CHANTS: The powerful teaching strategy you’ve never heard of

Bringing everyone together in a shared response. Building student knowledge, inclusion and engagement. What could be better than that?

I hope I’m not making too many assumptions that most teachers out there are not using this strategy in their classroom. Well, not in the way it could be used to build students’ basic content knowledge.

We probably all have one or two that we use when we want a whole class of students to stop and listen. My favourite that just rolls off the tongue is, “One, two, three. Eyes on me.” Students then stop what they are doing, look at me and chant “One, two. Eyes on you.” 

But then I heard an idea that seemed so simple that I couldn’t believe it’s not in wider use throughout our profession. I was listening to another stellar interview by Ollie Lovell on his ERRR podcast. Sammy Kempner, a teacher from The Totteridge Academy, a high school in London that had a miraculous turn around in its student results (particularly in maths), was sharing some of his school’s techniques. And chants were one of them. (Listen to the podcast here.)

Imagine if you had a class full of students who you knew could give you a clear and precise definition of key terms and skills for your curriculum.

And they could do it on command. 

With energy and enthusiasm!

A bit like sporting club chants and marketing slogans. I know that whenever I hear, “Aussie, Aussie, Aussie!” There is no way of stopping “Oi, Oi, Oi!” in my head or out loud. It has become involuntary.  

It really doesn’t take too much brain power to recite a short phrase or definition that has been drilled into you. And then that brain power can be used elsewhere in the learning process. That’s the beauty of it.

Getting started

It’s simple. Teach or review (depending on your class) a definition or concept, such as short vowels and long vowels. The teacher establishes what they will say and how students will respond. Such as:

Teacher: “Short vowels…” 

Students: “...a, e, i, o, u” 

Teacher: “Long vowels…”

Students: “... A, E, I, O, U.”

Or in slightly older grade levels:

Teacher: “R-controlled syllables…”

Students: “… at least one vowel followed by an R.  ar, er, or, air, ear”

Display it up on the board or a chart while students are still committing it to memory. Repeat it frequently. Create a rhythm to go with it. Encourage enthusiastic responses. Let them shout and stomp. Make it a fun game. Ask half the class to go first, then the other half next. Competition is always a great way to promote participation in these kinds of activities. Ask them to whisper it, to hum it, make actions to go with it. Whatever works to get your students to repeat it and do with feeling. 

Benefits of getting the whole school involved

Sammy talked about having a ‘playbook’ for their maths department. This is a brilliant idea to give all teachers and students in a school the same language. Talk about consistency! These chants are known throughout Sammy’s school, so it doesn't matter who was their teacher last year or what year level they are in, the chants are part of the school curriculum and culture. Just like in sports clubs, chants build camaraderie and a sense of belonging, they can potentially do the same in classrooms and throughout schools. 

So are you up for the challenge? At your next team, unit or staff meeting, introduce a couple to your fellow teachers and get all your students clear on the key terms and definitions that underpin their learning. 

Let us help get you started

Sign up to Teaching Together to get our Literacy Chants to build into your curriculum and let us know how it goes. We love hearing from you.