Gaining Whole Class Attention

STAR

In September 2019, we embarked on a new strategy/routine for all teachers to follow when they wanted to gain the attention of all students in the classroom. We launched the TLAC strategy, technique 47 - (STAR) across the school and when STAR is asked for by teachers we expect students to:

S - sit up straight

T - track the TV, board, teacher

A - be answer ready

R - respect through silence 

This is with the obvious caveat that some students, through individual learning needs, may not be able to follow the 'S' if they have a disability, or the 'T' if they have learning need that means eye contact is difficult. Knowing the students you teach is critical here.  However, for the vast majority of students, this is a simple acronym to follow, and it sets high expectations around being ready for learning. 

The rationale:

With 60 staff at the school, it meant 60 slightly different methods of gaining whole-class attention, with some being very effective, and others less so. They ranged from the typical countdown method, to sssshhing and 'I'm waiting'. Chunks of lesson time were being lost, whilst a teacher waits for silence, and in some cases, due to the time this was taking, even worse, a teacher would start talking whilst the students were still talking or not paying full attention. Lastly, it wasn't clear for students what the expectations were of them in every lesson, and therefore there was inconsistency across the school, which didn't support the students in knowing what to expect. Without realising it, all of these issues subconsciously lower the expectations around learning in classrooms. 

Through using STAR consistently across the school, we aim to maximise learning time, as one strategy is used in every classroom, and students know exactly what is expected of them for every teacher, in every room. Sharp transitions between students working and the teacher providing input, allows for more learning to be done ensuring every minute matters. The least experienced teachers have the same method as the most experienced. This means they can focus on how they ask for STAR and how to narrate the classroom they want to see, through practice and feedback, knowing that they will get student attention when they ask for STAR. This means we can all focus more of our time on teaching content. Win win. 

Teachers have made the strategy their own, which is hugely important, as we don't have the same script that all teachers use, as professional judgement is crucial. This is key, as for some classes, they may master STAR quicker than others, and at times you may need to narrate, and other times you may get STAR straight away.  

Below are several methods as to how STAR Behaviour is asked for:

- 'I am looking for STAR Behaviour in 3, thank you to Lucy and Amir, 2, I have got 70% with me, but I am still waiting for the rest, and 1, thank you'.

- 'STAR in three, all pens down, tracking the board in 2, still waiting for the final one or two, and 1, thank you'

- 'STAR Behaviours/Habits please'

The success criteria for ensuring that STAR works for teachers are:

• Purposeful , assertive (but warm) and confident tone of voice. 
• Central positioning within the room (at the front)
• Scanning of the room to ensure all students (that can) are following STAR when it is asked for. 
• Narrating the classroom you want to see. 'I have got John and Sarah tracking the TV, thank you'
• Anonymously challenging those that aren't meeting STAR - 'I have got 80% of the room, but still waiting for the last few to respect through silence'
• Insist that students follow STAR during any teacher-led parts of the lesson
• Never shout

To ensure that teachers are as effective as they need to be with the strategy, time needs to be taken to work on the above success criteria with a colleague or coach, until they are habitual and perfect. Bringing in scripts or 'go to' sentences to use for non-compliance also ensures that teachers are ready in case STAR isn't met by all students. Lastly, don't assume a student will know what STAR looks like, teach the routine to students and model the expectations, and keep practising it until students do it perfectly.

The greatest challenge for teachers is changing a habit. Too often we end up asking students to follow our requests by name. For example, Jack, I am still waiting for you to face the front. Narrating the classroom you want to see turns this on its head. 'Great, I've got Seth, Jamal and Erin tracking the TV, however, I still am waiting for 100%'. The desired outcome is the same, Jack needs to face the front, however, it is done in a way that challenges all students to meet the expectations as a given, rather than singling any students out. This also stops a student hearing their name when they are doing something they shouldn't be, whilst celebrating the students that are meeting expectations in the room. There are obvious exceptions. If a student is doing something dangerous for example in a science practical, you'd use a namd straight away. 

At our school, almost all colleagues have said that moving towards narrating the classroom you want to see and challenging anonymously has been the most difficult challenge. We are changing habits. This takes time and that's fine. The key is to keep going. 

Here is a short video of some fellow colleagues and I discussing STAR, showing some of the challenges we have faced and some tips for success with using STAR - https://youtu.be/rRMYa7YuQgc 

The important point to re-iterate is that we need to maximise lesson time, setting high expectations for transitions, whilst ensuring students know what to expect. We have found STAR very effective in doing just that. 

As always, any constructive feedback welcome.