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I am not sure when "shushing" became a bad word - but I am proud to be the stereotype - a shushing librarian -- but, alas, I don't have a bun. I do have Birkenstocks, however - but not at school...We have to wear black dress shoes. I can't work in confusion and chaos - so I do allow the students to whisper- and I do mean whisper- but that is it. And yes, I have done this in all the libraries in which I have worked...including when I was a K-3 librarian. But then, I think the world is too noisy....I am one of those vocal people that refuses to eat in restaurants that are noisy, etc. One of the major reasons I don't go to movie theatres is the noise level (the other is there is nothing I want to see). I did go see "Narnia" during ALA in San Antonio - and that will be it for 2006...thankfully, the noise level of the film wasn't set at race-car level. Excuse me - while I go shush some students. Allan Dr. Allan O'Grady Cuseo (Brother Donogh Allan, MGC) Bishop Kearney High School Library 125 Kings Highway South Rochester, New York 14617 585-342 - 4000 x231 585-342 - 4694 (FAX) acuseo@bkhs.org Education in the tradition of the Christian Brothers and the School Sisters of Notre Dame FAC OMNIA BENE (Do all things well) PRIVILEGED AND CONFIDENTIAL INFORMATION: The information contained in this electronic transmission, and any documents attached hereto, may contain confidential information that is legally privileged and confidential. The information is intended only for the use of the recipients (s) named above. If you have received this electronic message in error, please notify the sender and delete the electronic message. Any disclosure, copying, distribution or the taking of any action in reliance on the contents of the information received in error is strictly prohibited. ----- Original Message ----- From: "Anne Timbs" <timbsa@K12TN.NET> To: <LM_NET@LISTSERV.SYR.EDU> Sent: Tuesday, April 25, 2006 1:55 PM Subject: [LM_NET] Hit: noise level Here is my original post: I'm in a PreK-6 school and I have a problem with the noise level in my library. Don't get me wrong. I'm not one of those shushing librarians who won't let anyone talk. I don't have a problem with people talking in the library, but my students don't know the limits. They get extremely noisy and go as far as yelling at their friends across the room. My library is very well-lit and has high ceilings. It is a large room and they tend to run from one end to the other even though I've strategically placed furniture so they can't move in a straight line. When I have classes I put out magazines and use whisper phones. I use incentives and discipline to get them to be quiet, but I'm at my wits end. They talk in very loud voices so that those trying to read can't. I've even considered purchasing a Yacker Tracker. Does anyone out there have one? I would appreciate any suggestions. Help! And here are the many responses I got: work in a 6-8 school and I bought a Yacker Tracker over the summer. I don't use the audible signal, just the lights. My kids, as old as they are, do respond pretty well to it. I really like that the booklet gives you the suggested decibel range for the size of your room, etc. Another thing I did when I was in a K-5 school and provided a prep for the teachers, was to buy a bunch of large plastic cups in a bright orange color. If we were doing seatwork, I would put one of these cups on a table that wasn't working quietly enough. This served as a visual reminder that they needed to quiet down a bit. When the behavior improved, I'd remove the cup. Like you, I am not the SHUSHING TYPE !!! My own voice during presentations tends to make the Yacker Tracker flash orange. Hi Anne. I'm at a high school this year, but the previous two years I was at an elementary library. I had times when classes would be noisy, too, and it can be frustrating to figure out how to fix it. Here are some different things I did that worked pretty good. When the kids came in, I sat chose who got to sit at what table. Then, I said I would pick the quietest table to get up first to get their books. Then the next, etc. If a student was running or noisy when getting books, they had to sit down. They either had to wait until others were finished, or if they couldn't be good, they just didn't get another chance that day. I also (with really difficult classes) made students who just couldn't behave go sit off by themselves, either for five minutes (if they could come back and be good) or longer if they kept misbehaving. No advice, unfortunately, just empathy! I have a high ceiling with a skylight - let's just say that the first time our music teacher walked in, she said "Oh! What a wonderful place to have a concert - the acoustics are perfect!" She's right - they are. That skylight amplifies everything - you can literally hear a pin drop if you're in just the right location. (My aide and I tried it once.) As for moving furniture - well, evidently it's even more fun to run an obstacle course than a straight line. I just keep reminding them that they're in the library, not the