Greetings!

1. The way the two students exibited their distractions was to walk away from their group and fidget with something over by the window.

2. The way Ms. Schinnerer attempts to get the girls re-engaged is to quietly address what they did individually. She then reminded them of what they were supposed to be doing. Lastly, she addressed the fact that she had already addressed the issue and they did it again.

3.  She directed them to go take a seat and think about it, to take a brainbreak and come back ready to partcipate. In essence, she put them in "time-out" without using the words "time-out".

Sharon Green

I use whole class and individual brain breaks all the time. I don't do individual breaks as well as the teacher in the video. I love how she quietly redirects them back to the task.  After that fails she tells them they are not doing what was asked and tells them to go to their seats to take a brain break, deep breaths, or put their head down so they can be ready to rejoin the group and help with the task. She is clear, calm, and consistent.  

Challenge: Student Focus and Brain Breaks

I liked how she spoke to her students in a soft voice and gave them choices. When they did not follow she let them have a brain break.

The teacher does a great job at communicating her expectations and when the students tried to argue she kept repeating what she was expecting from their peformance. A "brain break" is a great way to refocus the students.

By redirecting the two girls in taking a brain break, aided both girls to return refocused and directed on the task given.