Improving Student Concentration and Minimising Distractions in the Classroom

Students can get distracted for many reasons during lessons, from stress and anxiety to classroom noise and conditions affecting concentration, such as ADHD and autism. Lack of interest and understanding of the topic as well as lack of engagement with the teaching style can also be big factors. Not everyone learns the same!

As teachers and education providers, we can try to create and foster a positive learning environment where no student feels unable to speak out. The pace of lessons is very important, and it may be useful to divide lengthier topics into smaller ones wherever possible.

I find that as a student, particularly at secondary school, it was very helpful for me when my teachers used different learning activities such as group work and more interactive learning using printed resources and the digital whiteboard, rather than just standing at the front and asking us to read from the textbook!

My history teacher in years 8 through to 10 was brilliant at this, and it has always stuck with me. Bear in mind that not all students would be comfortable with this kind of interaction, so assess and alter/make accommodations accordingly.

It’s also important that staff give regular feedback to students and their parents and promote positive feedback to students throughout the lesson. During my time at secondary school, teachers would send lovely postcards home to praise my efforts in class. It really made me feel seen, despite my being extremely quiet. It is good to express that failure is not always a bad thing and is useful for understanding progress and goals.

Founder of the Academy and highly experienced educator, Dr Sergis, gives his thoughts and suggestions:

“I define two types of behaviours among students who fail to concentrate in lessons: disengaged behaviour and disruptive behaviour. I define disengaged behaviour as those students who are sitting quietly but not listening or only half-complete their tasks, and disruptive behaviour as those students who call out, interrupt others, being restless, getting out of their seats and not following instructions. I also effectively manage disengaged and disruptive behaviour by following three methods:

• Monitoring the students
• Using non-verbal communication
• Using verbal communication

I monitor the students by making them know that I am aware of what is happening in the classroom and so provide support to those that need it. Non-verbal communication involves positioning myself near the disruptive students and drawing their attention to me by using techniques such as pausing and altering the tone of my voice to emphasise the importance of the lesson and subject-matter”. He continues,

“The use of verbal communication includes positively interacting with students regularly by helping them and by individually acknowledging or praising good behaviour. I find that my techniques help to build connections with students and enables me to connect disengaged or disruptive behaviour without criticising them in front of other better-behaved students. In this way, I ensure that all students stay engaged with my lessons.”

One thing I always try to do as administrator at the Academy is to make sure that every student walks into a positive learning environment, and I try to make it as comfortable as possible. That means making sure the lighting is effective, the tables and chairs are comfortable and that a good temperature is maintained throughout the seasons. Some recommend having bare walls in classrooms, but I believe it makes some students feel uncomfortable.

Posters can often inspire students to learn, and colour creates a positive mood. The students are often too engrossed in lessons to take notice anyway! However, I do think it is very important to keep classroom spaces free of clutter, as this can cause students not to focus or feel relaxed enough to learn.   

For particularly high-energy students, it is recommended that you do not focus too much on controlling every disruption and instead focus on maintaining the overall flow of the classroom. Stress balls and fidget toys can be used to keep high energy students occupied and focus their energy in a quieter way, so it may be useful to keep these in the classroom when needed.

If needs be, you can adjust the seating of hyperactive or disruptive students accordingly and avoid placing these students near distractions such as windows, doors and bookcases etc.

It may also be useful to introduce short breaks, for maybe five minutes, and to add movement during the lesson. Encourage students to move around in those five minutes or do some short stretching.

It also may help students if teaching staff make it clear what is expected of them. Setting clear goals and homework tasks and making clear when they are due can help students structure things easier and it may help build their confidence and engagement in lessons and with the topic.

These are just some basic tips, and I hope that this is of use to teachers and assistants. If there are any other tips you use in your teaching, please feel free to leave a comment in the comments section!