See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/326066230

Classroom Strategies for Maintaining Student Focus

Conference Paper · September 2012

CITATIONS READS
0 1,164

1 author:

Jared Gerschler
Universidad de la Cañada
6 PUBLICATIONS   42 CITATIONS   

SEE PROFILE

All content following this page was uploaded by Jared Gerschler on 29 June 2018.

The user has requested enhancement of the downloaded file.

 Classroom Strategies for Maintaining Student Focus

Jared James Gerschler

Faculty of Languages, Universidad del Papaloapan

Tuxtepec, Oaxaca

ABSTRACT:

The following manuscript seeks to provide a selection of methods and strategies for

holding student attention. The difference between focused and sustained attention is first

highlighted, and subsequently used to dissect those factors found to be most important for

maintaining student focus. These factors are classified into three groups: distractions, student

interest and understanding, and learning preferences. Distractions are further subdivided into

both manageable and unmanageable types; advice for managing distraction in the classroom is

provided. Teaching methods for increasing student interest and understanding are also

discussed, with a focus on lengthening student attention span. A brief review of well-known

auditory, visual, and kinesthetic learning preferences is used to provide a foundation for

maintaining student interest. Lastly, a series of classroom-tested suggestions for holding

student attention is provided. While a final emphasis is placed on techniques for teaching

English to Latin American university students, all material should be applicable to a wide

audience.

KEYWORDS: Teaching English as a Second Language, Student Focus, Attention Span,

Latin American University Students
INTRODUCTION

In this modern era full of digital distractions, how are teachers expected to hold the

attention of their students? While maintaining student focus has always been a challenge,

recent studies suggest that the average attention span of both adults and children has decreased

(Barnes et al., 2007). Most psychologists argue this is likely a result of the “21st century”

lifestyle, which emphasizes instant gratification and provides a dizzying quantity of

entertainment options. While historically, long-distance instant communication was

unavailable, this is no longer the case – two individuals on opposite sides of the planet can

hold a real-time conversation. Patience and forethought are no longer required, and we’ve

become accustomed to an array of digital devices and advertising media fighting for our

attention at every turn.

The concept of attention span is of utmost importance in the classroom, where a failure

to focus can have disastrous results. Understanding how to lengthen student attention span,

while simultaneously maintaining student focus, is a valuable skill for today’s teachers.

ATTENTION CLASSIFICATION

While the concept of attention is categorized in a variety of manners, education

psychologists often concentrate on two types of attention: focused and sustained. Sustained

attention is recognized as the traditional concept of attention, in which an individual is

dedicated to a task for a period of time, usually on the scale of minutes (Sarter et al., 2001). A

student closely following a lesson, while actively participating and drawing conclusions about

the material, is exhibiting sustained attention. The amount of time which a person spends in a

2
period of sustained attention is known as attention span. Provided a self-chosen task, the

attention span for adolescents and adults averages approximately 20 minutes (Middendorf,

1995). The attention span of a young child lasts roughly five minutes. Among individuals of

all ages, total uninterrupted attention span rarely exceeds 40 minutes, after which time

repeated refocusing is required (Dukette and Cornish, 2009).

Focused attention, a variant of selective attention, is attention which is devoted to an

interruption, such as a doorbell chime or ringing phone—something that disrupts a period of

sustained attention (Treisman, 1969). This type of attention need only last for a brief period of

time (in some cases, mere seconds). As focused attention is a distraction from a period of

sustained attention, it is not generally considered useful for learning purposes.

Enjoyable lesson plans and tasks which are inherently motivating will help to preserve

student attention for the longest period of time.

FACTORS AFFECTING ATTENTION SPAN

A variety of factors have been found to provide either a positive or negative influence

on attention span. While not all aspects affecting attention span are controllable by an

instructor, student focus can be dramatically improved if a teacher makes an effort to involve

students and minimize distraction. As displayed in Figure 1, there are three main factors which

affect attention span: distractions, student interest and understanding, and student learning

preferences.

