Attention

Frame each learning experience for students.

Use a range of auditory, visual, and kinesthetic
explanatory devices.
Pay attention to the feeling tone of the learning
experience.
Consider pre-assessment.
Pause regularly and periodically have students process
what they are taking in.
Plan for at least two minutes of physical movement of
some kind within every twenty to forty minutes of sitting
time.
Pay attention to the emotional climate.

A Repertoire of Attention Moves

Move
DESISTING

Examples
Punish

Exclude

Threaten

Judgmental Reprimand

Order

Specific Verbal Desist

General Verbal Desist

Private Desist

Bring in Group Pressure

Peer Competition

Move Seat

I Message

Remove Distraction

Offer Choice

Urge

Remind

Flattery

Signals

Pause and look

Name Dropping

Offer Help

Touch

Proximity

A Repertoire of Attention Moves

Move
ALERTING

Examples
Freedom from Distraction
(visual and auditory)

Using Students Name in

Instructional Example

Redirecting Partial Answer

Looking at One, Talking to

Another

Unison

Prealert

Incomplete Sentences

Equal Opportunity

Random Order

Circulation

Wait-Time

Eye Contact

Startle

A Repertoire of Attention Moves

Move
ENLISTING

Examples
Voice Variety

Gesture

Piquing Students Curiosity

Suspense

Challenge

Making Student a Helper

Props

Personification

Connection with Students

Fantasies

ACKNOWLEDGING Acknowledging
WINNING

Encouragement

Enthusiasm

Praise

Humour

Dramatizing

Momentum :
Therere 8 key sub-areas, or kinds of
teacher behavior, whose primary
purpose is to keep things moving
along so that when ignored or
improperly done, they break the
orderly flow of events.

1. Provisioning
Provisioning means having things ready to go the space
and the materials.

2. Overlapping
Overlapping is the ability to manage two or more parallel
events simultaneously with evidence of attention to both.

3. Fillers

4. Intrusions
Every intrusion has the potential to disrupt momentum.

Allows intrusions to fracture momentum.

Deals with intrusions in a uniform way.
Deals with intrusions in a variety of ways using different ways at
different times.
Matches the response to the intrusion to the characteristics of the
students involved.

5. Lesson Flexibility

Simultaneously maintained focus on the instructional objective and the

momentum of the lesson by matching the format to the on-the-spot needs
of the students.

6. Giving Notice Before Transitions

Giving students advance notice of when a transition is coming so they
can get ready for it.

7. Subdividing
Detailing several students to pass out materials to the rest;
storing materials at access points that accommodate
several students getting them at once; or sequencing or
packing activities so that small units of students naturally
come up for materials at different times.

8. Anticipation
Anticipate trouble spots can often benefit from running
advance mental movies of the day they have planned.

space
Recommendations on Using Space
1. Materials students use should be visibly stored and accessible.
2. Avoid dead space, that is, open, purposeless space.
3. In some settings, for reasons of safety or control, it may be appropriate for
space to be arranged so the teacher can see all of it, with no blind spots.
4. Vertical space (walls, dividers, closets, and movable cabinet doors)
should be employed productively for example, for display, learning
stations, or storage of materials.
5. Have a display area where students work, art, and other kinds of products
can easily be seen and examined.
6. Keep active areas distant from quiet areas in a room to minimize
distraction and interference.
7. Have clear traffic paths connecting functional areas of the room that do
not necessitate students walking through one area to get to another.
8. Empty furniture absorbs energy. Move the students forward where they
can be in contact with you and with each other.

Time

Time as a Construct
Allocated time is the amount of time in school formally
scheduled for instruction.
Teacher instructional time is the amount of allocated time
the teacher is actually engaged with students delivering
instruction or actively monitoring learning experiences.
Student engaged time is the number of minutes that students
are observably paying attention to and focusing on
instructional material.
Academic learning time is the portion of time students spend
engaged in relevant academic tasks and performing those
tasks with a high rate of success.
Interactive instruction is time spent directly with a teacher
getting instruction.

Student Engaged Time and Time on Task

Areas of performance related to increasing engaged
time.

Management Areas
Attention moves
Space arrangements

Instructional Areas
Clarity concepts: framing the big picture by
communicating objectives, itinerary, reason for activities,
and activating student knowledge to create context and
establish relevance.
Principles of learning embedded in lesson design,
including active participation, vividness, meaning, feeling
tone, degree of guidance, say-do.

Motivational Areas
Classroom climate: addressing elements from all three
strands (building community, creating an environment
where it is safe to take intellectual risks, and cultivating
personal efficacy)
Expectations: communicate three key messages: This is
important; you can do it; I wont give up on you
Curriculum Areas
Objectives: setting objectives that are challenging but
made attainable.
Learning experiences that are differentiated in input,
process, and output to address differences in student
readiness.
Assessment that is ongoing.

Pacing and Rhythm

Minimizing Noninstructional Time and Developing Efficient
Management Systems
Establish routines and procedures.
Delegate jobs. Teach students how to do some of the
management tasks.
Reward efficiency.
Allow sufficient time for transitions to avoid a harried pace.
Minimize time spent on discipline issues: Deal with disruptions
and off-task behavior quickly, directly, privately when possible.
Recognize and reward students who are using time wisely
and managing it well.

Pacing and Rhythm During Instructional Time

Provide students with advance notice before transitions.
Start and end lessons on time with meaningful activities.
Plan for students to be actively engaged in important instructional
activities.
Establish a routine where students anticipate coming in to class and
starting immediately and independently on a three- to five-minute
opening assignment.
Calibrate time thoughtfully, and help students monitor it.
Pause for student to process and make meaning.
Pulse the learning. Balance or chunk periods of direct instruction and
information input with independent or small group opportunities for
students to practice, apply, and get feedback and support with new
learning tasks.
Allow time for thinking.
Plan for physical movement.

Maximize Engaged and Academic Learning Time

Balance the interaction complexity. Strike a balance
between whole class, small group, paired, and individual
learning time.
Prepare students for independent work. Be clear in your
explanation of what is expected, and have students
summarize directions and expectations with partners to
avoid confusion.
Involve students in modeling and demonstrating work
(being the teacher) prior to or after independent practice
while you act as a guide on the side.
Monitor independent work.
Accommodate different rates of task completion.
Have relevant and meaningful supplemental work ready for
students who finish tasks early.