How to get How to get students attentionstudents attention

IndexIndex

• 1. Attention conditions1. Attention conditions• 2. Attention types2. Attention types• 3. Strategies to get children 3. Strategies to get children

attentionattention• 4. Mantaining attention4. Mantaining attention• 5. Innapropiate teachers behaviour.5. Innapropiate teachers behaviour.

1. 1. Attention Conditions Attention Conditions 

External reasons:External reasons:

• CConsequence of the atmosphere.onsequence of the atmosphere.• They help the pupil mantain his attention They help the pupil mantain his attention

to those stimulus that are proposed to thto those stimulus that are proposed to theem, m, in other words, it depends on the in other words, it depends on the enviroment.enviroment.  

a) a) Stimulus Strength:Stimulus Strength:  

• AA sharp, loud or distinctive sharp, loud or distinctive  sound is sound is capable of catching our attentioncapable of catching our attention

• For example, the teacher can play For example, the teacher can play across across aa xylophone. xylophone.  

• The same occurs with strong The same occurs with strong colours compared to soft colours.colours compared to soft colours.

    

 

b) b) ChangeChange

• When we experience some kind of change, it modifies our field of perception; our attention is drawn to the stimulus that alters the stability of a situation.

c) c) SizeSize

•   Big fBig flashcards lashcards

• This technique is also used in This technique is also used in commercials orcommercials or advertisements. advertisements.

d) Repetitiond) Repetition

• A repetitive weak stimulus can have A repetitive weak stimulus can have a big impact on the attention levela big impact on the attention level

• For example, the teacher might clap For example, the teacher might clap out a rhythm and have his out a rhythm and have his students repeat the pattern.students repeat the pattern.

e) e) MovementMovement

• The movement of an image (whether The movement of an image (whether real or not) causes a reaction, which real or not) causes a reaction, which makes it a powerful attention-catcher.makes it a powerful attention-catcher.

• ExExampleample:  :  The curtains or blinds of the The curtains or blinds of the classroom should be closed in order to classroom should be closed in order to keep the students' attention in class.keep the students' attention in class.

f) f) Contrast Contrast 

• When a stimulus contrasts with the other When a stimulus contrasts with the other stimuli around it, it stands outstimuli around it, it stands out..

• Two situations may occur:Two situations may occur:

          1. The contrast results because the 1. The contrast results because the stimulus was absent until that moment.stimulus was absent until that moment.                     2. The contrast is caused by                      2. The contrast is caused by the realization that something which was the realization that something which was previously present has disappeared.previously present has disappeared.  

g) g) Structural Structural organisationorganisation

• Stimulus must be organised Stimulus must be organised and ranked in order for the and ranked in order for the information to be received properly. information to be received properly. 

• The teacher must present The teacher must present the material neatly. the material neatly. 

  

IInternalnternal reasons: reasons:

• The internal determinants are those which refer to The internal determinants are those which refer to the pupilthe pupil. .

• They depend on the individual and they condition his/her learning even more, not only in the capacity and development of his/her attention, but in his/her overall performance.    

a) Emotiona) Emotion

    Stimuli which cause strong emotions Stimuli which cause strong emotions tend to attract our attentiontend to attract our attention

•         Example: Example: If a person is thirsty, it is If a person is thirsty, it is obvious that he will be obvious that he will be more attracted by stimulus linked to more attracted by stimulus linked to this necessity, say, a glass of waterthis necessity, say, a glass of water

b) Interestsb) Interests

• This refers to those things that This refers to those things that attract the students, depending on attract the students, depending on what they likewhat they like

c) c) The Course of ThoughtThe Course of Thought

• If a stimulus is presented to If a stimulus is presented to a person, and this person, at that a person, and this person, at that moment, is thinking of something moment, is thinking of something similar or related to it, the stimulus similar or related to it, the stimulus will get his attention immediatelywill get his attention immediately

  

2. Attention types2. Attention types• Focused attention:Focused attention: This is the ability to respond discretely to This is the ability to respond discretely to

specific visual, auditory or tactile stimuli. specific visual, auditory or tactile stimuli.

• Sustained attention:Sustained attention: This refers to the ability to maintain a This refers to the ability to maintain a consistent behavioral response during continuous and repetitive consistent behavioral response during continuous and repetitive activity. activity.