3
 Figure 1. Components of attention span

Attention
Span

Interest and Learning

Distractions
Understanding Preferences

Distractions encompass a wide range of events, and can indicate the initiation of a

focused attention event (for example, a tap on the shoulder), or may also represent a

continuous distraction, such as music playing outside a classroom. Attention span is also

modified by both student interest and understanding of a given task—interesting and well-

understood assignments are typified by a longer student attention span. Of course, the opposite

is also true: confusion will have a negative effect on student focus. Students must be provided

sufficient background instruction before any meaningful activity is undertaken. Finally, as

individuals tend to exhibit learning preferences (often classified as auditory, visual, and

tactile/kinesthetic), these preferences may be taken into account when planning a lesson and

used to further increase student attention span.

DISTRACTIONS

There are a variety of factors which affect student concentration in the classroom

(Table 1). Some of these factors are controllable by the teacher (deemed “manageable

factors”), while others are outside of the realm of control, and are generally accepted as

4
uncontrollable (so-called “unmanageable factors”). The duty of an instructor is to first identify

which classroom disturbances are manageable, and then to make the necessary changes so as

to minimize the total contribution of manageable distractions. Manageable factors which

Table 1. Factors affecting student impact student focus include the classroom noise level
concentration
Manageable Factors (talking, shouting…etc.), student behavior (which may

 Classroom noise level not necessarily be auditory in nature—e.g. note

 Student behavior
 Electronic devices passing), and the use of electronic devices such as cell

Unmanageable Factors phones and computers. These actions are all

 Student fatigue controllable by the teacher, and allow an effective

 Hunger
method of helping students to concentrate and pay
 Thirst
 External noise attention.
 Physical afflictions
 Personal issues A significant portion of student concentration is

reliant on factors which are not usually manageable by the instructor. These factors include

both student physical issues (e.g. hunger, fatigue, sickness), and emotional issues (e.g.

interpersonal relationships, depression). Furthermore, there are external influences which are

entirely separate from student issues: construction noise or institutional concerns, for example.

Student concentration can be interrupted due to an external distraction, or as a result of

the student reaching the limits of his or her attention span. Once concentration has been

interrupted and a student is no longer able to focus, there are several solutions. Taking a break

from the task, or changing activities are two solutions which should be incorporated into a

quality lesson plan, as a typical class is longer than the average human attention span. If,

however, concentration loss results from an external interruption, there are only two

possibilities for restoring attention: the distraction must be eliminated, or the student must

5
manually refocus. In many situations (the “Unmanageable Factors” in Table 1), the only

solution is a conscious effort by the student to focus on the task at hand. This is made easier

for the student if the lesson is interesting or otherwise motivating.

INTEREST AND UNDERSTANDING

The ability of a student to focus during class is partially a result of the student’s interest

and understanding of the material. By assuring that students have an adequate background to

comprehend new lessons, an instructor can be better assured that students are paying attention

and gaining valuable knowledge while in class. Likewise, a lack of understanding or guidance

can lead to frustration, which will cause students to lose interest in a task, thereby shortening

attention span and breaking concentration. For this reason, it is important that the teacher

ensures that students have the experience necessary to understand the lesson, and that

guidance is provided when questions arise.

Student interest in an assignment is heavily dependent on lesson design. This is the art

of teaching—turning potentially dry, mediocre material into something fun and entertaining

for participants. Interesting material begets interested students.

USING LEARNING PREFERENCES TO MAXIMIZE STUDENT FOCUS

The idea that individuals have different manners of learning was first widely described

by the concept of “learning styles,” which began to appear in published literature in the

1970’s. Keefe and Ferrel (1990) define learning style as

6
 “…a gestalt combining internal and external operations derived from the

individual's neurobiology, personality and development, and reflected in learner

behavior.”

In essence, this signifies that each individual has a unique set of preferences for learning

which are based on a range of genetic and environmental factors.

There are currently over 70 distinct models for identifying learning styles, most of

which rely on testing to determine an individual’s learning classification (Slater, 2007). Shown

in Table 2 are four well-known learning style theories, where Dunn’s (1978) Visual, Auditory,

Kinesthetic (VAK) model (later popularized by Fleming) is arguably the best recognized.

