Ms. Bailey communicates with her students all day, so using a non-verbal attention grabber allows students to refocus their attention on the teacher. In order to incorporate this into my classroom, I would first model to my students what my expectation was whenever they heard the music. Then, we would practice as a group. It's clear that Ms. Bailey's class has practiced this becasue whenever they hear the drum, they stopped what they were doing and focused their attention on the teacher.

1. This is a creative way to get student's attention that does not require verbal language.  Her students are used to hearing her voice and can become reliant on it.  This is a unique way to capture their attention without the stress of having to talk over students.  
2. I would introduce this strategy by modeling it for my students first.  Then, we would practice it a few times before implementing.  
3. This non-verbal signal tells students what they need to do because they are familiar with it and have praciticed it.  The teacher does not even need to tell them it is time to transition, they use the drum as their cue instead.

Why do you think Ms. Bailey finds this more effective than a verbal signal?

Ms. Bailey students are use to hearing her voice. Using this special non-verbal signal allows students to know exactly what to do becuase it is only used when trying to get their attention 

How would you teach this attention getting signal to your classes?

 I know explain my expectations when using this non-verbal signal. Then practicing this new tecnique over and over

Notice how the signal prepares students for important information or a transition.?

This non-verbal signal lets students know when it is time to listen and to put down or alway all unnecessary objects

Ms Bailey!

I was one of her students in middle school, I'm 30 now, a truly awesome teacher.

She really inspired me to do some new, creative work I will always remember. 

Bless her. 

I love this idea of using a drum to gain student attention in a fun way rather than raising my voice or repeating my requests!  Ms. Bailey shared that she finds this to be an effective and fun way to have students stop working and give her their attention.  I would introduce a new instrument or song that I would play for my students and practice/play it each time I wanted them to transition to a specific activity such as our morning meeting.  That way with practice and consistency, my students would recognize that it was time for morning meeting when they heard the specific song/instrument play.  My students' instructional time would be optimized by helping them make transitions more smoothly.