All Things Class

I agree, Curry.  As the mother of three of the loudest children on the planet, I do know that loud can signify joy, engagement, excitement.

But I think we need to be mindful of the sensory sensitive children and teachers in our space, and help children be mindful.  Children are often unaware of just how loud they are.

Experimenting with noise levels can be a game.  I also like music in the background and can use that to help children modulate--" I want to be able to hear the flute..." etc.

This thread about noise levels is a great discussion, full of competing priorities, which makes it so compelling.  Here's another thought.
I once had a mentor during my early years of teaching, and his advice still holds true:  
There are two kinds of noise levels:
1) Noisy kids that are stressed and having to shout to be heard or helped,
2) noisy kids that are very busy playing and interacting, having a very good time learning.
How many times do we ask children to be quiet when they are trying to be heard and have something important to say?  How many times do we "shush" them?

There's the usual fine line (about everything in the classroom) that would be somewhere between way too noisy and stressful for everyone, and that noise that indicates deep learning and communication.  We will always be seeking it, I hope, and not "shushing" a child who just got the nerve up to say something.  

Environment also plays a part such as the number of children and adults in the room, the time of day, even the acoustics.  Overcrowded rooms with too much overstimulation going on can definitely affect everyone, but especially the sensitive child or the child with sensory-motor issues.  I found headphones and auditory books to be very helpful for these children.

How do you find that fine line in your classrooms, and what about those super sensitive children, how do you accommodate them?