7
 Table 2. Popular learning style models

Learning Model Defining Characteristics

Dunn, Fleming Recognizes three types of learners:

(1954, 1978)
 Auditory (learn through listening)
 Visual (learn using visual stimuli)
 Kinesthetic (learn through experience, tactile involvement)

Gregorc and Butler Individuals are divided into four types using perceptual quality and
(1984) ordering ability:

 Concrete Sequential (using the senses to gather data in a

logical manner)
 Abstract Sequential (using abstract thinking to logically store
information)
 Concrete Random (using the senses to gather data in
disordered chunks)
 Abstract Random (using abstract thinking to store data in
disordered chunks)

Honey and Characterizes experiential learners into four types:

Mumford
(1982)  Activist (prefers learning from new experiences)
 Reflector (learns by observing, thinking, and then reviewing)
 Theorist (learns logically, step-by-step)
 Pragmatist (prefers to test knowledge through application)

Kolb An experiential learning model possessing four distinct learning

(1984) styles:

 Converger (abstract conceptualization and active

experimentation)
 Diverger (reflective observation and concrete experience)
 Assimilator (uses reflective observation and abstract
conceptualization)
 Accommodator (uses concrete experience and active
experimentation)

8
 The existence of learning styles has been widely criticized. In 2008, the Association for

Psychological Science (APS) published an assessment of the learning styles concept (Pashler,

2008). The assessment determined that the majority of studies which seek to support the idea

of individual learning styles are improperly designed. Furthermore, of those studies which are

correctly designed, the vast majority do not support the theory of individualized learning

styles.

While the idea of defined learning styles is widely contested, evidence strongly

suggests the existence of learning preferences (Loo, 2004). Learning preferences are nearly

identical to learning styles, but without the associated rigid framework locking individuals into

a single style. One of the most widely recognized classifications of learning preferences

divides learning approaches into a combination of auditory, visual, and kinesthetic methods. A

student may express an equal preference for all three techniques, but more commonly an

individual will exhibit a stronger preference for a particular method. The student’s attention

span will be positively or negatively affected by the prevalence (or absence) of this teaching

style during class. In a group of students, it is likely that each student will express different

learning preferences—for this reason it is best to design lessons which include auditory, visual

and kinesthetic aspects (Table 3).

9
 Table 3. Visual, auditory, and kinesthetic (VAK) teaching techniques

Learning Preference Associated Teaching Strategies

Visual Overhead slides, PowerPoint presentations, handouts, games,

diagrams, roleplaying

Auditory Recorded audio, lectures, discussions, music, roleplaying,

games

Kinesthetic Active exploration, activities involving movement, games,

roleplaying

There are a variety of classroom tasks (e.g. roleplaying, games…etc.) which can be designed

to accommodate all three learning preferences.

STRATEGIES FOR HOLDING STUDENT ATTENTION

Once an instructor has minimized distractions, maximized student interest and

understanding, and accounted for learning preferences, what are the necessary teaching

strategies for taking full advantage of student’s lengthened attention span? The following, a

series of ten tried-and-true methods for holding students attention, is based on a combination

of the author’s personal experience and additional information modified from publications by

Partin (1987) and Levy (2012). While the list is aimed at English instructors, it should be

applicable to other areas as well.

a. Teach relevant material

Material should conform to the interests and needs of the students. English lessons, for

example, should encompass believable scenarios, including situations which are directly

10
applicable to the student’s lives. While both professional and every-day vocabulary should be

emphasized, an additional effort should be made to assure that the terminology is not outdated.

