Train-the-Trainer by DataHomeLab

3.12 Student Attention

The instructor has a variety of attention-producing behaviours which he can incorporate into his instructional pattern, a number of these are mentioned below.

3.12.1 Gestures

Hand, head and body movements are important supplements to oral communication. The oral message by itself does not convey meaning as effectively as it does when combined with gesture cues.

3.12.2 Focusing

Focusing controls the direction of students' attention. The instructor can focus the students' attention by verbal statements, specific gestures, or a combination of both. Verbal focusing is carried out by such statements as "look at this part of the diagram" or "this is an important aspect" while gesture focusing can be achieved by pointing etc. Quite often verbal and gesture focusing are combined. For example when the instructor says "look at this diagram" whilst pointing to it.

3.12.3 Pauses

Pauses can be deliberately inserted into a presentation as an attention-producing behaviour. Many instructors do not use pauses as often as they could but tend to keep up a verbal barrage. The use of pauses can also:

  • Break up the presentation into more easily absorbed units.
  • Allow Instructor control during questioning, e.g. POSE – PAUSE – POUNCE.
  • Prepare students for the next statement by the instructor.
  • Increase the involvement of the students since during a pause the students tend to strain for cues. Pauses are particularly important during LOFT Facilitation.

The 3-to-4 second pause: drawn from Appendix 1

The pauses guidance above does not put a number on "pause," but the upstream FSF / NASA work does, and the same number appears in 7.3 General Debrief Techniques and in A1.4 Facilitation Techniques:

To minimise the discomfort often associated with even brief silences, the instructor should look relaxed (sitting tense gives students non-verbal cues that silence is not appreciated), sit back (sitting on the edge of the seat may be interpreted as impatience), and smile (conveys reassurance and acceptance). Silence can be used throughout the session: pause after asking questions, and pause after student comments to allow other students to resume the discussion.

3.12.4 Movement

Movement by the instructor requires adjustments on the part of the student. Most theories of attending behaviour claim that a high frequency of adjustments helps keep attention at a high level; thus the instructor should move around to various parts of the room. He should be seen sometimes on the left side, sometimes on the right, sometimes in front and sometimes in the back.

This sort of movement is not the same as restless pacing or tap dancing around the scene. This type of movement certainly is attention producing but can result in distraction away from the content of the lesson.

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