Picture this:
You're providing direct instruction to your class, and all students are attentive. However, one student in the room is clicking their pen cap. Though it doesn't seem to be affecting the concentration of other students, it's bothering the heck out of you! You think it will pass in a minute or so, but it never seems to end. At this point, the clicking is louder than your own thoughts. You think of demanding the student to stop, but you remember that this student is known to shake their leg under their desk, bite their nails, and twist their hair during direct instruction like this. They can't help it, so what good will it do to call them out in front of the whole class to stop clicking their pen?
The fact is that it won't do any good at all.
Students who have nervous habits like clicking pens, twisting hair, and biting nails usually do it without realizing it. I was one of these students back in high school, and let me tell you. There is nothing more embarrassing than the teacher calling you out on your bad habits! It's not enough that the teacher notices, but then all the other kids turn in their seats to look. As educators, it is essential for us to create a comfortable learning community that provides a sense of belonging. So, how can we avoid this embarrassment while still getting the quiet we need during instruction?
Fidgety kids need fidgety things!
Let's talk "fidgets". There are good and bad examples of fidgets. A good example is something that doesn't make noise while providing kinesthetic stimulation like these:
The main qualities to look for in a good fidget are quiet, washable, safe, and stimulating.
Here are some bad examples along with a reason why they're not the best:
So now that we've defined good and bad fidgets, let's talk about how we can use them in the classroom.
Before you introduce your fidgets to your class, it is important to establish some ground rules. Make sure that students understand that these are not toys to play with but rather tools for replacing nervous habits. Remind students that they are responsible for the items and to teat them with respect. Remind students to put playdough back into their containers to allow future use, etc. Your ground rules are up to you and may depend on your fidgets.
I saw a great example of using fidgets in a high school English classroom. The teacher had a basket of fidgets at her desk. At the beginning of class, fidgety students could pick out one item from the basket to take to their desks. Some students would use the fidgets during lectures, some preferred to use them during group or independent work, some students needed them throughout all of the class. The result? More productive, less-stressed students and a more comfortable learning environment!
Consider adding fidgety things to your teacher toolbox!😄
You're providing direct instruction to your class, and all students are attentive. However, one student in the room is clicking their pen cap. Though it doesn't seem to be affecting the concentration of other students, it's bothering the heck out of you! You think it will pass in a minute or so, but it never seems to end. At this point, the clicking is louder than your own thoughts. You think of demanding the student to stop, but you remember that this student is known to shake their leg under their desk, bite their nails, and twist their hair during direct instruction like this. They can't help it, so what good will it do to call them out in front of the whole class to stop clicking their pen?
The fact is that it won't do any good at all.
Students who have nervous habits like clicking pens, twisting hair, and biting nails usually do it without realizing it. I was one of these students back in high school, and let me tell you. There is nothing more embarrassing than the teacher calling you out on your bad habits! It's not enough that the teacher notices, but then all the other kids turn in their seats to look. As educators, it is essential for us to create a comfortable learning community that provides a sense of belonging. So, how can we avoid this embarrassment while still getting the quiet we need during instruction?
Fidgety kids need fidgety things!
Let's talk "fidgets". There are good and bad examples of fidgets. A good example is something that doesn't make noise while providing kinesthetic stimulation like these:
- Playdough - Tangle toys - Marble mazes - Stress balls - Squish toys
 |
| Tangle toy (good example) |
 |
| Marble maze (good example) |
The main qualities to look for in a good fidget are quiet, washable, safe, and stimulating.
Here are some bad examples along with a reason why they're not the best:
- Fidget spinners: draw too much attention.- Slap bracelets: are loud and students will be tempted to use them on each other.- Fidget String: students will be tempted to whip them around.
| Slap Bracelets (bad example) |
| Fidget Spinner (bad example) |
So now that we've defined good and bad fidgets, let's talk about how we can use them in the classroom.
Before you introduce your fidgets to your class, it is important to establish some ground rules. Make sure that students understand that these are not toys to play with but rather tools for replacing nervous habits. Remind students that they are responsible for the items and to teat them with respect. Remind students to put playdough back into their containers to allow future use, etc. Your ground rules are up to you and may depend on your fidgets.
I saw a great example of using fidgets in a high school English classroom. The teacher had a basket of fidgets at her desk. At the beginning of class, fidgety students could pick out one item from the basket to take to their desks. Some students would use the fidgets during lectures, some preferred to use them during group or independent work, some students needed them throughout all of the class. The result? More productive, less-stressed students and a more comfortable learning environment!
Consider adding fidgety things to your teacher toolbox!😄