Furthermore, university students studying technical majors will often respond positively to

occasional lessons which are directly applicable to their field of study. One well-received

English class example: A scientific journal discussion for chemistry majors.

b. Show enthusiasm

An enthusiastic teacher helps to maintain a positive, energetic classroom environment

which helps to keep students involved in the lesson. Enthusiasm can be construed by using an

upbeat, changing tone of voice, or also by using movement: walking around the classroom or

using hand motions while speaking can help to convey a sense of passion about the subject

being discussed.

c. Use a sense of humor

The use of humor can work wonders for student attentiveness and comfort. Stressed-

out students have difficulty learning and paying attention—a well-placed joke puts students at

ease, while keeping them in an alert state ready for learning. Additionally, a sense of humor

can help to increase the “fun-factor” of a lesson, turning a dry subject into something more

interesting.

d. Teach at an appropriate level of difficulty

Lessons should be taught at a level appropriate to the needs of the students. The ideal

lesson is an extension of information which is familiar to the students from a past lesson,

11
coupled with a selection of new material. The students should be able to relate the new

information to the material they have previously learned. By making connections and drawing

conclusions, students will better grasp the contents of the lesson. This will in turn maintain

student interest while improving understanding.

e. Use variety when teaching

To maintain student focus and take advantage of learning preferences, lessons should

be formed using a variety of auditory, visual, and kinesthetic techniques. This will help to

prevent boredom and inattention and help to increase information retention by the students.

f. Carefully plan and structure lessons, but maintain flexibility

Lessons should be carefully planned and structured. The learning objectives should be

specified at the beginning of class, so that students have an idea of what they are expected to

gain from the lesson. Concluding the lesson with a brief review of what was covered, and how

it compares to the original objectives provides students an opportunity to ask questions and

clear up doubts. While well-structured lessons are essential for solid teaching, the curriculum

should also include some flexibility—unexpected events may interrupt class, but may also

provide for interesting teaching opportunities.

g. Encourage student participation

Student involvement is critical for holding attention during class. Passive listening,

while at times necessary, often provides an opportunity for distraction. Lessons should be

12
planned for student participation: writing on the board, preparing skits, or working in groups,

for example.

h. Minimize criticism, maximize positive reinforcement

Criticism can have a derogatory effect on student participation, and should be avoided

when possible. Any negative feelings associated with class participation will limit voluntary

student involvement in lessons, and promote an atmosphere of negativity. Instead, it is

suggested that positive reinforcement be used, praising student effort and understanding. Of

course, some moderation should be applied as an excess of positive commentary will diminish

the value of the teacher’s compliments.

i. Make lessons clear

Lessons should be presented in a manner which is clearly understandable by students.

This implies that level-appropriate vocabulary is used, and that words are spoken in a clear,

audible manner.

j. Divide learning tasks into smaller sub-skills

Lessons should be divided into more manageable units, so that students do not feel

overwhelmed by the extent of a particularly complicated lesson. The sub-lessons should be

presented in a logical sequence and in a manageable size, while assuring that students have the

necessary background to understand the lesson presented.

13
AUTHOR’S NOTE: TEACHING LATIN AMERICAN UNIVERSITY STUDENTS

While all of the aforementioned strategies for holding student attention are applicable

to Latin American university students, the author provides the following classroom-tested

suggestions for successfully teaching English to such students.

a. Group work

As the concepts of individualism and independence aren’t typically quite as strong as

in some nations (e.g. the United States), group activities tend to work quite well—often with

minimal frustration among students. One caveat: the instructor must monitor group progress

and assure that all students understand the material and are actively participating.

b. Using music

Music, when not overused, can prove valuable for an English teacher. Many students

have heard songs in English when listening to the radio and want to know the meaning of the

lyrics. Music can be used as a memorization aid (the “alphabet song”), to improve listening

comprehension, and to increase vocabulary, among other possibilities. The primary challenge

for the instructor is to find music that is appropriate for the skill level of the students.

c. Roleplaying

With the proper guidance and background, skits are a favorite of many students.

Themes must be chosen carefully to assure that student vocabulary and knowledge is

adequate. Skits provide an opportunity for both speaking and listening, which can help

14
improve student pronunciation and comprehension. Additionally, creative skits may include

visual, auditory, and kinesthetic aspects.

d. Games

Games are a great way to introduce or fortify a concept in a fun manner. While the

possibilities are endless, the challenge is designing a game which stays interesting and also

effectively imparts knowledge.

e. Humor, patience, and flexibility

Lastly, and perhaps most importantly, there are several personality traits which will aid

an English instructor when teaching Latin American students. A sense of humor is invaluable

in transcending cultural barriers and making students feel comfortable in the classroom.

