CONCENTRATI
I
ON
Following the 1st for Schools introduction to the topic last issue, Linda Azemia, Head
training
of Primary, Sunland International School, continues this series on concentration and
how students can improve their attention spans.
There is a range of exercises than can be connection with maturation. Where this is
used in order to strengthen the ability to not yet possible for the student to manage, it
concentrate and so move further along is the responsibility of the adult to recognise
the continuum towards the ultimate goal them and initiate action to reduce their effect
of the extensive level of concentration - upon the task.
the level required for exam situations and
the world of work. Strategies and Management for
Some individuals are more responsive than the student:
others and a little direction and guided
focus can be enough to kick start the 1. STOP STRATEGY – Sounds
development process. For others it may be simple but this is quite effective.
necessary to practise/train each day with When you notice their thoughts
a range of activities and to participate in beginning to wander, tell them to stop.
the creation strategies for managing times Sounds silly I know. Gently recover the
when concentration is not as good as it task at hand. This may begin at several
could be. The time span for these vary. times a minute. Forbidden thoughts attract
It depends upon the programme needed, like magnets. Stop and re-focus. Little by
the student, the support from home and little the interruptions become less and your
the level of maturity of the student. focus is improved. Your brain begins to learn
that there is a time and a place for different
Strategies to help concentration during brain activities.
an activity… 2. ATTENDING – This is a bit like tunnel
1. Visualise v i s i o n . Imagine that the task at
i. Actively focus attention on one thing hand is at
only. the end
ii. Use imagery while reading a text of a dark
where the image is created solely from tunnel. The
the text. more you
iii. Produce a picture or diagram work on it the
illustrating the key parts of a text. closer you get to
iv. Imagine burning the information the light and the relief
to a hard drive or disc / this being that the task is completed.
your brain. All external disruptions
2. Do not allow yourself to look back. are outside the tunnel and
i. Force concentration in order to therefore do not affect you, this is
understand the first time. an active exclusion of distractions
ii. Set targets to achieve this beginning enabling focus. It is a good idea to
slowly and then higher the combine the pride of finishing the
expectation. task with a reward. This can be decided
3. Purpose before or after completion.
i. Know why you are reading. 3. WORRY TIME – Use a note book
ii. Know what you are trying to learn. to write down worries so that they have
iii. Know the focus of the activity. a place to be stored. This works to free up
iv. Know the desired outcome. the immediate memory for the task in hand.
Then make time to address these issues
In learning concentration skills we aim and think about them without pressure at a
to extend the concentration span – this convenient time.
can be different for different tasks. The 4. ACTIVE LEARNING – Understand
main barriers are boredom, anxiety the range of learning styles and begin to
and day dreaming – these need counter associate your own style with this. Then
action. The individual needs to learn to you can organise yourself to maximise
recognise these for themselves promoting your access to tasks and teaching with this
their independence, this occurs in in mind. The range of techniques used in
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