11: Attention

James addresses the subject of attention in chapter 11.  He contends that interest and attention are two features of one fact.  The connection between old knowledge and new knowledge is what excites interest in the student, thus resulting in attention.  James described ways teachers could incite and keep attention during instruction.  He talks about a lecture on the art of obtaining attention that addresses the types of questions asked during a lesson.   He notes, “There are, therefore, certain external methods, which every teacher knows, of voluntarily arousing the attention from time to time and keeping it upon the subject” (p. 53). I love teaching Advanced Geometry.  The proofs, the pictures, and the logic provide a great platform in which a rigorous line of questioning can develop.  My blog will discuss questioning techniques used to gain and/or keep attention. 

There exist many questioning techniques used to keep student attention.  Addressing individual students, wait time, types of questions asked are all examples of such strategies.  However, developing questioning techniques that demand a high cognitive level from the student takes deliberate and thoughtful planning by the teacher.  Effective questioning techniques orchestrate productive discussions in classrooms.  In addition, questioning so that the student must explain their thinking helps students clarify their own ideas and understand the concept being presented.   What are some strategies or guidelines that a teacher can use to develop and improve his or her questioning skills?

On another note, I was moved by James’ statement: “Above all, the teacher must himself be alive and ready, and must use the contagion of his own example” (p. 53).  To me this describes the importance of selflessness when it comes to being a teacher.  I think we can all agree that our best teachers exhibited some sort of selfless behavior.  It is what a good teacher does. 

~ ‘Proud I am a Teacher’ moment.

William solving triangle puzzles