Humor should be kept simple, as certain concepts and jokes do not translate effectively!

Patience and flexibility are both traits which will lower the classroom stress level, helping to

keep both students and instructors content. Teaching in Latin America, while usually similar

to teaching in a westernized country, can at times be a dramatically different experience. Take,

for example, the concept of punctuality. In many western countries events usually start and

end promptly, while in much of Latin America events tend to start late and end late.

Regardless of the numerous cultural differences that may be faced by an English teacher,

patience, flexibility, and a sense of humor are instrumental for the well-adjusted instructor.

15
CONCLUSION

Maintaining student focus, while not a new challenge, has taken on a new level of

complexity in today’s digital society. Effectively holding student attention requires a

multipronged approach. First, attention span must be lengthened as much as possible. This is

done by minimizing distractions, ensuring the adequacy of student background and

understanding, and teaching using visual, auditory, and kinesthetic methods. Once attention

span is maximized, the instructor should use an array of techniques to hold student focus.

Lessons should be planned in manageable sizes, and be structured to include relevant material

characterized by variety and opportunities for student participation. The teacher should

provide clear instructions, while maintaining an enthusiastic attitude and using positive

reinforcement when possible.

When teaching English to Latin American students, suggested attention-holding

strategies include games, roleplaying, music, and moderated group work. A healthy dose of

humor, patience and flexibility will work wonders for the classroom environment, and help to

transcend cultural barriers.

REFERENCES

Barnes, K. et al. "Teaching and Learning with the Net Generation." Journal of Online Ed. Vol.
3. No. 4. 2007.pp. 1-8.

Dukette, D. and Cornish, D. “The Essential 20: Twenty Components of an Excellent Health
Care Team.” RoseDog Books. 2009. pp. 72–73.

Dunn, R. and Dunn, K. “Teaching Students Through Their Individual Learning Styles: A
Practical Approach.” Virginia, Reston Publishing. 1978.

16
 Gregorc, A. and Butler, K. “Learning is a matter of style.” Vocational Education. Vol. 58. No.
3. 1984. pp. 27-29.

Honey, P. and Mumford, A. “The manual of learning styles.” Maidenhead Publishing. 1982.

Keefe, J. and Ferrell, B. “Developing a defensible learning style paradigm.” Educational

Leadership. Vol. 48. 1990. p. 16.

Kolb, D. “Experiential learning: Experience as the source of learning and development.”

Englewood Cliffs, NJ: Prentice-Hall. 1984.

Levy, S. “15 Little Tricks to Get Your Class’s Attention (and Hold It).” Accessed September
8th, 2012. http://www.esl.about.com/6047-15-tricks-get-your-class-attention-hold-it.html

Loo, R. "Kolb's learning styles and learning preferences: is there a linkage?" Ed. Psych. Vol.
24. No. 1. 2004. pp. 1-15.

Middendorf, J. and Kalish, A. "The 'change-up' in lectures." Natl. Teach. Learn. Forum. Vol.
5. No. 2. 1995. pp. 1-5.

Pashler, H. et al. "Learning styles: Concepts and evidence." Psychological Science in the
Public Interest. Issue 9. 2008. pp. 105–119.

Partin, R. L. “Fifteen guidelines for developing attention-holding lessons.” Middle School.

Vol. 18. 1987. pp. 12-13.

Slater, J. et al. "Does gender influence learning style preferences of first-year medical
students?" Advan. in Physiol. Edu. Vol. 31. 2007. pp. 336-342.

Sarter, M. et al. "The cognitive neuroscience of sustained attention: where top-down meets
bottom-up." Brain Research Reviews. Vol. 35. Issue 2. 2001. pp. 146-160.

Treisman, A. "Strategies and models of selective attention." Psych. Rev. Vol. 76. 1969. pp.
282-289.

17

View publication stats