In the first video clip, I called students by desk rows to come to the carpet. The students did an excellent job coming to the carpet quietly. Next, I had the students think to themselves, what is a push? I had the students think to themselves so they could gather their thoughts before sharing. Then I had the students turn and talk with their neighbor to define a push. I used a countdown of 3, 2, 1 for the students to wrap up their conversations. I had one student share what a push is. Then I had the students repeat the process for the vocabulary word, pull. During this turn and talk, I visited with one student in the "magic seats" row about what a pull is. When the students were describing the word pull to the class, I asked if a student could describe it in another way. This strategy encourages the students to describe it using different words. Then I had the students show the motion of a pull with their hands.

In the second video clip, I called the students by rows to go back to their desks and grab their slate, a marker, and an eraser. Then I had the students repeat the materials using a talking voice and a whisper voice. Next, I dismissed the students by rows to go to their desks and get the materials. I had the blue row tiptoe to their desks and had the green row do bunny hops back to their desks. Having the students complete an action while moving to their desks allowed them to release energy and ensured that they were closely listening to the directions. I also gave positive reinforcement by thanking the students who were following the directions. Then I gave a countdown from 5, 4, 3, 2, 1, ½, 0 for the students to be back at the carpet with their materials.