1. How to get students attention

2. Index 1. Attention conditions1. Attention conditions 2. Attention types2. Attention types 3. Strategies to get children attention3. Strategies to get children attention 4. Mantaining attention4. Mantaining attention 5. Innapropiate teachers behaviour.5. Innapropiate teachers behaviour.

3. 1. Attention Conditions 1. Attention Conditions External reasons: Consequence of the atmosphere.Consequence of the atmosphere. They help the pupil mantain his attention to those stimulus that are proposed to th e m, in other words, it depends on the enviroment. They help the pupil mantain his attention to those stimulus that are proposed to th e m, in other words, it depends on the enviroment.

4. a) Stimulus Strength: a) Stimulus Strength: A sharp, loud or distinctive sound is capable of catching our attentionA sharp, loud or distinctive sound is capable of catching our attention For example, the teacher can play across a xylophone.For example, the teacher can play across a xylophone. The same occurs with strong colours compared to soft colours.The same occurs with strong colours compared to soft colours.

10. b) Change When we experience some kind of change, it modifies our field of perception; our attention is drawn to the stimulus that alters the stability of a situation.

11. c) Size Big flashcards Big flashcards This technique is also used in commercials or advertisements.This technique is also used in commercials or advertisements.

13. d) Repetition A repetitive weak stimulus can have a big impact on the attention levelA repetitive weak stimulus can have a big impact on the attention level For example, the teacher might clap out a rhythm and have his students repeat the pattern.For example, the teacher might clap out a rhythm and have his students repeat the pattern.

14. e) Movement The movement of an image (whether real or not) causes a reaction, which makes it a powerful attention-catcher.The movement of an image (whether real or not) causes a reaction, which makes it a powerful attention-catcher. Example: The curtains or blinds of the classroom should be closed in order to keep the students' attention in class.Example: The curtains or blinds of the classroom should be closed in order to keep the students' attention in class.

16. f) Contrast f) Contrast When a stimulus contrasts with the other stimuli around it, it stands out.When a stimulus contrasts with the other stimuli around it, it stands out. Two situations may occur:Two situations may occur: 1. The contrast results because the stimulus was absent until that moment. 2. The contrast is caused by the realization that something which was previously present has disappeared. 1. The contrast results because the stimulus was absent until that moment. 2. The contrast is caused by the realization that something which was previously present has disappeared.

17. g) Structural organisation Stimulus must be organised and ranked in order for the information to be received properly.Stimulus must be organised and ranked in order for the information to be received properly. The teacher must present the material neatly.The teacher must present the material neatly.

18. Internal reasons: The internal determinants are those which refer to the pupil.The internal determinants are those which refer to the pupil. They depend on the individual and they condition his/her learning even more, not only in the capacity and development of his/her attention, but in his/her overall performance.

19. a) Emotion Stimuli which cause strong emotions tend to attract our attention Stimuli which cause strong emotions tend to attract our attention Example: If a person is thirsty, it is obvious that he will be more attracted by stimulus linked to this necessity, say, a glass of water Example: If a person is thirsty, it is obvious that he will be more attracted by stimulus linked to this necessity, say, a glass of water

20. b) Interests This refers to those things that attract the students, depending on what they likeThis refers to those things that attract the students, depending on what they like

21. c) The Course of Thought If a stimulus is presented to a person, and this person, at that moment, is thinking of something similar or related to it, the stimulus will get his attention immediatelyIf a stimulus is presented to a person, and this person, at that moment, is thinking of something similar or related to it, the stimulus will get his attention immediately

22. 2. Attention types Focused attention: This is the ability to respond discretely to specific visual, auditory or tactile stimuli.Focused attention: This is the ability to respond discretely to specific visual, auditory or tactile stimuli. Sustained attention: This refers to the ability to maintain a consistent behavioral response during continuous and repetitive activity.Sustained attention: This refers to the ability to maintain a consistent behavioral response during continuous and repetitive activity. Selective attention: This level of attention refers to the capacity to maintain a behavioral or cognitive set in the face of distracting or competing stimuli. Therefore it incorporates the notion of "freedom from distractibility"Selective attention: This level of attention refers to the capacity to maintain a behavioral or cognitive set in the face of distracting or competing stimuli. Therefore it incorporates the notion of "freedom from distractibility" Alternating attention: It refers to the capacity for mental flexibility that allows individuals to shift their focus of attention and move between tasks having different cognitive requirements.Alternating attention: It refers to the capacity for mental flexibility that allows individuals to shift their focus of attention and move between tasks having different cognitive requirements. Divided attention: This is the highest level of attention and it refers to the ability to respond simultaneously to multiple tasks or multiple task demands.Divided attention: This is the highest level of attention and it refers to the ability to respond simultaneously to multiple tasks or multiple task demands.

23. 3.- Strategies to catch students attention Begin a familiar phrase and have your finish itBegin a familiar phrase and have your finish it Meanwhile...Back at the Ranch Chitty Chitty...Bang Bang To Infinity...And Beyond Who you gonna call?...Ghostbusters Are you ready kids?...Aye Aye Captain Who lives in a pineapple under the sea?...SpongeBob Squarepants

24. Raise your hand quietly and wait until everyone else has his or her hand raised Clap in a rhythm and have your students repeat the pattern. Switch the light once. Ring a bell. Play across a xylophone. Clap in a rhythm and have your students repeat the pattern.

25. “Star Method”“Star Method” Traditional Authority UseTraditional Authority Use StopwatchStopwatch

26. Magic word technique Their attention will magically appear when you use a “Magic Word” For example, if you were studying a unit on geometry, you might say: “ “Class, since we are studying geometry, I am going to use the word ‘parallelogram’ when I want your attention”.

27. 4. Mainteining attention Is known that students use to lose attention if the class is boring, static and monotone. In fact, the teacher has to surprise more and more students changing the methods and strategies every day, if it´s possible, to motivate them.

28. What can the teacher do to maintein the students attention? Create a good class atmosphere where kids can feel comfortable and active in the group.Create a good class atmosphere where kids can feel comfortable and active in the group. Dynamic lessons to make each class different.Dynamic lessons to make each class different.

29. Create a good class atmosphere. Respect and friendshipRespect and friendship - Recognize the authority. - Work in harmony among equals. Good class organizationGood class organization - Well prepared lessons: time, activities, games, etc. - Classroom spaces. - Decoration.

30. Dynamic lessons Different methods.Different methods. Choose the better method for each topic. Try to be original and don´t repeat. Variety of exercises.Variety of exercises. W ork can be funny!

31. 5. Inappropiate behaviour of the teacher 5. Inappropiate behaviour of the teacher  Yelling: is not recommended because it increases the noise level in the room and projects non-verbally that you are not in control.  Use always the same intonation: It creates a monotone lesson.