[memb_has_any_tag tagid=Re-engaging]Return to Re-engaging students with Managing Distractions[/memb_has_any_tag][memb_has_any_tag tagid=Engage students in managing distractions,Learning habits in a Nutshell Phase 1 ed. 2,Stepping stones phase 1 ed 4,]Return to How absorption friendly is your classroom culture?[/memb_has_any_tag]
In the questionnaire there are twelve questions about teaching habits.
Each question contains two statements: the one prefaced with (A) is representative of conventional ‘good teaching’; the one prefaced with (B) describes a learning-powered approach in learning-friendly classrooms.
Look at each pair of statements carefully and pick an answer that represents where you think your practice falls in the spectrum between (A) — result ‘1’ — and (B) — result ‘6’. The scale is as follows:
1 My practice is like statement A
2 My practice is quite close to A
3 My practice is a bit nearer A than B
4 My practice is a bit nearer B than A
5 My practice is quite close to B
6 My practice is like statement B
I think friendly classroom activities keep children more engaged with the lesson
Hands on activities keep the children more engaged
To keep pupils from distraction, lots of hands on activities and visual aid.
I need to model a positive approach to regaining focus, particularly when facing tasks that are challenging and requiring long-time attention.
Pleasantly surprised by results, especially to celebrating as this was one of my goals last year.
I am keen to develop a classroom culture that celebrates learning in a helpful manner; would love to see examples of what each of the 4 categories looks like when implemented with effectiveness in the classroom.
I need to work on allowing students to identify what is distracting them and help them become focused rather than be immediately compelled to point it out directly.
I am in the same category as Linda.
It would be rare for me to not point out distractions. I find it difficult holding my tongue in that regard but it would be worth stopping and figuring out why they are distracted and have them lead to this point.
This is hard to accurately fill out for the ELC age group as unfortunately some of the questions are not relevant. Overall though, we at times do raise children’s awareness of the distraction but need to work on coming up with solutions for managing these distractions as a class.
I feel the need to allow students to identify what is a distraction to them personally and once identified give them the responsibility of controlling that, then hold them accountable.
I have started infusing my lessons with a ways to focus student effort, with the aim to make students understand what effort means. I will have to find ways to reinforce this with more periods of reflection on the impact of their effort in every lesson.
We are still working towards learning how to identify and manage our distractions in kindergarten. I might need to have a specific lesson about how we can do this and what I can do to get back on track so that I am in the flow.
We talk lots about how to manage distractions- I ask questions like how can you continue the task in a better frame of mind?
I think all the children in my class are always engaged in each area of learning, sometimes they do get distracted, but talking to them and allowing them to talk about it does diffuse the situation most of the time.
I know that I have to discuss managing distractions more with my class and celebrate them afterwards when they have achieved that goal
I feel that I do well with celebrating effort and great work, but I know that I could more explicitly discuss managing distractions with my students.
I get easily distracted myself 🙁
Role modelling to manage my distractions is a good challenge!
I plan to discuss managing distractions with students more explicitly as well as paying closer attention to the types of activities which keep students absorbed.
I need to devolve more responsibility to my students and be more willing to spend time allowing them to come to the realisation of what is distracting them and how this can be managed. I imagine that this would ideally be built in early in the year when establishing classroom routines.
I place a lot of responsibility on students to be self-paced and self-motivated learners. Constructing work which engages them is still something I tend to do more of, but I am slowly getting better with student agency in the design of activities.
My classes are learner-centered and I focus on placing lots of responsibilities on my students
Helping students learn to identify and manage their distractions is a work in progress. I think like Leanne I need to allow some time to talk about these things with students. I’m thinking maybe having a reflective feedback session with my very distractable year 9s after the exams and see what strategies they can come with for year 10 next year. I am more likely to remind them when they are off task that to allow them to waste the whole lesson and come to the realisation themselves. But one on one chats are helping with some students who recognise they have a problem.
I try to encourage students to manage distractions and praise good effort and behaviour. However, I could be more explicit in my discussions of this.
I am continually asking the students to take note of what distracts them and then to work out how to manage their distractions so that they complete work. However, I still require them to take more responsibility for their own behaviour.
I normally ask students to identify what distracts them and ask them to find better ways of managing it and we discuss the way forward. Hands on activities also help students from distractions
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I need to more explicitly praise on task behaviour. I am not sure that taking photographs is a good practice. Students need more positive reinforcement in my classroom but they need to value it, and I need to have a closer rapport with some students that tend to distract others. Building relationship and talking about/reinforcing the positive behaviours verbally, by actions and also engaging in encouraging self awareness of distraction is key.
I need to be more intentional about teaching how to manage their distractions and offering pathways to better manage them.
Again, this is thought provoking. While we have made a good start to thinking about levels of effort and challenge – in line with our whole-school approach to challenge – we have not yet moved our focus to discussing and publicly acknowleding distractions and strategies/successes in overcoming them.
This is certainly thought provoking, I feel that I do reasonably well with having class discussions about recognising and managing distractions, but perhaps I further promote self-reliance in my students.
good feedback