How to keep students' attention focused?

How to Make Students Concentrate —— Nine Strategies of American Senior Teachers are about to start school, and teachers have to accept the challenge of students who often desert in class. It's really not easy for all the students to concentrate and listen attentively. In fact, students, like adults, will find other things they are interested in if they are not attracted by the current things. When the teacher is in the meeting, do you also ask some colleagues to correct homework, talk privately or send text messages? Therefore, teachers need to have a normal mind when dealing with students' inattention. After all, anyone who sits and listens to others for a long time will be distracted. However, teachers have the responsibility to make the best use of class time, and students' distraction is one of the last things teachers want to see. If teachers don't master some methods to attract students' attention, it will be difficult to guide students to learn in class. The time when students are absent-minded in class can be called "invalid time", which will not only interfere with students' study, but also infect them. It will make other students who were originally attentive feel, "Why should I concentrate when others are not?" ? All teachers want students to actively study or listen in class-students focus on interacting with teachers or other students. In the book Stimulating Active Learning written by Meryl Harmon and Meleney Toth, they divide students' learning initiative into four grades. The lowest level-the fourth-class students are irrational, the third-class students are half-hearted, the second-class students are responsible, and the last-class students are completely active learners. Teachers should pay close attention to these four States of students in class and master a set of methods to improve students' attention level. Sometimes it is necessary to give full play to students' multiple intelligences according to the specific content of teaching and avoid a single teaching form. For example, proper physical activity can make students release excess energy, independent thinking time can encourage students to learn to reflect, and well-organized interaction among students can ensure that everyone is thinking about the current task. Although these activities will take some time, they are very worthwhile for both classroom management and students' learning. The following are nine effective strategies provided by Tristan de Frandeville, a senior teacher and president of an education consulting company, for teachers to attract the attention of middle school students in class. 1. Do a psychological warm-up at the beginning of class. A classic warm-up is to ask students to find the wrong questions (write the materials on the blackboard before class). When students are asked to point out mistakes, it is not necessary to just let a single student stand up and ask questions, but also to organize cooperation and competition among groups. Specific operation: Ask the students to find out the wrong materials on the blackboard in groups. After finding all the mistakes, please raise your hand and point out how many mistakes you have found with your fingers. Find the group with the most mistakes and say it. Other groups can express different opinions. 2. Let students concentrate through physical exercise, and ask all students to stand behind desks and do some simple physical exercise. This will make most students feel refreshed, and teachers will be easy to supervise. Specific operation: For primary school students, you can clap your hands with nursery rhymes or arithmetic formulas. For junior high school students, design a rhythm of clapping or snapping fingers, which teachers do and students learn. Change the rhythm every 15 ~ 20 seconds so that they can keep up with your changes. For all grades, including senior high school students, let them do "cross crawling": let the students stand up, line up and move forward, raise their left knees high, reach out their right hands and touch their left knees, and then exchange for more than 1 minute. There can also be many changes, so that students can clap their hands on their heads before each knee touch. 3. Teach students how to cooperate. If students lack the necessary training, there will be a lot of "invalid time" in project learning or other group-based teaching. Teachers can teach students the skills of teamwork before the project and try to reduce the ineffective time. The activities of cultivating students' cooperative skills can be independent of the teaching content. Specific operation: Give each group a pair of scissors, two pieces of paper, 10 paper clip and a piece of 10 inch adhesive tape, and let them build a tower as high as possible with these materials for 20 minutes. Before this activity, make a team cooperation rule with the students, including the code of conduct that everyone should abide by in team cooperation. Let half of the group take action first, and the rest of the students stand around them quietly as observers. The briefing will start in 20 minutes. Train observers to give positive comments before giving their own opinions, such as "They are ... very good, I wonder if they can ..." Then the roles of the two groups of students are reversed, and the group that used to be an observer will build a tower to see if it can be done better. The team that built the tower will act as observers and comment on each other's performance. 