| Getting students' attention | | | | stimuli. |
| | | | |
| Ask an interesting, speculative question, | | | | Block out material by covering or removing |
| show a picture, tell a little story, or read | | | | from the visual field that which you visually |
| a related poem to generate discussion and | | | | don't want students to focus on. Remove the |
| interest in the upcoming lesson. | | | | distracting clutter from the board or screen. |
| | | | |
| Try "'playfulness," silliness, a bit of | | | | |
| theatrics (props and storytelling) to get | | | | Have students write down brief notes or |
| attention and peak interest. | | | | illustrate key points during instruction. |
| | | | |
| Use storytelling. Students of all ages love | | | | Maintaining students' attention |
| to hear stories, especially personal stories. | | | | |
| It is very effective in getting attention. | | | | Move around in the classroom to maintain your |
| | | | visibility. |
| Add a bit of mystery. Bring in an object | | | | |
| relevant to the upcoming lesson in a box, | | | | Teach thematically whenever possible, |
| bag, or pillowcase. This is a wonderful way | | | | allowing for integration of ideas/concepts |
| to generate predictions and can lead to | | | | and connections to be made. |
| excellent discussions or writing activities. | | | | |
| | | | Present at a lively, brisk pace. |
| Signal students auditorily: ring a bell, use | | | | |
| a beeper or timer, play a bar of music on the | | | | Be prepared and avoid lag time in |
| piano or guitar, etc. | | | | instruction. |
| | | | |
| Vary your tone of voice: loud, soft, | | | | Use pictures, diagrams, gestures, |
| whispering. Try making a louder command | | | | manipulatives, and high interest materials. |
| "Listen! Freeze! Ready!" followed by a few | | | | |
| seconds of silence before proceeding in a | | | | Use higher-level questioning techniques. Ask |
| normal voice to give directions. | | | | questions that are open-ended, require |
| | | | reasoning, and stimulate critical thinking |
| Use visual signals: flash the lights or raise | | | | and discussion. |
| your hand which signals the students to raise | | | | |
| their hands and close their mouths until | | | | Decrease the amount of time you are doing the |
| everyone is silent. | | | | talking. Make all efforts to greatly increase |
| | | | student responses (saying and doing something |
| Frame the visual material you want students | | | | with the information being taught). |
| to be focused on with your hands or with a | | | | |
| colored box around it. | | | | Use direct instruction techniques and other |
| | | | methods of questioning that allow for high |
| If using an overhead, place an object (e.g., | | | | response opportunities (i.e., unison |
| little toy car or plastic figure) to be | | | | responses, partner/buddy responses). |
| projected on the screen to get attention. | | | | |
| | | | Structure the lesson so that it can be done |
| Clearly signal: | | | | in pairs or small groups for maximum student |
| "Everybody…Ready…" | | | | involvement and attention. |
| | | | |
| Color is very effective in getting attention. | | | | Alter the way students are called on to avoid |
| Make use of colored dry-erase pens on white | | | | calling on students one at a time. Instead, |
| boards, colored overhead pens for | | | | have students respond by "telling their |
| transparencies and overhead projectors, and | | | | partner," writing down or drawing their |
| colored paper to highlight key words, | | | | response, or other alternative way. |
| phrases, steps to computation problems, | | | | |
| spelling patterns, etc. | | | | Make frequent use of group or unison |
| | | | responses when there is one correct and short |
| Model excitement and enthusiasm about the | | | | answer. While presenting, stop frequently and |
| upcoming lesson. | | | | have students repeat back a word or two. |
| | | | |
| Use eye contact. Students should be facing | | | | Use the proper structure of cooperative |
| you when you are speaking, especially while | | | | learning groups (i.e., assignment of roles, |
| instructions are being given. If students are | | | | accountability). It is not just group work. |
| seated in clusters, have those students not | | | | ADHD students do not typically function well |
| directly facing you turn their chairs and | | | | in groups without clearly defined structure |
| bodies around to face you when signaled to do | | | | and expectations. |
| so. | | | | |
| | | | Allowing students to use individual |
| Focusing students' attention | | | | chalkboards or dry-erase boards throughout |
| | | | the lesson is motivating to students and |
| Employ multisensory strategies when | | | | helps maintain attention. If used properly it |
| directions are given and a lesson is | | | | is also effective in checking for students' |
| presented. | | | | understanding and determining who needs extra |
| | | | help and practice. |
| Maintain your visibility. | | | | |
| | | | Use motivating computer programs for specific |
