How to Recognize and Counteract Student Inattentiveness in the Classroom.

When school days become tediously repetitious students drift of into a world of daydreams. These momentary lapses or "drift times" give students the opportunity to explore their feelings, their personal thoughts, and the everyday experiences that make up their lives. Unfortunately though these periods of "drift time" result in lost of much needed teaching time. Good educators know that continuing a lesson when students are neither attentive nor responsive is a sure fire formula for failure, however, most teachers are also under constant pressure to complete curriculum requirements. This means they face major time constraints. It is therefore imperative that teachers formulate a plan to effectively deal with this lost time. This plan though must do more than simply provide a temporary fix to the problem. Therein lies the dilemma. How can teachers successfully actualize the major objectives and goals of the curriculum while minimizing lost classroom time? This article explores the concept of "drift time" and provides teaching strategies and methodologies for combating its deleterious effects. It discusses how teachers can modify their teaching styles and methodologies in order to maximize their classroom teaching time.

Every teacher has seen that look in their students' eyes. It is that far away frozen gaze that comes over students when they are no longer paying attention to what the teacher is saying. The warning signs are quite visible. There is only minimal interaction between the teacher and students. Classrooms become sluggish. The air seems heavy and stifling. Time appears to drag on endlessly. Lessons sound like teacher monologues. School days are long and often tediously repetitious. The routine and the mundane are often constant classroom companions for students. It is no wonder that during the course of the day that students' minds "drift" off into a world of daydreaming. Very often these momentary lapses, or "drift times," allow students to escape into a more exciting world filled with excitement and happiness. Here undisturbed, students can explore their feelings, their personal thoughts, and the everyday experiences that make up their lives. Here they are able to relive past joys or dream of future glory. In many ways these drift periods work as coping mechanisms to combat classroom boredom. They serve as mini rejuvenating respites. Since teachers must accept the fact that these drift periods will inevitability occur, it is crucial for the everyday educator to formulate a plan to effectively deal with this lost time. Many teachers do not do so. Typically when faced with this dilemma most teachers attempt to counteract this situation by trying to "snap the students out of it" and "bring them back to reality." This is usually accomplished either by calling out the inattentive students' names or by directing questions at the students. This second strategy very often places students in the unenviable position of not only realizing that they have been caught daydreaming, but in addition placing them in the position of having to face the reality that they are also unable to correctly answer questions because of their lack of focus. It is a lose/lose situation for the students. Although forcing the students to refocus their attention on the lesson may be a momentary victory for the teacher, this is often just a temporary fix. In the end, students in most cases return to their dream worlds once attention is no longer centered on them. Sadly, even though this is true in most classrooms, regardless of the level of the students' participation, the teacher then continues the lesson as if everyone is listening. This is a major error on the part of the teacher. Students who are lost or unaware of what is occurring during the lesson have a tendency and inclination to remain so. Continuing a lesson when students are neither attentive nor responsive is a sure fire formula for failure. In the long run it means that teachers will be forced to once again re-teach the very lessons they had assumed they had completed. What then should teachers do in these situations? The first step in combating student "drift time" is to pinpoint just when these episodes occur. Do these daydreaming periods occur at different times for different students? Are there common periods, such as just before change of class, or before lunch or dismissal, when the majority of the class drifts off as a group? This information can be ascertained through a myriad of techniques. Teachers for example, can observe their students' facial expressions or body language. Distant and bored students are easy to identify. Teachers can also gage the pulse of the lesson. What are the levels of student participation? Is the class actively involved in the lesson and in what the teacher is doing? Teachers can also observe student to student interaction. Are the students more involved with their classmates than in the lesson? On the secondary or college level teachers can even solicit this vital information by asking the students themselves to track their individual periods of "drift time." No matter which technique is utilized, this is crucial information to gather. If a teacher for example determines that specific students have a tendency to drift off at specific times each day, then strategies can be prescribed to counteract this problem. On the other hand, if teachers are able to determine that whole classes are by and large drifting off at approximately the same time, then the teacher must devise alternative solutions to the problem. In either case when teachers have the ability to recognize and quantify these times they have the opportunity to adjust their teaching styles and methodologies to compensate for them. These adjustments may mean developing activities that will make the students more involved from a hands on perspective. Teachers can easily accomplish this by changing from a lecture format to one that employs a group cooperative methodology instead. Making adjustments may also mean that teachers will need to alter their normal classroom routines. This can be successfully accomplished by changing the order of when subjects are taught. English does not always have to be the first lesson of every day followed by Social Studies, Math, and then Reading. A little shakeup in the schedule can often provide the variety that is necessary to keep students on task. A slight variation on this strategy is to combine two or more subject disciples along the lines of an interesting and relevant thematic approach. Since it is a well known fact that students are more involved in lessons that pique their interest, this approach can prove to be a viable tool for capturing student interest and guaranteeing more involvement. If all else fails, it might just simply mean that teachers may have to stop what they are doing and allow the students some "down time" to physically and mentally regroup. In the end, if teachers are to be effective educators they must be willing to rethink and revamp their teaching styles in order to provide a more stimulating, challenging, and more exciting environment in which to complete their lesson objectives. Understanding this concept of "drift time" will help teachers to realize that although "drift time" is inevitable, it is possible for good educators to adjust their lessons to compensate for its deleterious effects. However, it is also quite evident that until the average school day no longer is comprised of six or more hours of endless routine, until students' days are made up of more than just schedules and rigid and often mindless activities, and until classrooms become more inviting, exciting, and stimulating places for learning, students will drift off into their own little worlds of daydreams. In the final analysis, when teachers understand the challenges that face them, and in turn are willing to work to minimize lost classroom time, then "drift time" will no longer be a major obstacle to learning.

Joseph S.C. Simplicio, Ph.D.

Correspondence concerning this article should be addressed to Dr. Joseph S. C. Simplicio, P.O. Box 877, New Monmart, N.J 07748.