Something else I implemented this week that seems to be working well is, for lack of a better name, “glitter bottles”.
((I should really listen in on what my kids start calling them because then maybe I’ll start using their term for it and perhaps sound a little more creative.))
I saved 6 water bottles and had the kids sit down and make them with me. Essentially, they’re just water and glitter. Tried one with oil and water and didn’t like the result. It turned into an awesome impromptu discussion about colors and how two primaries can mix to become a secondary! I let them pick colors to mix for each bottle, we added glitter, and voila.
But it doesn’t end there, of course. I explained to the kids that these would be our new “take-tens”. A “take-ten” in my classroom happens when my kids are getting too rowdy… whether it be running in the classroom, getting too loud after repeated ‘inside voice’ reminders, or anything else that would require them to take a few moments to quiet down and compose themselves. My go-to take-ten has been “sit down and count to ten in Spanish”. Now it’s a glitter bottle.
When they need a take-ten, I now ask them to retrieve a glitter bottle, sit down, shake it, and wait for the glitter to settle at the bottom. When it’s all settled, they may quietly return to whatever they were doing.
Yes, it lasts longer than counting to ten in Spanish, but not by much. I timed my glitter bottles and each takes about 30 seconds to settle :)
It has worked so much better for my kids than I thought! They really focus in on the glitter. One boy totally zoned out and wanted to keep watching it over and over (which is fine, because prior to sitting down he was running circles around my room).
Yay for the little things?