Student Contributor: O. Rudolph
This is a simple tool that is verbal & nonverbal. It works as a call and response tool for the classroom. You can use this tool as a quick way to get students’ attention.
This tool is a way to get the attention of the entire class. The teacher raises their hand and says “give me 5” while slowly putting up one finger at a time until they have a hand of 5 raised. The teacher keeps their hand in the air until the whole class also has their hand up and is quiet. This tool is like a “silent hand”. This tool is good for younger grades because it has their focus on following along with their fingers to count to five. This took is quick and easy and allows you to stop the class to provide directions quickly and allow students to keep working.
This tool is teacher directed and collaborative because the teacher is using it to get the attention of the students. This tool is used to stop any other activities and have the focus be brought back to the teacher. This is preventative because you can use it to prevent lots of different behaviors. This tool can be used to stop work and give instruction, quiet a class before a transition, and many other things.
More Information –
Tool Source: My mentor teacher wanted me to try it as my own attention getter in the classroom.
Grade Level: 1st
Number of students: 19 students
School: suburban/rural
I used the Give Me 5 tool as a preventative classroom management strategy in my placement’s first grade classroom. It was easy to prepare for, as no prior planning was really needed, and no materials were required. To introduce my students to the tool, we discussed how sometimes when everyone is talking, it can be hard for the teacher to get everyone’s attention back on her. I then explained to them that when I raise my hand and say “give me 5”, I will slowly begin to put my fingers up and students are to follow my lead, until we all have our five fingers up and the class is quiet and ready for learning. The first time trying to implement this strategy, it took a little more time than needed but eventually we got the hang of it. I found this very successful to use in transitions and lessons. Now whenever we transition to the carpet and get a little loud, I utilize this method and the students participate. The only improvement I can think of is after we get to five and are quieted down, we should all take a deep breath together when putting our “fives” away. For example, as our fives are up, we take a deep breath in, and then as we breathe out, we return our five to a fist and place it safely in our lap.