Let’s say you got the kids to settle down and your program started off with a bang. And then something happens.

• A kid throws up.
• A kid keeps talking with a classmate.
• A kid shouts out.
• Adults carry on conversations.

 What do you do?

I’ll give you some tips — but first, here’s a Very Important Rule:

Never Ever Embarrass a Kid or Teacher

Presume innocence. Kids and adults usually don’t realize they’re doing something annoying. Or consider that the child might have special needs (autism, Tourettes, etc.).

So, here are some strategies that might help.

A kid throws up.: This happened to me once. But the teachers and custodian were on the problem so fast, the kid was off to the nurse’s office and the spot cleaned up with barely a stir. It’s okay to acknowledge the problem and call for assistance if no one sees it happening. However, if you dwell on it, so will the kids.  Show sympathy and keep on going.

 A kid keeps talking with a classmate. If a kid keep chatting with a neighbor, first I stand near them and catch their eye. If that doesn’t work and they talk through my “criss-cross applesauce – hands folded on your lap” directions, I cover the microphone, bend down toward the kids and ask quietly, “Is everything okay?” This usually gets them to focus. If it doesn’t, and the chatting persists, I may quietly ask one of them to sit by their teacher.

 A kid shouts out. Before I ask a question to the larger group, I’ll say, “Raise your hand if you know the answer . . .” so they know what behavior I expect.  When I’m calling on volunteers to come to the stage, I say, “I need volunteers – but I’m only going to call on kids who are polite. That means, you’re sitting down, your hand is raised and your face shows me that you really, really want to be called on without calling out my name or saying ‘Oooo! Oooo!’”  Showing the behavior you expect from your audience can head problems off at the pass.

Adults carry on conversations. This is going to happen. Teachers are with kids all day. When they see other adults, it’s catch-up time! They’ll usually stop chatting when you begin your presentation, but if they don’t, move close to them, as you do with the kids, and catch their eye. If they persist, you can cover the microphone and ask in a very sincere voice, “Did you have a question you wanted to ask me?”  This usually works.

Finally, here’s a note about room set-up and crowd control –

In elementary schools, kids are used to sitting on the floor of the multipurpose room. I have them sit with an aisle up the middle so I can get close to as many kids as possible quickly. In middle schools and high schools however, students generally sit in an auditorium with folding seats, and organizers place speakers at a podium on the stage, far away and above the audience.  But if you can break that distance and present from the floor, closer to the kids, you’ll have a much better chance of creating a bond with the audience and keeping things moving along without disruption.

There’s a buzz in the room.  Kids are excited to see you – to see each other – to be out of the classroom for something special. The kindergarteners are twisting around to talk with each other – some are stretched out on the floor. 

Your time is limited, the classes have come late and you have a lot to accomplish in your assembly or workshop. Is it really necessary to get them totally quiet and focused before you begin your program? 

Yes. It’s really necessary.

Do not begin until the audience is quiet and focused — even if it takes you all day (and it won’t). Why? If you show kids at the start that you are in control, you’ll be able to rein them in more easily during your assembly if things get a little chatty. They’ll appreciate it (kids do love rules and order, believe it or not) – and the teachers will love you (they want to have fun in your assembly, too, and not be disciplinarians).

The worst thing you can do is attempt to talk over the chaos. No one will hear you. And once kids know that you don’t mean it when you call for quiet, they’ll continue to ignore your requests. 

Here are some tips for getting – and maintaining – crowd control. 

Greet the kids & teachers as they come into the room. I stand by the multipurpose room door, saying hello to kids as they walk by and shaking teachers’ hands.  This is a subtle way of showing them that they are guests in “my” space and that I know that they exist. As classes are getting seated, I also circulate and ask the older kids, “What books are you reading now.”  This extra eye contact forges a stronger bond with them before the program begins.

Have a “quiet down” signal. Most schools have a physical symbol that means “Quiet down right now.” Ask your host what it is and use it when you need to.

Don’t be afraid to wait. For particularly chatty groups, it may take a bit of time to have the quiet spread, but it will. Don’t give up too soon.

Say, “Criss-cross applesauce.” I do mostly elementary assemblies where kids are seated on the floor. During the interactive parts of my program, kids get excited and a bit wound-up.  But to bring them back, I say, “Criss-cross applesauce” which gets them back to the “listening” position.  If that alone doesn’t work, I’ll add, “Hands on laps,” and demonstrate it.  And. Wait. Until. They’re. Ready. For. The. Next. Part. Of. The. Program.

A last resort. If you’ve tried everything and there are still too many distractions to begin, you can always say, “Teachers? Can you lend a hand?” and they’ll jump in.

Everyone in the school is excited to have you there. When they know that you’re “in charge,” they can relax and have a good time. They’ll know that, even if things get a bit wild, you can lead them back to civilization where great experiences await!