my students. Talking at their level brings us face to face and shows respect to them when we talk or confer. Because my guys are so small, adding in the extra look around would help the rest of the class notice that I am still there.
I do the invisible column quite often when we are walking in the hallway to see if everyone is in line.
The one I would like to try is tiptoes. This one might come naturally due to my height!
Even with your petite stature, you seem to carry yourself in such a way that you command respect. I can always tell that your students know what is expected of them in the hall. Even when you were in the computer lab your eye contact and "column" position made kids listen!
As a substitute (all last year), I used several of these dance moves. Since I didn't know kids' names, I used "The Politician" quite a bit to smile and gesture to kids who were following directions and tracking me. I like using the "Invisible Column" to exaggerate the fact that I'm looking to see what students are doing. I've also used the "Disco Finger." The day after we talked about this, I substituted in 5th grade at my neighborhood school in Loveland. I used the "Tiptoes" to mime viewing the kids in the farthest group. It seemed to let them know I was paying attention to their follow through of my directions.
Most often, I use the Invisible Column. I do this especially when I have given a signal for the class to freeze and listen for a direction. I also use the QB, especially during Writer's Workshop. It is always helpful to take a quick scan of the class to make sure everyone is working before I meet with a student.
I tried the politician- I often will verbalize who I see is ready, but don't usually point or gesture to children that are ready to listen. I remember from our last book study that gestures are important and effective, so I will try to do this more often.
After reading the above comments, I can relate to doing a variation of all of these at some point or another during the school day. I try to focus on acknowledging the students that are doing what I have just instructed them to do, so I guess that makes me a Politician!
I used the invisible column later that day with purpose to see its effects and make sure I could name what I was doing. Most kids love that you are looking at them!
I too have used the invisible column most in the past, as it seems to be the most natural for me. The QB is one "dance move" that I would like to improve on. I often am kneeling next to individual students to help with work, however, I find that I can sometimes be so focused on what that particular student is doing, that I can forget to take a quick glance around the room to make sure the class knows that I am still there and aware of what each of them are doing. I am going to work on this one this year.
I've used several dance moves before I knew they had names. ;) I often used proximity, but I've noticed that I used the QB lately. When I'm working individually with a student, I make eye contact with the other kids so they know I'm watching them. Depending on the student, I like to add a little humor with the two fingers to my eyeballs and then track my fingers toward them with the "I'm watching you" look. :)
I'll try the Sprinkler and Tiptoes this week.
I use the invisible column most often. And I often use it conjunction with a modified sprinkler. The way the sprinkler is described in the book, it sounds like a very jerky movement. Mine is much more smooth. Honestly, not sure if I will use any of the others. They feel very unnatural to me.
It's hard to do a dance move listed in the book because the students are at a table most of the time and their attention is easily brought back with a tap on the table/book. When I monitor the hallway, I use tiptoe to check the group that is coming into the lit lab.
I regularly use the Invisible Column to make sure certain individuals are getting to work and not being a distraction to others. I find it to be an effective way to get the whole class on focused on the task at hand.
The Quarterback move is one I want to work on with students. When working one-on-one with a student, I need to perfect that ‘crouch and scan’ move!
I am lucky to work in different classroom settings throughout the day, which allows me to utilize the different "dance" moves. Referring to Julie's comment, I too, can gather my students attention with a simple hand tap to the table or book. However, there are always many groups and activities occurring simultaneously in our room, so I'm frequently using the swivel technique to make sure all students are on task. I also tend to the utilize the QB technique when supporting students in the general education classroom. I'll be sure to try out the other techniques and see which ones seem most natural and effective.
I think I use both "The Sprinkler" and "The QB" most often in my classroom. Whether I am at the back table with a small group or walking around the classroom, monitoring independent work, I am always scanning the room. In doing so, I feel my students know I am always watching and my behavior expectations are consistent. I am trying a few others, but modified versions so that they are more fluid and natural. My goal always is to make sure every student knows they are equally accountable for being engaged and respectful of the learning environment. Some students only need a glance to get they back on track, but others need a hand on their shoulder or a whispered personal reminder.
As both Julie and Jess stated this is very different for me when I am teaching in small groups all day long. Gaining their attention is simple and I can easily monitor their behavior. I do have to use the tiptoe dance move to monitor other student in the room who are working independently or at other tables.
I think the quarterback dance move would be something I could use when teaching, either in my small groups or when I am supporting in the general education classroom.
I definitely use The QB on a daily basis. Like Emily, I often give the two fingers to my eyes gesture to remind students I have eyes and ears all over the room even though I may be in a small group or working with an individual student. I also communicate with The Invisible Column.
I tried The Tiptoes though I think at this point the “moves” that I already have established work just fine and are most natural for me.