concentration and attention to improve the classroom
TRANSCRIPT
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8/9/2019 Concentration and Attention to Improve the Classroom
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Children’s Occupational therapy
IMPROVING CONCENTRATION AND ATTENTION
Environment• Try to reduce distractions going on around the child by wor ing in a !uiet area"• Choose a !uiet roo#$corner away %ro# windows and doors& with #ini#al distractions"• Create a s'ace s'eci%ically %or wor ing and gi(e it a 'ositi(e title to this wor area e"g" ) *rain
Power) table"• +i#it the a#ount o% #aterials to essential ite#s& such as one boo and one 'en"• ,or younger ones- Initially choose toys $ acti(ities which naturally interest your child& use
bright colours and attracti(e things"• Reduce distractions such as 'ictures on the walls"•
Ensure he$she is sat at a table and chair o% suitable height with their %eet %lat on the %loorand elbows resting co#%ortably on the table to'"• Initially as %or short 'eriods o% attention and gradually increase"• Create a reward syste# e"g" 'raise tic s on a blac board& gold stars& 'ublic 'raise"• Try ee'ing a log boo to #onitor 'rogress"
Giving instructions• Always #a e eye contact"• .se short and si#'le 'hrases %or instructions"• Mini#ise se!uence e"g" tas s at a ti#e"• I% language is good as the# to (erbally re'eat instructions bac to you• *e %le/ible and try di%%erent a''roaches i% a''ro'riate• 0a(ing a consistent syste# o% gi(ing instructions hel's de(elo' a routine %or attention& such
as getting whole class attention a 'articular way be%ore gi(ing instructions"• Encourage the child to acti(ely 'artici'ate in de#onstrations& or re'eating bac instructions&
to show their understanding"
Daily schedule• 1rite on board clearly and si#'ly 2 re%er to as #o(e %ro# acti(ity to acti(ity• Older children 2 encourage the# to ee' own diary
Classroom organisation• 3ee' class #aterials always in the sa#e 'lace 2 clearly labelled• Try to ee' classroo# clutter %ree e"g" store #aterials in cu'board etc"• 3ee' blac board clutter %ree
Desk organisation• Pro(ide written instructions• Pre'are wor sheets• E#'hasise direct attention to i#'ortant (isual as'ects o% the tas e"g" underlining& highlights&
star beginning and end"• .se 4%ill the ga's5 answers rather than re!uiring the child to co#'lete setting out$lengthy
writing 'rocess"
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Difficulty starting activity• Gi(e signal to begin wor ing• Present wor in s#all a#ounts• E/'lain 'ur'ose o% the wor• Pro(ide i##ediate %eedbac and encourage#ent• .se ti#er and as child to say how long wor will ta e"
Difficulty staying on task• Allow the child to continue with an easier 'art o% the tas until you can hel'• Tell the child in ad(ance where you e/'ect di%%iculties• De(elo' a syste# o% #ini6brea s when tension gets too #uch"• 7ou #ay consider 8 'laces o% wor %or an indi(idual child so they can get u' and #o(e around• It #ay be hel'%ul to allow the child to wor in di%%erent 'ositions 2 seated& standing& on the
%loor• .se %re!uent rein%orce#ent• Encourage eye contact
Difficulty staying seated• 0a(e clear e/'ectations o% 4good sitting5" .se a 'hoto to rein%orce the 'ractice"• Reward good sitting• .se a car'et s!uare or s'ot to ee' 'lace at )car'et ti#e9• Re#o(e distractions" Position in class where least li ely to be 'assed by others• 0a(e e!ui'#ent needed to hand and reduce the need to wander"• Organise and label the roo# so that things are easy to %ind
Needing a lot of attention•
Assign a buddy$'eer %or su''ort• Ensure child has all re!uire#ents %or the tas
Working independently• Pro(ide acti(ities that are a''ro'riate to the indi(idual child9s de(elo'#ent le(el"• *e certain the child can %oresee and end to the tas• Gi(e brie% 'recise directions• Gi(e %re!uent rein%orce#ent& 'raise the child in %ront o% 'eers %or concentrating• Alternate short inde'endent tas s with tas s on which you gi(e assistance• Gradually re!uire #ore inde'endent wor be%ore gi(ing hel'"
Difficulty following directions• : Gi(e short& clear& s'eci%ic directions• : Re'eat directions and ha(e child re'eat the# bac to you• : .se written directions and 'lans• : .se a buddy who can hel' with instructions• : Position child in class close to your teaching area
If student fidgets• Allow child to hold a s#all oosh ball or rubber ball• Redirect the child to a #ore constructi(e tas & hand the child an ob;ect or boo•
Ignore it
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If the student daydreams• 1hen gi(en a wor sheet suggest the child use a coloured 'encil or #ar er to underline or
e#'hasise directions"• Place the child nearer to you• Reduce acti(ities that re!uire sustained attention" Allow child structured o''ortunities to
get u' and #o(e by collecting #aterials& 'utting away ite#s& handing out etc• .se o% egg ti#er to %ocus attention to tas
If student calls out• Reward listening• Reward child i##ediately when you obser(e the# waiting to res'ond• .se class roo# rule cue card to re#ind child not to call Out• Reward 'eers that do not call out• Gi(e each child < s!uares o% 'a'er" During whole class acti(ity" I% anyone calls out re#o(e a
s!uare" =tudents with all s!uares at end are rewarded"
Difficulty following classroom rules• Dis'lay rules clearly and rein%orce rules (erbally and with 'ictures• 3ee' rules clear& s'eci%ic and si#'le• *e consistent with rule i#'le#entation and conse!uences to brea ing rules& gi(e child own list
o% the rules"• .se classroo# contracts with 'u'ils and 'arents
yperactivity• Dee' %ir# 'ressure is o%ten use%ul to cal# down& 'ush on shoulders& roll u' in #at$blan et 2
#a e hot dogs>• Ti#e out s'ace in classroo# e"g" with so%t %urniture$bean bag• Place hea(y bean bag on child9s thighs whilst sat at des• 3ee' tas s short and allow short rest brea s i% tired"
!emory Me#ory and attention are interlin ed& i% you can not attend to a tas long enough to absorb andstore the in%or#ation& it will not be re#e#bered and there%ore not learned"
• 3i#9s ga#e 2 'lace se(eral ob;ects on a table& loo at the ite#s then co(er the# u' and as your child to recall the ite#s re#e#bered" Progress by adding #ore ite#s
• Card ga#es 2 using an ordinary 'ac o% cards&• Try using 'ro#'ts such as a diary& calendar& note boo and things to do list"
Difficulty remem"ering• .se #ne#onics• 0a(e child re'eat directions• .se songs& 'oe#s& rhy#es to enhance recall• Colour code signi%icant details"• Gi(e short& clear& s'eci%ic instructions ? at a ti#e• .se charts $'ictures$ whiteboard to rein%orce ti#e table• A(oid changing the learning en(iron#ent %re!uently and routines"