4. Let students calm down and think independently by writing quickly. When you feel that students' interest in your teaching is waning, or you want students to be quiet after noisy team activities, you can give them a quick composition assignment. Specific operation: For primary school students, you can ask "What are you most interested in?" "Are you at a loss ...? ""What do you know best? " "Are you tired of ...? "For middle school students, you can say," Sum up what you have heard. " "Design an exam question according to what you have just learned." "Choose a point just discussed to demonstrate." Teachers are usually reluctant to assign such homework because it is very laborious to correct it. To solve this problem, you can ask students to circle the answers they want you to read with colored pens, and sometimes you can ask them to write a few sentences beside them to explain why they want you to read this. Let them know that you will definitely read the paragraphs circled by them, and if time permits, you will also read other paragraphs. 5. Full control of the program When you are explaining or arranging requirements for students, it is especially important to prevent students from being distracted. Before you begin to speak, it is important to ask the students the following requirements: (1) Absolute silence; (2) concentrate; (3) The "five eyeballs" are all on the teacher (two on the face, two on the knees and one on the heart). KIPP junior high school has stricter "SSLANT" requirements for students, namely: smile, sit up straight, listen, ask questions, nod when understanding, and follow the speaker. Specific operation: When this requirement is put forward to the students for the first time, train the students five times in a row: let the students speak for themselves first, and then signal them to be quiet (count to 3 from 1, ring the bell, etc. ), and then wait until they are completely quiet before you start talking. In the first two weeks, students are often reminded. Let them take responsibility for their actions and tell them clearly that after you repeat it, you won't repeat it again. 6. Decide who will answer the question by drawing lots. Selecting students who will answer questions by drawing lots can keep the whole class on high alert. It should be emphasized that the more supportive the classroom atmosphere you create, the more courage students will have to answer questions without worrying too much about setbacks or ridicule. Specific operation: write each student's name on a small piece of paper, stick it on one end of the stick and put it in a cup. Decide who will speak or answer questions by signing the student's name. Note that you need to prepare more questions, some of which can be answered by all students. In this way, the students in the bottom third can also participate well, and they will not always be embarrassed by difficult problems. 7. Let everyone answer your questions through signals. In order to ensure that all students are actively thinking, ask some questions regularly, let each student prepare at least one answer, and let them know that you are expecting their answer, waiting for all students to make gestures to prepare answers. Specific operation: For example, in math class, the teacher can ask "How many methods are there for mental arithmetic 54- 17" (subtract 10 first, then subtract 7, or subtract 20 first, then add 3, and so on). Or, before asking students to make a presentation or presentation, ask them, "How many points are you going to talk about in this presentation?" If the answer is a number, students can tell the teacher their answer with gestures. For example, let students put a hand on their chest and express their answers with their fingers (this will prevent students from seeing each other and will not give them to students who like to show off their ideas and are quick-thinking). 8. Comprehensive use of various teaching styles In order to keep students focused all the time, teachers can constantly change teaching methods and comprehensively use teaching methods that focus on explanation and students' active learning. Specific operation: Before explaining to the students, let the students exchange their previous knowledge in pairs and list four questions they want to know the answers to. The teacher walked quickly in the classroom to ensure that all the students were involved. In order to encourage students to listen actively, the teacher provided students with a questionnaire before explaining. Insert "quick writing" in the explanation process (see Method 4) and let them share their answers in pairs. Choose a pair of students by drawing lots (Method 6) to show their ideas to the class. 9. Set up a group cooperation strategy that emphasizes the responsibility system, requiring students to "ask three people before asking me", that is, let students ask all the members of the group for help first, and then ask the teacher for help. Specific operation: In order to strengthen this rule, when a group of students want to ask the teacher a question, the teacher asks another student in the group if he knows that his classmate has a problem. If the students don't know, the teacher walks away politely, and then the students know what to do. Another way to emphasize team responsibility is to tell students, "If you think your team has completed the task, find me in 30 seconds and let me know." This strategy helps to make all members of the team take the responsibility of active input.