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The human brain is able to focus attention on a topic, this is called selective attention. However, there are many things (other things students can see, hear, and touch; emotions and feelings) that can take that attention away from learning.

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Strategies to Maintain Focus and Attention

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Strategies to Maintain Focus and Attention

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1. It is important to share examples of times when students have been so focused on an activity that they have been able to block out other distractions.
2. Provide students with practice to maintain their focus in the classroom. Ensure that students know this is a skill that can be learned and practiced.
3. Provide new information in small increments of time (typically about an eight-minute time frame for primary students).

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There are many skills that are under the umbrella of executive functioning including metacognition, working memory, and selective attention.

Use the example of an "orchestra conductor" or "air traffic controller" for students to understand their executive functions.  Allow students to see that they are in charge of their own learning by providing them with meaningful and relevant learning tasks.

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Students need to be explicitly taught how to think about their selective attention and executive functioning.  This can include using metaphors to teach students about being in charge of their own learning.  When students are learning new information, it should be taught in short increments of time to allow for them to process and learn the information while they are able to sustain focused and selective attention.

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The amygdala is the part of the brain that includes survival and emotions.  This is when students often go into "fight or flight mode" when they are in emotional pain or stress.

Trauma can come in many different forms including a student being tired, under nourished/hungry, feelings of worry or fear.  When students are facing trauma, their brain and body prioritizes survival and it can make it difficult for them to be active learners.

Strategies to help include movement (taking a walk, yoga, or jumping jacks), teaching deep breathing as a way to focus attention, and teaching students about the amygdala part of their brain.

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When students are showing negative behaviors or defiance, it is important to understand the student perspective by asking them questions.  Some ideas include "How can I help you?" and "Do you have a plan?"

It is important to help students see that their current challenge is something that can get better. Often, students are unable to process their emotions when they are in a heightened emotional response. Therefore, it is important to provide a calming strategy before beginning to process and problem solve.

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Teach and model having an optimistic outlook by showing students that they can have a positive mindset by showing effort. This includes controlling our own thoughts and actions and focusing on influences that will enhance our own positive thoughts. Also, this includes an understanding that there are some aspects that we cannot control (such as the actions of other people).

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Students are often more motivated in a classroom environment that is relevant to their own interests and experiences.

When the amygdala part of the brain is in a state of stress, it is often difficult to understand and interpret new information.  Therefore, it is important to create learning environments and opportunities that will not induce a stress response in our students.

Encourage joyful learning among the students by allowing them time to be creative, have those "aha" moments, and embrace the joy of new learning each day.

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Students often cannot learn to their best ability when they are experiencing trauma or other stressful situations in their lives.  It is important to understand the unique challenges that each student faces in order to help them succeed in the classroom.

It is important to have conversations with students, provide them with strategies, and problem solve with the students in order to help them regulate their emotions and get back to a state of learning.

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Students are often more motivated to learn when the activities are engaging and meaningful to their own lives. They will often be more engaged in the learning of new information if they can see that it is relevant to themselves as students and people. This should include creating opportunities for students to be creative, solve problems, and work collaboratively in the classroom environment.