‘What we attend to is what we learn. Because what we attend to is what we end up thinking about, and what we think about is what we end up knowing about.
Attention is the primary currency of the classroom, the gatekeeper of learning. As such, it should be a core consideration in any act of teaching. The two-fold challenge of attention in school is that:
1. Our attentional bandwidth is limited—we can only ever attend to a very few number of things at any one time. Multi-tasking is a myth (it’s really just task switching: an inefficient way to learn).
2. Our attentional system is not optimised for school—instead, over many millennia, it has evolved to prioritise those things which helped our ancestors us survive and succeed, and to aggressively filter out almost everything else.’
(https://snacks.pepsmccrea.com/p/orchestrating-attention)
Orchestrating attention in the classroom involves actively managing and directing student focus. It requires a deliberate, multifaceted approach that combines clear communication, engaging teaching strategies, and a well-managed environment. The core idea is to actively direct student focus towards the learning material, as what students attend to is what they learn.
Gaining and Directing Attention
• Establish Clear Signals and Routines: Teach and practice consistent verbal, visual, and/or auditory cues that indicate it is time to stop, look, and listen.
• Use Proximity and Body Language: Position yourself where all students can see you and move around the room during individual or group work. A calm, confident posture and strategic eye contact can non-verbally redirect off-task students without disrupting the class flow.
• Leverage Vocal Modulation: Modulate your pitch, pace, and volume to emphasize key points and keep students engaged. Dropping your voice slightly when sharing important information, for example, can make students lean in and focus more intently.
• Pause and Scan: After giving an attention signal, pause deliberately to scan the room and ensure all students are following the instruction. Acknowledge students who are on task and use a non-verbal cue or a quick, positive correction for those who aren’t.
Sustaining Attention
• Keep Lessons in Short Segments: Break down lessons into smaller chunks and alternate between activities (e.g., direct instruction, individual work, partner discussions, group activities) to align with students’ natural attention spans.
• Incorporate Active Learning: Engage students actively in their own learning through methods like hands-on activities, group discussions, or project-based learning. This makes learning interactive rather than passive.
• Use Questioning with Accountability: Employ techniques like “cold calling” to create a culture where students expect to answer at any time. This encourages sustained attention from everyone.
• Provide Brain Breaks: Short, physical or mental breaks help students reset their focus and improve neural efficiency.
• Connect to Student Interests and Real Life: Make material meaningful, surprising, or emotionally relevant by using humour, analogies, stories, or connections to current events to build interest.
Managing the Environment and Disruptions
• Minimise Distractions: Ensure the physical environment supports focus. Seating plans can group students thoughtfully to minimise peer-related distractions, and non-essential items should be removed when not in use.
• Teach Self-Regulation Strategies: Help students become more aware of their own thinking processes. Teach them to recognise when their minds wander and practice bringing their focus back to the task at hand.
• Build Positive Relationships: Students are more likely to be attentive and follow expectations when they feel respected and valued. Greeting students at the door and showing genuine interest in their well-being can foster this trust and respect.
• Use Positive Reinforcement: Praise and reward students for their efforts and accomplishments, which motivates them to continue exhibiting positive behaviourand focus.
(https://www.virtual-college.co.uk/resources/what-is-contextual-safeguarding)
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
