Noise Tracker

Using a noise tracker...

Implementation

Overview

A noise tracker is an attempt to have students self monitor their noise level.
A visual representation of a stop light is used that tracks the level of sound.
Students should be introduced to the noise tracker and be shown when it is appropriate for noise levels to be red, yellow, and green.
The class brainstorms what periods in class should be what levels.
When the noise tracker is used the teacher should reference what color they should stay in during that session.
When the noise meter extends to the red then the visual notifies them and a reminder is given on expected noise levels.

Core Components

- Used as an awareness tool
- Tool is taught along with what to do when the tracker is triggered.
- Placed where all students can see
- Tool is taught
- Students are not punished but have clear expectations for the use of the tool.

Proactive Implementation

- Proactively implementing a noise meter may start by introducing it during unstructured times when volume can impact the environment. Students may be asked to watch the meter and practice keeping it at different levels.

Responsive Implementation

- Responsively implementing the noise meter may look like discussing with the class the impact of their volume on the learning experience. Understanding the why is crucial so they treat the tool with a sense of importance.

Connection

If the need is connection then students may support each other with voice levels notices.

Skills Training

If the need is skill building then options for how to change the volume level in the room may be provided visually.

Awareness

If the need is awareness then students may be asked to stop and look at the visual to see how their voices impact the room's volume.

Emotional Regulation

If the need is regulation then students may need to complete a de-escalation technique to regulate themselves based on sensory stimuli.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.