How to improve learners' attention to maximise English learning
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Authors
Zamora, Ana Lilia Rodríguez
Issue Date
2019
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted in a public primary school in Acámbaro, Guanajuato, Mexico, with a second-grade class of 34 students aged 7-8. The class was characterized by disruptive behaviour and lack of engagement, exacerbated by a cramped classroom layout and repetitive activities.
Aims: The project aimed to improve students' attention and engagement to maximize their English learning. The focus was on identifying when and why disruptions occurred and implementing strategies to address these issues.
Methods: Data collection involved student questionnaires, peer observations by the class teacher, and a reflective journal. The teacher researched classroom management techniques and implemented strategies over six lessons, including revised warm-up activities, displaying objectives and classroom rules, reorganizing seating, and using a squeaky toy as an attention signal.
Findings: Disruptive behaviour was most frequent during the beginning and middle of lessons. Changes such as varied warm-up activities, the use of visual and interactive methods, and the squeaky toy ("Emilio") effectively reduced disruptions. Students responded positively to individual praise and rewards like stickers. However, chanting rules became less effective over time, suggesting that strategies need to evolve continually. Reorganising seating improved behaviour and attention during lessons.
Implications: The study highlights the value of engaging activities, clear objectives, and interactive strategies to manage classroom behaviour and enhance learning. Other teachers might consider incorporating structured routines, physical and visual tools for behaviour management, and regular activity updates to maintain student interest and attention.
Aims: The project aimed to improve students' attention and engagement to maximize their English learning. The focus was on identifying when and why disruptions occurred and implementing strategies to address these issues.
Methods: Data collection involved student questionnaires, peer observations by the class teacher, and a reflective journal. The teacher researched classroom management techniques and implemented strategies over six lessons, including revised warm-up activities, displaying objectives and classroom rules, reorganizing seating, and using a squeaky toy as an attention signal.
Findings: Disruptive behaviour was most frequent during the beginning and middle of lessons. Changes such as varied warm-up activities, the use of visual and interactive methods, and the squeaky toy ("Emilio") effectively reduced disruptions. Students responded positively to individual praise and rewards like stickers. However, chanting rules became less effective over time, suggesting that strategies need to evolve continually. Reorganising seating improved behaviour and attention during lessons.
Implications: The study highlights the value of engaging activities, clear objectives, and interactive strategies to manage classroom behaviour and enhance learning. Other teachers might consider incorporating structured routines, physical and visual tools for behaviour management, and regular activity updates to maintain student interest and attention.
Description
Keywords (free text)
english as a foreign language , classroom management , student engagement , primary education , behavior improvement , interactive teaching , attention strategies , exploratory action research