| Project your voice and make sure you can be | | | | skill building and practice (programs that |
| heard clearly by all students. | | | | provide for frequent feedback and self |
| | | | correction. |
| Be aware of competing sounds in your room | | | | |
| environment (such as noisy heaters or air | | | | Keeping students on-task during seat work |
| conditioning unit.) | | | | |
| | | | Check for clarity. Make sure directions are |
| Call students up front and close to you for | | | | clear and understood before sending students |
| direct instruction (e.g., seated on the | | | | back to their seats to work independently. |
| carpet by the board). | | | | |
| | | | Make sure necessary supplies are available. |
| Position all students so that they can see | | | | |
| the board and/or overhead screen. Always | | | | Give a manageable amount of work that the |
| allow students to readjust their seating and | | | | student is capable of doing independently. |
| signal you if their visibility is blocked. | | | | |
| | | | Give other "failproof " work that student can |
| Explain the purpose and relevance to hook | | | | do in the meantime if he or she is stumped on |
| students in to your lesson. | | | | an assignment and needs to wait for teacher |
| | | | attention or assistance. |
| Incorporate demonstrations and hands-on | | | | |
| presentations into your teaching whenever | | | | Study buddies or partners may be assigned for |
| possible. | | | | any clarification purposes during seat work, |
| | | | especially when you are instructing another |
| Use a flashlight or laser pointer. Turn off | | | | group of students while part of the class is |
| the lights and get students to focus by | | | | doing seat work. |
| illuminating objects or individuals with the | | | | |
| light. | | | | Have students use signals to the teacher/aide |
| | | | for "I need help!" Some teachers use a sign |
| Use study guides/sheets that are partial | | | | or a colored signal that students may place |
| outlines. While you are presenting a lesson | | | | on their desk that alerts any adult scanning |
| or giving a lecture, students fill in the | | | | the room that the student needs assistance. |
| missing words based on what you are saying | | | | |
| and/or writing on the board or overhead. | | | | Scan classroom frequently. All students need |
| | | | positive reinforcement. Give positive |
| Use visuals. Write key words or pictures on | | | | comments with high frequency, praising |
| the board or overhead projector while | | | | students specifically whom you observe to be |
| presenting. Use pictures, diagrams, gestures, | | | | on-task. This serves as a reminder to |
| manipulatives, and high-interest material. | | | | students who tend to have difficulty. |
| | | | |
| Illustrate, illustrate, illustrate: It | | | | Consider using a timer for some students who |
| doesn't matter if you don't draw well to | | | | work well with a "beat the clock" system for |
| illustrate throughout your presentation. Give | | | | work completion. |
| yourself and students permission and | | | | |
| encouragement to draw even if you lack the | | | | Use contracts, charts, and |
| skill or talent. Drawings don't have to be | | | | behavior-modification systems for on-task |
| sophisticated or accurate. In fact, often the | | | | behavior. |
| sillier, the better. Have fun with it. These | | | | |
| silly illustrations get and maintain | | | | Reward for the certain number of completed |
| attention and help students understand and | | | | items that are done with accuracy. |
| remember the material (sequence of events, | | | | |
| key points, abstract information, etc.). | | | | Provide desk examples for reference. |
| | | | |
| Point with a dowel, a stick/pointer, or laser | | | | Use response costs and natural consequences |
| pointer to written material you want students | | | | for off-task behavior. Students might "owe |
| to focus on. If you can find a pointer /dowel | | | | you time" at the end of the day, before |
| with a little hand/ finger on it, even | | | | school, or for part of recess time. If they |
| better. | | | | are on a point system, they may be fined |
| | | | points if a reasonable amount of work isn't |
| * Note: Overhead projectors are the best | | | | accomplished. |
| tools for focusing students' attention in the | | | | |
| classroom. You are able to write down | | | | Make use of study carrels or quiet office |
| information in color without having to turn | | | | areas for seat work. |
| your back on the students, thus improving | | | | |
| classroom management and reducing behavioral | | | | Teach students to self-monitor their own |
| problems. On the overhead, you can model | | | | on-task behavior. Some teachers use an |
| easily and frame important information. | | | | auditory signal (e.g., audio tape with |
| Transparencies can be made in advance, saving | | | | intermittent beeps) and students reward |
| you time. Then it can be partially covered | | | | themselves with points if they are on-task |
| up, blocking out any distracting, visual | | | | when the beeps go off. |