Noise Level in Writing Workshop

One thing I’ve noticed as I’ve worked with many teachers across grade levels is we all have a different tolerance for noise level. This makes me realize that all of our students probably have different tolerances as well. Which makes me wonder — how much noise is enough in Writing Workshop and how much noise is too much?

Like most things in life, I strive for balance with noise level during writing time. Here are some of my thoughts (in no particular order) regarding noise level during writing time.

• After the minilesson, a “quiet writing time” can be established. Some teachers refer to this time as “No walk, no talk.” I prefer to put a little music on and either check-in with the student who needs extra support getting started, begin conferring, or model working on my own writing. The music allows me more freedom in talking quietly because it masks my voice. After a few minutes, I turn the music off and the no walking, no talking mandate is lifted. If there is no music, then I usually wait to confer & when I leave my writing spot to begin conferring, students understand this is the signal that quiet writing time is over.
• Most days, it is unfair to have no walk, no talk for the entire writing time. (There are exceptions such as an on demand writing assessment.)  Students need the autonomy to be able to get the needed supplies and talk to other writers. Therefore, I expect most of writing time to have a low buzz of student voices.
• Some classes are louder than I would prefer; however, I’ve learned to observe before deeming them too loud. Often students are engaged in the work and the noise doesn’t bother them. In these cases I tend to hold my tongue and consider a mid-workshop teaching point.
• A good way to bring the noise level down is to share a mid-workshop teaching point. If I’ve just had a conference which I think is applicable to others, I’ll get everyone’s attention and have a quick share in the middle of workshop. Before I send them back to work, I offer a reminder of their voice levels.
• Some individuals are more sensitive to noise than others. From time to time, it is necessary to help a noise-sensitive student find a writing spot where they are able to work. Sometimes a teaching point about blocking out noise is also appropriate. Sometimes ear buds and music is the solution for these students. In our society, there are few moments of absolute silence; I think it is worthy to support students in learning how to work in spite of some noise.
• When writing time is loud and unproductive, we work on a solution the following day during the minilesson. By posing a question such as: Was writing time productive yesterday? students are able to help pinpoint the problem. Then asking a follow-up question such as What can we do to make writing time productive? we encourage students to become problem solvers. Creating a chart with their ideas would make a nice resources in the room to reference and help serve as a reminder of ways the writing community has agreed to make writing time productive. It is important to support students in finding a solution as opposed to solving the problem ourselves by taking away things like writing spots or recess time.
• Just as concerning as a lot of unproductive noise is a silent workshop. In their day-to-day writing lives, writers need to be able to get supplies as needed and talk with others. When students are hesitant to talk in Writing Workshop, I make a note for an upcoming minilesson about collaboration with other writers.
• The other issue with silence is the only person who can answer questions is the teacher. When the teacher becomes “the gatekeeper” to moving on then there are many students who are unproductive as they wait for the teacher “to get to them.” 

In the end, I strive to offer an environment which suits the needs of the majority of the writers in the community. Sometimes I’m successful and sometimes I get to try again another day. What are your thoughts about the noise level in Writing Workshop? Take the poll or leave a comment (or both!).