Reclaiming Focus

Reclaiming Focus: Strategies for Bringing Students Back to Attention in the Classroom

Anna Belden

Grand Valley State University

GTC / EDI 685

March, 2024

0
Reclaiming Focus

Situation Description/Summary of the Problem

As a novice teacher undergoing my student teaching experience, I encountered a challenge that

many educators face: the struggle to recapture students' attention after spending time working

independently (Călin, 2022). The classroom environment often transitions quickly from

whole-group instruction to individual or group tasks. However, regaining the focus of students

after these instances of divergence proved to be a difficult task.

During my first attempts at managing classroom dynamics, I noticed a pattern: as students

engaged in collaborative or individual tasks, their attention would gradually drift away from the

main focus. I found myself standing in front of the class, saying “Hello! Eyes up here! Listen

up!” This was both ineffective and exhausting. The continuous struggle not only disrupted the

flow of my instruction but also wasted class time and impeded the overall effectiveness of my

students' learning experiences.

Reflecting on my own experiences and seeking insights from my mentor and clinical instructor, I

came to realize that this issue is a common challenge faced by educators across several

educational settings. Factors such as the increase of digital distractions, varying attention spans

among students, and diverse classroom environments contribute to the complexity of this

challenge (Dontre, 2020). Recognizing the importance of addressing this issue, I began an action

research project aimed at exploring effective strategies for bringing students back to attention in

the classroom.

Through this learning experience, I strived to not only enhance my own teaching practice but to

also contribute to the knowledge base of effective classroom management techniques. Despite

being a common challenge encountered by educators, there is a lack of widely recognized and

1
Reclaiming Focus

effective strategies for addressing it. Thus, there is a need to explore and implement techniques

that can successfully redirect students' attention and maintain a productive learning environment.

Summary of Related Literature

Reclaiming students' attention and focus are crucial for academic success. Several studies have

explored strategies to improve these aspects in the classroom.

Articles from Edutopia offer various suggestions for teachers. Strategies like using surprising

openers, incorporating variety in lessons, and connecting content to students' lives can all boost

engagement (Willis, 2024). Additionally, they recommend positive attention-getters instead of

yelling to regain focus (Rabadi, 2014).

When it comes to calling students back to attention in high school, several effective strategies

exist. The Clap-In (or Snap-In) method involves using clapping/snapping patterns to regain

focus. The Give-Me-Five method encourages students to raise their hands in response to a signal

(Fuhrman, 2022). Call-and-Response phrases engage students, while visual cues like fun

attention-grabbers redirect their focus. Narrating a countdown will allow students to have enough

time to finish their work and end any conversations before moving on to the next task (Teach for

America, 2016). Additionally, proximity and eye contact will subtly signal your desire for

attention (Alyssa, 2019). These techniques are supported by both educational research and expert

opinion from experienced educators.

While seeking guidance from experienced teacher colleagues, we delved into effective strategies

for regaining students' attention. Some of the tactics discussed were utilizing a countdown to

signal a return to focus, employing simple directives like "if you can hear me, touch your

nose/ear/head/ stick out your tongue/ etc," to re-engage distracted learners, and the power of

standing silently to command attention through presence alone. These strategies are, if not

2
Reclaiming Focus

directly mentioned in the online research, related or very similar to the strategies discussed in

various articles found online.

Research also suggests a link between attention difficulties and disruptive behavior in high

schoolers (Călin, 2022). This highlights the importance of creating a positive learning

environment with clear expectations.

Action Plan

The action plan to face the challenge of re-engaging students' attention after independent or

group work centers on understanding the underlying factors and implementing effective

strategies for recall. At first, the plan involved identifying the things contributing to attention

diversion, such as digital distractions.

After this, the strategy entailed researching proven techniques tailored to reclaiming students'

attention. This involved delving into existing literature and seeking guidance from more

experienced educators to identify effective methods (as detailed in the “Summary of Related

Literature” section above).

After selecting the strategies (as detailed in the “Attempted Strategies” section below), they were

trialed within the classroom environment, while monitoring their effectiveness. This phase

included documentation of observations, student responses, and encountered challenges in order

to make adjustments. Feedback from students, colleagues, and mentors was also sought out.

Based on the feedback received, adaptations were made to the strategies to increase their

effectiveness. This process was guided by ongoing evaluations of the strategies' impacts on

student attention and engagement.

Attempted Strategies

3
Reclaiming Focus

I experimented with a variety of strategies aimed at regaining my students' attention after

independent or group work sessions. I began by implementing the auditory cue, "if you can hear

me, touch your nose/ear/head/ stick out your tongue/ etc," prompting students to physically

respond and reorient their attention towards me. Additionally, I tried the technique of counting

down from five, which helped signal the transition back to whole-group focus. I also tried using

the concept of "square-up," directing students to align their eyes, shoulders, and feet towards me

to signal readiness to refocus. Another strategy I attempted was the "waterfall" method, where I

would softly say "waterfall…shhh" and students would echo the sound, gradually quieting the

room. Finally, I experimented with the simple yet powerful approach of standing silently until

students stopped talking, allowing them to self-regulate and redirect their attention back to the

task. Through these varied techniques, I sought to engage students in the process of refocusing

while fostering a respectful and collaborative classroom environment.

Collected Data

Strategy
Strategy Description Response from Students
#

“If you can hear me, touch your

Immediate response from students, class quiet
1 nose/ear/head/ stick out your tongue/
in less than 5 seconds
etc.”