gym or the playground, and if individual kids simply can't remember I have them sit at a table with their book for the rest of their session. Sorry not to be more helpful - please let me know if anyone has a magic bullet! I know an art teacher who uses a Yacker Tracker and it was a success. I also have a large library with high ceilings. To make things worse, the ceiling is metal so sounds/voices/noise can be really intense! To deal with this, I use positive reinforcement/competition and it has worked very well. To do this, I bought a pack of foam sheets and cut them to bookmark size. Then I punch a hole in the top, add a length of ribbon. Each child get one. Then I have a lesson on good library skills (behavior is not mentioned). We talk about walking quietly, using library voices, etc. Then when I see good library skills, I give a pony bead (small platic beads that come 1000 for about $1.99) that students can add to their ribbon. The students compete with each other to get the most beads and design the best bookmark. This may not work for you, but maybe you can use some other form of positive reinforcement (stickers, etc.) to get the students to be a bit quieter. Good luck! If you get any good suggestions, post a hit. I take away privileges for such behavior -- can't get a book, can't come back to library for a # of days. I also reward acceptable noise with bookmarks and stickers. I am in a PK-5 school and one thing I do is use a number system for the appropriate voice level. #1 is normal voice ; #2 is whisper ; #3 is no talking. I explain this at the beginning of school and remind them throughout the year. I explain to them what level voice they should use for each activity. Entering and leaving the room is #3. Looking for books is #2. Working with partner is #2. The only time for #1 is when they are asking or answering a question during class discussion. I raise my hand with 3 fingers up when I need them to immediately be quiet. They are to stop what they are doing, look at me and listen (without talking). I also have them raise their hands with three fingers up in case someone can't see me. We practice this procedure several times at the beginning of the year and throughout the year as needed. Before I let them up to checkout I would give them this information. Because you will not monitor yourselves you have placed me in that position. This is the class's warning. If I have to remind ANYBODY they are too loud or exhibiting inappropriate behavior, the WHOLE class will sit down until they are totally quiet for 3 minutes (longer or shorter depending on the age of the group). Then you will allow them up to try again. If this causes them to not have enough time to select a book, you are sorry, but it is up to the class to behave properly in a library and if they show you they can't do it, then they will have to sit. If they can't even sit quietly, then the next time their class is scheduled to come to the library, you will be coming to their classroom where they will sit quietly for the time period you gave them. Upon arrival in the library, they will be given a chance to exhibit proper behavior. If they again force you into the position of policing behavior, you will take the group back to the classroom where they will practice being quiet for the rest of the class. Really Good stuff has a noise level chart but that's only good if you can get to it and they look at it. I use the old lights out method too, not that it always works. I have also collaborated with the teachers to remove recess time for excessive noise - this works well if weather is fine. I have found that if I play music during the library time, (I use classics for kids, guitar for kids, etc.), after I have read the story and or done our lesson, that things are a bit calmer. The kids have to be able to hear the music at all times so their voices have to be quiter and calmer. It's working for me, and the kids are really enjoying the music. I am in two buildings...one is K-2 (North), the other 3-5 (South). North School library is classroom sized and has a door that closes. Noise is never a problem there. The library at South (3-5) is totally open and sound carries everywhere. The third graders...every year...are my problem. Noise levels of third graders drive me nuts...and the noise doesn't make the classroom teachers in that end very happy either. Both of my school lunchrooms have yakker tracker and they don't seem effective. What I am going to try next year is something called "the attention getter". I found this in the Library Store catalog. I believe it costs $22. It is a stopwatch/timer that you can set or ring...but it has tones that include a rooster and some others. My idea is to "ring" it if noise levels are too high. I also plan to use it when it is time for library to end so that stragglers can hurry up and check out. I am hoping that this will help with my third grade noise problem. This is the url for the thing I ordered: http://www.thelibrarystore.com/webapp/wcs/stores/servlet/ProductDisplay?productId=22760&langId=-1&storeId=10001&catalogId=10001 Anne: Just curious---what is a