CONNECTIONS TO OTHER AREAS OF PERFORMANCE In a general sense, many areas of performance relate to the concept of Momen- tum. In Management: Attention does, insofar as students are kept interested or at least focused on learning experiences; Routines do, in that efficient design of routines for recurrent procedures expedites organizing and setting up, and […]
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Monica is a different sort of child. Although she also engages in frequent off-task behavior, enlisting moves seem to overstimulate her. Mrs. T explains, “It’s as if she interprets enlisting and winning moves as ‘I want to be your friend’ or ‘I want to play’ messages from me. She gets carried away with the interaction
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Mrs. T knows that Daryl looks for power conflicts Mrs. T knows that Daryl looks for power conflicts; he invites tests of will with her or any other authority figure. When she uses almost any of the desisting moves with him, he gets worse. For instance, he takes a specific verbal desist as a challenge
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will you advance the PowerPoint to the next frame so I can point to things from the front?” ‘Example 1: Mrs. T knows that Daryl looks for power conflicts; he invites tests of will with her or any other authority figure. When she uses almost any of the desisting moves with him, he gets worse.
Encouragement Enthusiasm Praise Humor Dramatizing Figure 5.1 A Repertoire of Attention Moves Video: Attention Continuum T H E S K I L L F U L T E A C H E R 57 PART TWO | MANAGEMENT | ATTENTION moves offers a wealth of possibilities to classroom teachers. Teachers with well- developed repertoires in
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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
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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
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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
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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.
Which attention moves do I use? Read More »
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,
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