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.
Bradford, D. L. (2018). Ethical issues in experiential learning. Journal of Management Education, 43(1), 89-98.
Pellegrini, A. D., & Bohn, C. M. (2005). The role of recess in children's cognitive performance and school adjustment. Educational Researcher, 34(1), 13-19.
As a result, educators and students may benefit from culturally-responsive and inclusive training addressing Self-Regulation.
As a result, educators and students may benefit from culturally-responsive and inclusive training addressing Self-regulation.
Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, M. R. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106.
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