I model expectations each visit to the carpet. I also name a student at the end who followed all the rules as a Heggrety Hero or whatever we are working on. If I need to really get their attention I model terrible carpet behavior and they are so shocked to see their teacher: interrupting, acting silly, or blurting and they try extra hard to be the best.

Adding on to Noraa, it's also important to be mindful of the teaching tendency to accept blurted-out answers. Every time you accept a blurt-out, you reinforce the rule that it's okay to blurt out. Instead, when a blurt-out happens, focus on children who are following directions. For example, say, "I love how Amari is raising her hand to answer the question."

Additionally, provide students with talking times on the rug, such as turn-and-talks with a partner or small group about your question. It's also helpful to let students know that sometimes they won't be called on, and that's okay. Teach them strategies for managing frustration when they aren't called on.

It’s been quite awhile for me … but years ago when I taught first grade we had a talking rock! If you didn’t have the rock you didn’t have the right to talk… it worked super well!
I’ve also known others to use a talking stick .. some using a rain stick .. all had to be quiet to speak. .. hence the rain noise could not happen and the stick had to be held still.

I use sticks with my students names on them or I have a student in charge of pulling the sticks. I have also used a name wheel online that spins a students name. I have pictures with carpet expectations that include how the students should be sitting on the carpet.

This sounds like such an easy questions, but all teachers experience this!! It's important to give all your students a chance to participate but we always have those who are so eager to answer that they often blurt out the answer. Setting the rules and modeling them is important. Whether you use a talking stick or a creative way to call on your students, you will need to practice and be consistent every time!

This is a tough one because they are children and let’s face it, in a group, adults don’t always follow the rules they set for when they really want to add to the discussion. Spontaneous thoughts occur during group time, especially when the students seem to have a particularly high interest in the topic. For general discussions, I like to use a device, like a small ball, that can be passed around. In those cases only the one who has the ball should speak. Then the speaker can pass it on to who wants to speak next. I think there can be a balance between a structured group discussion and one that flows freely. A keen sense of knowing who your students are, particularly the ones who always have something to say, no matter the topic is important. Those students need more structured outlets to share. Those who are more reticent, need different settings.