Helping Your Students Stay Focused
For many VSLs the stuff that’s really difficult for most people is quite easy to them. But then
the material that other kids catch onto quickly is really tough for them. This is because
challenging new material flips the “on switch” of the right hemisphere of the brain. When your
VSL kids dive into something that’s new and interesting, the right side of the brain is suddenly
charged and ready to go. They can’t zone out or doze off if what they are learning is new,
interesting, funny or challenging. The right hemisphere has to stay in the act and it’s happy
to do so! But the minute the learning becomes boring, or is strictly words coming at them,
they might as well get out a pillow and fall asleep, or start pestering their neighbor. Here’s
what I tell the kids in my workshops; I hope you’ll allow some of these strategies in your
classroom:
“There’s some good news and some not-so-good news. Here’s the not-so-good news first:
There will be some class or lecture or boss or somebody that you absolutely must pay
attention to no matter how incredibly boring you think they are. Your grade or job or raise will
depend on it. It’s impossible to avoid such a situation. It’s bound to happen. It happens to
everyone.
The good news is: Every individual is in charge of his or her own right hemisphere! Each of
us decides whether it’s naptime or time to wake up and get in the game. The right
hemisphere wants something more to do than just hold up the other side of the brain! So give
it the opportunity.”
Then I offer the following tips for keeping their attention focused:
• Take your notes in pictures. Even if the notes are required or needed, just draw images
of what the speaker is saying. These don’t have to be elaborate or even artistic; just get
involved in really listening to the words so you can create matching drawings.
• Whether you’re taking notes in pictures or words, use colored markers or an ink pen
that lets you change colors. Use a different color each time a new bit of information is
introduced or each time a different subject is mentioned. Using color will help you to
remember the notes if you are quizzed later. You’ll be able to see the notes, rather than
trying to remember the words.
• Make a movie in your mind of what is being said. Closing your eyes in class may not be
a good idea, but try to get enough information from the lecture that you can create a movie
from it. Then, you can rewind your movie and play it over and over.
• Try doodling to keep you focused, even if the doodles don’t have anything to do with
what you are listening to. Sometimes the simple act of doodling is enough to keep your
attention focused on what the speaker is saying.
• Bring a small object to fidget with while you are listening. A hackey sack ball or stress
ball might work, or a balloon filled with a flour-sugar mix (and tightly sealed!), or any other
small, easily manipulated object you can find. Just don’t let it distract you and don’t bother
anybody else with it. Use it only to help you concentrate on the words of the lecture so that
you can create mental images.
• Ask for an overview. The brain of a visual-spatial learner prefers big picture information
first, so ask for it. Then, as you’re listening to the lecture, you’ll know where the talk is
headed. You can even take your notes (in words or pictures) in the margins of the overview,
filling in the details from what the speaker says to match the outline given to you.
• Stay on top of the lecture by trying to predict where the speaker is going. What is the
main point? What are the important facts? If you were to stand up and quiz the rest of the
class, what would you put on the test?
Having a fidget to manipulate, as mentioned above, often works to keep squirmy kids seated
properly. I once worked with a class of 5th graders, most of whom rarely sat with all six legs
(four from the chair and two from the student) on the floor. I convinced the teacher to allow
each student to have a fidget, in this case, a balloon filled with a 2:3 mix of sugar and flour.
The rules for keeping a fidget were simple: No one can know you have it (keep it quiet and
hidden in your hand), it cannot ever be used as a weapon and it cannot be opened. One
fidget was given to each student. The teacher was stunned to discover that the fidgets really
worked. Just by having something small to massage in their hands, the students who before
had difficulty remaining seated properly, were now able to do so. (The students who sat
properly before the introduction of the fidgets, the ones who really didn’t need fidgets, soon
lost theirs or left them in their cubbies.) Toward the end of the school year, some of the
students were able to give up the fidgets yet remain seated properly and only two students
continued to use the fidget through the final semester. This is just one way you can easily
accommodate the needs of the kinesthetic students in your class and it doesn’t disrupt others
nor detract from your ability to teach. I’ve included a contract for the Classroom Use of
Fidgets for you to use with your students and a log to track its effectiveness on the next page
and on the enclosed CD!
Doodling is another effective way for visual-spatial students to stay focused on what they are
hearing. The doodles don’t have to be related to what they are listening to; just concentrating
on what they are drawing helps many students retain what they are hearing. Allow your
students to doodle as long as they adhere to the terms of the contract included at the end of
this book. If you track the success of their recall when they are allowed to use this technique
on the log that follows the Doodling Contract, I think you’ll be surprised. As with the fidgets,
the kids who don’t need to doodle to focus will quickly drop it, but those who find it helpful will
likely keep it as a strategy they use throughout their academic careers.
Another consideration for kids who have difficulty staying seated properly is to allow them,
one at a time, to pace at the back of the room every so often. Initially, this suggestion is often
met with complaints from other students, but eventually, as with the fidgets, only those who
truly need this moment of movement will take advantage of it. I think you’ll find that when you
allow students this kind of freedom, it will not be abused and you’ll have students who are
better able to return to their seats and stay focused on your lessons. Plus, there is a
substantial amount of research to support incorporating movement into your lesson plans.
The same area of the brain that processes movement, the cerebellum, is responsible for
processing learning.
When we keep students active, we keep their energy levels up and provide their brains with
the oxygen-rich blood needed for highest performance. Teachers who insist that students
remain seated during the entire class period are not promoting optimal conditions for
learning. (p. 66, Jensen, 2005)
Physical movement such as standing, stretching, walking, or marching can increase brain
amine levels, which can help improve attentional focus. As a general policy, if students feel
drowsy, they should be allowed to stand at the back of the room…provided they do so
without attracting attention to themselves. (p. 51, Jensen, 2005)
The research also demonstrates a strong relationship between movement and language,
movement and memory as well as movement and attention. Here are some easy ways to
incorporate movement in your class:
• Passing the buck: toss a hackey sack or small ball to the student who is to answer the
next question
• Take a group walk to “digest” new material
• Role play, act out and dramatize anything and everything!
• Hands-on activities – find a way to get them “doing” the lesson
• Incorporate stretching exercises as a breather between lessons
• Pair or group students in various corners of the room and set them to work creating
jingles for information to be memorized (like state capitals!), or making up games with the
material
• Allow “walkabouts” for those that need more movement. You’ll find a contract for
“Classroom Walkabouts” and a log for you on the following pages and on the CD.
Helping Your Student Stay Focused Day 2PM part 2 (word doc with pictures)