Required additional “shhh” after countdown,

2 Countdown from five
class quiet in about 7-8 seconds

Quick response from students, students

3 “Square-up”
continued talking until I began instruction

Students felt this was better suited for

4 “Waterfall…shhh” elementary schoolers: “We’re not in elementary
school” (11th grade student)

Standing silently until students stop Response from students took at least 2 minutes,
5
talking not effective in terms of time usage
*This table is provided for clarity when discussing data collected in relation to each strategy. Please note that the
corresponding numbers will be used when referring to each strategy.

4
Reclaiming Focus

During the month-long data collection phase of my action research project, I observed varying

responses from students to the strategies implemented for regaining attention after independent

or group work sessions. Quantitative data was gathered by tracking students' response times and

recording them on paper, while qualitative data was acquired through noting students' reactions

and responses pertaining to the five attempted strategies.

Strategy 1, which included the auditory cue to touch their nose/ear/head/ stick out their tongue/

etc if they could hear me, yielded almost immediate results, with the class quieting down in less

than five seconds. Strategy 2, involving counting down from five, also elicited quick responses,

although it required an additional "shhh" after the countdown to fully capture attention and for

students to quiet down. While Strategy 3 prompted students to physically orient themselves

towards me, they continued talking until I began giving instructions again. Strategy 4, involving

the "waterfall…shhh" method, was met with resistance as students expressed that they felt it was

more suited to elementary school settings. This led to my decision to discontinue attempting that

method. Lastly, Strategy 5, where I stood silently at the front of the room, was effective after a

minimum of two minutes. Therefore, it was not efficient in terms of time usage. These findings

provided valuable insights into the effectiveness and feasibility of each strategy.

Results

While analyzing the results of the data collected, several key findings emerged regarding the

effectiveness of the implemented strategies for regaining student attention after independent or

group work sessions. Strategy 1 yielded highly favorable outcomes. The class responded almost

immediately, with the majority of students quieting down in less than five seconds. This strategy

proved to be a quick and efficient method for redirecting attention back to the teacher.

5
Reclaiming Focus

Similarly, Strategy 2 also brought about rapid responses from students. However, it required an

additional verbal cue, such as a "shhh" after the countdown, to fully capture attention and ensure

the class was quiet. Despite this minor delay, Strategy 2 remained an effective and practical

approach for regaining focus in the classroom.

In contrast, Strategy 3 did not yield the desired results. Although students followed my

instruction to turn towards me, they continued talking until they felt it important to listen to my

subsequent instructions. This suggested that simply redirecting physical orientation was

insufficient in regaining students' full attention and required additional reinforcement.

Furthermore, Strategy 4 faced resistance from students who felt it was too juvenile for a high

school setting. Due to this, I discontinued this strategy, highlighting the importance of

considering student preferences and perceptions when implementing classroom management

techniques.

Strategy 5 proved to be effective but required two minutes or longer to achieve the desired

outcome. Despite its efficacy in reclaiming attention, this strategy was deemed inefficient in

terms of time usage, suggesting the need for further refinement or alternative approaches that

would work faster.

Suggestions for Further Research

The results of this action research project has not only shed light on the effectiveness of various

strategies but has also highlighted the need for further investigation in this area. One pathway for

future research could explore the nuances of student preferences and perceptions regarding

different attention-recalling techniques. Understanding which methods resonate most with

students and why could provide valuable insights for refining classroom management practices

to better meet student needs.

6
Reclaiming Focus

Additionally, further research could also dive into the impact of individual student

characteristics, such as age, gender, learning style, and attention span, on the effectiveness of

attention-recalling strategies. By considering the diverse needs and attributes of students,

educators can tailor their approaches to enhance engagement and effectiveness. Also, studies

over a longer period of time could examine the long-term efficacy and sustainability of different

strategies, providing data on the lasting effects of attention-recalling techniques and their

potential impact on overall academic performance.

Furthermore, exploring the role of technology in attention-recalling strategies could be another

interesting area for future research. Investigating the effectiveness of digital tools, such as

interactive polling systems or classroom management apps, in redirecting student attention could

offer innovative solutions for addressing this challenge in the modern classroom. Additionally,

comparative studies could evaluate the relative effectiveness of traditional versus

technology-based approaches, providing valuable insights for educators seeking to leverage

technology to enhance classroom management practices. Overall, by pursuing further research in

these areas, educators can continue to improve upon their approaches to regaining student

attention, ultimately fostering more focused, respectful, and productive learning environments.

7
Reclaiming Focus

References

Alyssa. (2019, September 15). 15 Easy Ways to Refocus Students. Teaching in the Fast

Lane.

https://teachinginthefastlane.com/2019/09/15-easy-ways-to-refocus-students.html

Călin, M. F. (2022). Identifying existing correlations between attention problems and

non-adaptive behaviors in high school students. Technium Social Sciences

Journal, 38(1), 380–392. https://doi.org/10.47577/tssj.v38i1.7985

Dontre, A. J. (2020). The influence of technology on academic distraction: A review.

Human Behavior and Emerging Technologies, 3(3), 379–390.

https://doi.org/10.1002/hbe2.229

Fuhrman, R. (2022, January 27). 7 Attention-Getters to Use Instead of Raising Your Voice.

Edutopia; George Lucas Educational Foundation.

https://www.edutopia.org/article/7-attention-getters-use-instead-raising-your-voice/

Rabadi, S. (2014, March 13). 25 Attention-Grabbing Tips for the Classroom. Edutopia;

George Lucas Educational Foundation.

https://www.edutopia.org/groups/classroom-management/737576

10 Ways to Secure Your Students’ Attention | Teach For America. (2016). Teach for

America.

https://www.teachforamerica.org/stories/10-ways-to-secure-your-students-attention

Willis, J. (2024, January 18). 6 Ways to Capture Students’ Attention. Edutopia; George

Lucas Educational Foundation.

https://www.edutopia.org/article/strategies-capture-students-attention/