Overt Response: This will be used to gain or redirect student attention back to the teacher efficiently, interrupting whatever activity they are working on. I will say something and expect students to pause any activity and respond back to me. For example I will say "1,2,3 eyes on me" and students will respond "3,2,1 all talking's done". This redirects students attention back to me and they also know to be quiet and pay attention again.
Clapping: I will use clapping patterns as a way to grab attention. I will clap a pattern and students will be expected to repeat it back, stopping what they are doing and refocusing attention.
Bell: This is used when students are working independently and silently. When students hear the bell they will know to look to me for further instructions and what is next.
Signal: Signals can be used to pace students through activities and transitions (Evertson and Emmer, 2017, pg. 164). When transitioning into a new activity or walking in the hall, students can follow signals to move from one place to another smoothly.
Oral Direction: I will use this when students are not actively engaging with each other. Since the class will already be mostly silent the attention signal does not need to be as dramatic (Evertson and Emmer, 2017, pg. 164). "Stop, look, listen" gives students quick directions to follow without being overwhelming.