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Matching Attention Moves The Attention Continuum is intended to be an objective list; that is, no judg- ments are implied about moves at the bottom being inherently better than moves at the top, or vice versa. We are arguing, in fact, that all the moves have a place, and each may be appropriate in a […]

What does my profile reveal about my attention repertoire? ‘ANALYZING ATTENTION BEHAVIOR All of the moves from all five categories could be arranged along a single con- tinuum whose rule is authority to attraction (see Figure 5.1). Moves and catego- ries at the upper end of the continuum employ the most teacher authority most directly

How many and which of the five categories do I use? ANALYZING ATTENTION BEHAVIOR All of the moves from all five categories could be arranged along a single con- tinuum whose rule is authority to attraction (see Figure 5.1). Moves and catego- ries at the upper end of the continuum employ the most teacher authority

Which attention moves do I use? ANALYZING ATTENTION BEHAVIOR All of the moves from all five categories could be arranged along a single con- tinuum whose rule is authority to attraction (see Figure 5.1). Moves and catego- ries at the upper end of the continuum employ the most teacher authority most directly and firmly applied.

ANALYZING ATTENTION BEHAVIOR All of the moves from all five categories could be arranged along a single con- tinuum whose rule is authority to attraction (see Figure 5.1). Moves and catego- ries at the upper end of the continuum employ the most teacher authority most directly and firmly applied. As one travels down the continuum,

Acknowledging Moves Sometimes students are inattentive for reasons that have nothing to do with what’s going on in class or how skillful the teacher is. Some outside event is weighing on them (or exciting them)—for example, their best friend refused to sit next to them on the bus this morning, their parents have just separated,

Enlisting Moves We call the third category enlisting moves because their purpose is to enlist, or sign up, an individual student’s, or an entire group’s voluntary engagement in curriculum activities. These moves (listed in Table 5.3) are intended to capti- vate students and sweep them away in the interest or excitement of the activ- ity.

Alerting Moves Alerting moves are aimed at keeping students on their toes. Most of them, listed in Table 5.2, function as moves intended to minimize distraction and attention dropout and maximize participation and engagement. As with desist- ing moves, the various alerting moves differ in the degree of force expressed in the move. Place Your

Random Order Because sarcasm always involves some degree of personal derision—and be- cause teachers are such powerful role models for students during these impres- sionable years—we have taken the philosophical position that it shouldn’t be used in any context. We believe the use of sarcasm is too costly to the overall psychological and emotional climate

Equal opportunity The teacher establishes some sort of system (calling sticks or name cards, for example) so that students know they will each be called on sooner or later, and perhaps at any time. Students also know that they’re not off the hook once they are called on and could be called on again at