Developing Strategies for Regaining Focus Based on Student Needs

Abstract

This thesis explores the connection between visual cues and a students' ability to maintain focus in the classroom. Specifically, it focuses on whether a teacher moving around a classroom can offer visual cues for students exhibiting off-task behavior. Two seventh grade boys, an eighth grade girl, and their parents agreed to participate in the study. The students and their parents answered a pre-investigation questionnaire and a post­ investigation questionnaire in order to determine whether any changes occurred due to the intervention provided. Intervention took place in the classroom where the researcher provided a visual cue when the student appeared off-task. The time frame in which this investigation took place was six months. Findings suggest that constant teacher movement around the classroom is a deterrent for all students. Moving around the room deterred not only the students that were part of the study, but also other students in the class. Keeping students focused on the task at hand is very important for their learning of information and skills. Future investigation could be done into a program where students and their parents work to find what behavior modifications work for the student during a summer program. The investigation would continue from this program into the student's school year. The teacher or an investigator would provide those behavior modifications within the student's classroom. Following this over a couple of years it might allow the researchers, student, parents, and teachers an opportunity to find what works well for that student so that those behavior modifications can be used consistently to help the student. The objective after all is to develop focusing strategies that will work for the student to aid the student in obtaining an education.