“What?” you might be thinking, “I don't teach attention. I teach _______.” (Fill in the blank with whatever you teach.) That's a common first response, but once we think about it, I hope you'll agree that we do teach attention. Here's the logic.
Learning is synonymous with memory. If we can't remember what we did in class last week, at least well enough to answer some questions on a test, did we really learn it? I think most would say, “No.” At least that is evidenced by the amount and frequency with which we test kids these days. (I'd say the amount we over-test kids these days, but that might start a different argument.)
Memory (or information processing) has three stages. Long-term Memory (LTM), Short-term memory (STM), and Sensory Register (SR). Sensory Register is the first stage of information processing which involves taking in information from the environment through our senses.
We all know that the way to get information from Short-term Memory to Long-term Memory is by rehearsal (practicing over and over). The way to get information from Sensory Register to Short-term Memory is by paying attention.
Learning (getting information through the stages to Long-term Memory) starts with attention. Most school activities and assignments are designed to help students move information from STM to LTM. But we also help students move information from Sensory Register to STM (whether we plan it or not.)
Conclusion: Students will learn better if we better plan the attention aspect of the memory/learning process.
Two things that teachers can do to improve the attention aspect of learning are to reduce clutter in the classroom and reduce pressure for students. Both clutter and pressure cause stress, and stress can completely destroy one's ability to pay attention.
A Story: At Cedarbrook Center, we use brain wave technology to teach focus and attention. Sensors read brain activity and students learn to control computer activities by their focus and attention alone. We get minute-by-minute measures of focus. Anything over 80% is considered very good.
My spouse and I conducted a short “experiment”. We measured our focus normally and alternately when we tensed all our muscles. Our scores normally were in the 80's. Doing the same activities moments later with our muscles tensed gave us scores in the 30's. This certainly doesn't constitute a rigorous experiment, yet a 50% difference -- that's dramatic. (Note to Math teachers: I know it is really 63% or 166% but I didn't know which so I left it simple.) 50%, 66%, or 166% is dramatic and it based solely on eliminating the muscle tension aspect of stress.
Eliminating clutter and reducing pressure will reduce stress for students and thereby improve learning. Just two things we can do to “teach attention”.