whisper phone? If my students do not use their "library voices," which we discuss at the beginning of each year, they receive 1 warning, then : lose check-out privileges or are sent back to class! This is a team effort with me and the classroom teacher. Just as in the classroom there are consequences for "poor choices," there are also consequences in the library classroom for "poor choices." I discuss all this at the beginning of each year and post "Library Expectations" right by the Library door. So far, it works pretty well, because most of the students love coming to the library. Okay, I must know, what is a Yacker Tracker? I'm sure I could use one. Your situation sounds very similar to mine with the exception that we are in a smaller library and EVERYONE hears the noise they make. I am in my first year and my biggest struggle has been discipline and control. I would love a HIT on any suggestions you receive. Thanks! I, too, have a large space that invites loud voices and running. I really don't have too many problems though after 9 years in this space. First let me say our program is flexible and I don't provide any planning time for teachers, however I don't have an assistant and very few volunteers. Many times it's just me with students here to check out books. I use my proximity most of the time to help student keep their own self-control. I know which classes are most rowdy. When they are in the library I make sure I am "shelving" and close to them circulating among the students. When I look up and see 8 students from different grades and classes browsing, but getting louder and louder I move to their area, talk with them about books or something to keep them on task. That said, I have set the expectation of quiet, inside behavior. I meet classes at the entrance and direct our beginning activity BEFORE they have a chance to ramp up. I have "note days" sometimes when the school energy just gets too high (10 days in a row of inside recess.) I put up a sign and it's Note Day in the Library. There is no speaking. Have a question? Write it down, and I will write the answer. I have a great deal of success with the 2nd grade and under groups with a game I call the Library Quiet Game. I give each child a clothes pin that I clip to their collar or sleeve. The point of the game is that they try to keep their clip until they are lined up and ready to go. Everyone who still has their clip at that time wins a prize. (I usually do VERY simple prizes - erasers, stickers, once in while pencils.) They are told that if they are not using their library voices they will lose their clip. Only me or their teacher can take their clip and they are not to play with them or touch anyone else's clip. The kids often ask to play the library quiet game and I think the pins serve as a good reminder to use their library voices. The first time I played this game at my present school, the teachers were astounded at how effective it was. A word of caution, however, if you play it too often it can lose its effectiveness. I do not have a Yacker Tracker but here is another suggestion. At the beginning of the year when I go over the general library rules I discuss the appropriate noise level for a library. I ask them to demonstrate a library level, then a playground level, then a library level again. I repeat this each week for the first month so they will know what I expect. I lavish on the praise and rewards for those who comply and try to ignore those who don't. I review this after every break. It has worked better than anything else I've tried. The only successful classroom management technique I could employ to ensure a quiet (not silent) was to put them all in the same boat. I didn't try to find the perpetrator, I just said if it became too noisy, all would have to return to study hall. I did it once, and after that their friends kept them quiet. I hear you loud and clear : and the classes are going down: now it's 3nd and 2nd getting loud but NOTHING like 5th and 6th. We use the sign language of : ZIP (show zipping your mouth), LOOK, (show fingers pointed to eyes) and LISTEN: put L (finger shape_ by ears. Sometimes Ihave to blow my whistle first and then SHOW them the signs AGAIN. Sometimes I have them repeat to me.....it works, sometimes and sometimes they go back and we repeat. Don't you just love the end of the year???? And in response to some of those responses: A whisper phone is: http://whisperphones.com/ or http://edservices.ccps.org/languagearts/Elem%20LA/whisper%20phones.html (I have these, you can make them yourself) A Yacker Tracker is: http://edushop.edu4kids.com/catalog/product_info.php?products_id=214 Thanks for all the responses. I'm still deciding what to do. Anne M. Timbs Library Media Specialist Roan Creek Elementary Mountain City, TN timbsa@k12tn.net -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://elann.biglist.com/sub/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html -------------------------------------------------------------------- -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. 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