• Selective attention:Selective attention: This level of attention refers to the capacity to This level of attention refers to the capacity to maintain a behavioral or cognitive set in the face of distracting or maintain a behavioral or cognitive set in the face of distracting or competing stimuli. Therefore it incorporates the notion of "freedom competing stimuli. Therefore it incorporates the notion of "freedom from distractibility" from distractibility"

• Alternating attention:Alternating attention: It refers to the capacity for mental It refers to the capacity for mental flexibility that allows individuals to shift their focus of attention and flexibility that allows individuals to shift their focus of attention and move between tasks having different cognitive requirements. move between tasks having different cognitive requirements.

• Divided attention:Divided attention: This is the highest level of attention and it This is the highest level of attention and it refers to the ability to respond simultaneously to multiple tasks or refers to the ability to respond simultaneously to multiple tasks or multiple task demands. multiple task demands.

3.- Strategies to catch 3.- Strategies to catch students attentionstudents attention

• Begin a familiar phrase and have your Begin a familiar phrase and have your finish itfinish it

Meanwhile...Back at the RanchMeanwhile...Back at the Ranch

Chitty Chitty...Bang BangChitty Chitty...Bang Bang

To Infinity...And BeyondTo Infinity...And Beyond

Who you gonna call?...GhostbustersWho you gonna call?...Ghostbusters

Are you ready kids?...Aye Aye CaptainAre you ready kids?...Aye Aye Captain

Who lives in a pineapple under the sea?...SpongeBob SquarepantsWho lives in a pineapple under the sea?...SpongeBob Squarepants

• Raise your hand quietly and wait until everyone else has his or her hand raised

• Clap in a rhythm and have your students repeat the pattern.

• Switch the light once.• Ring a bell.• Play across a xylophone.• Clap in a rhythm and have your students

repeat the pattern.

• ““Star Method”Star Method”

• Traditional Authority UseTraditional Authority Use• StopwatchStopwatch

Magic word techniqueMagic word technique

Their attention will magically appear when you Their attention will magically appear when you use a Magic�use a Magic�Word For example, if you were studying a unit �Word For example, if you were studying a unit �on geometry, you might say: “Class, since we �on geometry, you might say: “Class, since we �are studying geometry, I am going to use the are studying geometry, I am going to use the word word parallelogram�parallelogram� when I want your attention”.� when I want your attention”.�

4. Mainteining attention4. Mainteining attention

Is known that students use to lose Is known that students use to lose attention if the class is boring, static attention if the class is boring, static and monotone. and monotone. IIn fact, the teacher n fact, the teacher has to surprise more and more has to surprise more and more students changing the methods and students changing the methods and strategies every day, if istrategies every day, if it´t´s possible, s possible, to motivate them. to motivate them.

What can the teacher do to What can the teacher do to maintein the students maintein the students

attention?attention?• Create a good class atmosphereCreate a good class atmosphere

where kids can feel comfortable and active in where kids can feel comfortable and active in

the group.the group.

• Dynamic lessonsDynamic lessons to make each class to make each class different.different.

Create a good class Create a good class atmosphere.atmosphere.

• Respect and friendshipRespect and friendship- - RRecognize the authority.ecognize the authority.

- - WWork in harmony among equals. ork in harmony among equals.

• Good class organiGood class organizzationation- - WWell prepared lessons: time, activities, games, ell prepared lessons: time, activities, games, etc.etc.

- - CClassroom spaces.lassroom spaces.

- - DDecoration.ecoration.

Dynamic lessonsDynamic lessons

• Different methods. Different methods. Choose the better method for each topic. Choose the better method for each topic.

Try to be original and don´t repeat.Try to be original and don´t repeat.

• Variety of exercises. Variety of exercises. WWork can be funny!ork can be funny!

5. Inappropiate behavio5. Inappropiate behaviouur r of the teacherof the teacher

Yelling: Yelling: is not recommended is not recommended because it increases the noise level because it increases the noise level in the room and projects non-in the room and projects non-verbally that you are not in control.verbally that you are not in control.

Use always the same intonation: Use always the same intonation: It creates a It creates a monotone lesson.monotone lesson.