Teachers can support their students' Attention in a number of ways, including organizing their classrooms to minimize distractions, creating breaks for movement, incorporating checks for understanding, and creating a safe and positive classroom climate by building strong, trust-based relationships.
Teachers can support their students' Attention in a number of ways, including organizing their classrooms to minimize distractions, creating breaks for movement, incorporating checks for understanding, and creating a safe and positive classroom climate by building strong, trust-based relationships.
This increased Attention is associated with a greater feeling of classroom belonging and student engagement.
Kuhaneck, H. M., & Kelleher, J. (2015). The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 153–166.
Kuhaneck, H. M., & Kelleher, J. (2015). The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 153–166.
Kuhaneck, H. M., & Kelleher, J. (2015). The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 153–166.
Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.
Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. _Teaching & learning toolkit. _Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.
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