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