The key is to put structures, routines and expectations in place so that interaction remains focused and respectful. So, let’s see how with 9 practical routines that work.

Practical routine #1: NOISE SCALE

Introduce a simple scale of what ‘working noise’ is and refer to it in every occasion.

🔇 Level 0: Silent (tests, individual writing);

🤫 Level 1: Whisper (pair checks, reading);

🗣️ Level 2: Normal voice (pair/group discussion);

📣 Level 3: Presentation voice/Whole-class.

Before an activity, say: “This is a Level 1 activity.”

Stop briefly if the volume rises and ask: “What level are we supposed to be at?”

This shifts responsibility from teacher to students.

Practical routine #2: CALM ENTRY

Noise often escalates before the lesson even begins. So, explain: how to enter the classroom,  how to organise the space (e.g. bags down), what happens after breaks, how they should behave during pair or group work, what 'working quietly' actually means.

Practical routine #3: 3-STEP INSTRUCTIONS 

Repeating instructions again and again often creates the opposite of what we want: students stop listening carefully, responsibility shifts from learner to teacher, attention drops.

Let students know from the start that instructions will not be repeated.  You can support this with these 3 steps:

1️⃣ Say it (auditory processing)

You explain the task once, clearly and calmly.

This supports students who learn best by listening.

2️⃣ Show it (visual support)

Key steps are: written on the board, shown as bullet points, supported by icons or a quick model.

This helps visual learners, students who need more processing time, EAL / weaker students.

3️⃣ Check it (active processing)

You ask a student: “What do we do first?” or “What happens after that?”.

Now students must: retrieve the information, process it, articulate it.

This step turns passive listening into active understanding.

Practical routine #4: GROUP ROLES

Always, and I will repeat it forever, give roles to each member of the group. Unstructured group work is almost always louder.

Some ideas for roles:

Chairperson: manages turn-taking;

Timekeeper: watches the clock;

Reporter: speaks for the group;

Noise monitor: checks voice level.

You don’t need all roles every time. Even one role reduces overlap and shouting.

Practical routine #5: THE HUDDLE

Physical distance makes the difference. Basically, students who sit far apart raise their voices without realising it.

Before pair or group work: ask students to turn chairs, lean in, move closer.

You can say: “If you can hear the group next to you, you’re too far apart.”

Noise often drops immediately.

Practical routine #6: TIME LIMIT

Even well-designed group work becomes louder if it goes on too long. As students become more confident, volume tends to rise.

Set a visible timer (2–4 minutes).

Stop the activity.

Give fresh input or feedback.

Restart if needed.

Frequent pauses help keep volume under control without stopping interaction.

Practical routine #7: USE SIGNALS INSTEAD OF VOICE

Raising your voice to reduce noise never works. Try these signals instead:

Hand raised = stop and listen;

Countdown with fingers (5–4–3–2–1);

Bell, chime or clap pattern;

Lights off/on (if possible).

Practical routine #8: TRAIN LISTENING THROUGH GAMES

Listening skills are noise-management skills.

Some practical activities are:

Simon Says (focus and impulse control);

Popcorn Storytelling (listen or you lose the thread);

Dictation races (listening under pressure);

Call and response (“If you can hear me, clap once”);

These activities help students learn to filter background noise.

Practical routine #9: METACOGNITIVE PAUSE

Make noise a shared responsibility. Ask:

“Was the noise level helpful?”;

“What made it increase?”;

“What can we change next time?”.

This builds awareness rather than obedience.

When students know why they are speaking, how they should speak, and when to listen, noise becomes manageable... and meaningful.

And often, that gentle buzz of voices is simply the sound of students learning together.