HANDLING THE ATTENTION SPAN OF GRADE 1 STUDENTS AT EQUALBRIGHT SCHOOL

Authors

  • Jessica Jessica IKIP Siliwangi
  • Iman Santoso IKIP Siliwangi

DOI:

https://doi.org/10.22460/project.v5i2.p284-287

Abstract

This article focused on the teachers' strategies in getting the grade 1 students' attention span at equalBright School. Since the students could not proceed classroom activities well, thus some strategies will be necessary. The aims of this article were to find out the teachers' strategies in getting students's attention span.  This article will use qualitative research design in analyzing the teacher's strategies in getting grade 1 students' attention span at equalBright School. The teacher used four strategy in getting students' attention span, which are giving clear direction and asking student to repeat it, making learning interesting, setting the HOTS (Higher order thinking skills) and varying lesson presentations. In addition, there will be advantages by applying those strategies in the classroom, like helping the students to evaluate information rapidly, making connections between the lesson, fully engaged in the lesson, it is able to make an effective limiting teaching to make it not too long for the students.

 

Keywords:  Attention, SPAN, Equalbright School

 

 

References

Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education, 40(4), 509–513. https://doi.org/10.1152/advan.00109.2016

Chandra, R. (2015). Classroom management tools for effective teaching. International Journal of Education and Psychology Research, 4(4), 13–15.

Gerschler, J. (2012). Classroom Strategies for Maintaining Student Focus. September 2012, 1–17.

Ginaya, G., Aryana, I. N. R., & Somawati, N. P. (2018). Improving Students’ Speaking Ability through Scaffolding Technique. Soshum : Jurnal Sosial Dan Humaniora, 8(1), 72. https://doi.org/10.31940/soshum.v8i1.776

Horne, S. E. (n.d.). Classroom management. In British Journal of Teacher Education (Vol. 6, Issue 3). https://doi.org/10.1080/0260747800060306

Puchta, H. (2007). Students ’ attention span – where has it gone ? Herbertpuchta.Com.

Sagala, P. N., & Andriani, A. (2019). Development of Higher-Order Thinking Skills (HOTS) Questions of Probability Theory Subject Based on Bloom’s Taxonomy. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012025

Sieberer-Nagler, K. (2015). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163. https://doi.org/10.5539/elt.v9n1p163

Soares, S. G. (2014). No 主観的å¥åº·æ„Ÿã‚’中心ã¨ã—ãŸåœ¨å®…高齢者ã«ãŠã‘ã‚‹ å¥åº·é–¢é€£æŒ‡æ¨™ã«é–¢ã™ã‚‹å…±åˆ†æ•£æ§‹é€ 分æžTitle.

Wiley., J. S. (2019). Qualitative Research Methods : Collecting Evidence, Crafting Analysis, Communicating Impact. English Education Journal

Wilson, K., & Korn, J. H. (2007). Attention during Lectures: Beyond Ten Minutes. Teaching of Psychology, 34(2), 85–89. https://doi.org/10.1080/00986280701291291

Downloads

Published

2022-03-07