Scholarlink

<p>Teachers report difficulties sustaining students’ attention during instruction, a challenge exacerbated by the COVID-19 pandemic. Teachers are seeking instructional strategies that help regulate students’ attention while simultaneously facing added pressure to facilitate recovery from pandemic-related learning loss. This study represents a unique effort to survey a large (n = 796), nationally representative sample of K-2 teachers. We investigate trends in students’ attention regulation patterns, utilization of classroom-based breaks as an instructional strategy, and the perceived benefits/drawbacks of breaks. Four major findings emerged: (1) teachers frequently use breaks, although the extent differs depending on the subject area, (2) teachers are administering more breaks post-pandemic, (3) the most common breaks were physical activities, videos, and dancing, and (4) breaks were perceived as beneficial for <i>both</i> students and teachers; however, implementation obstacles were also identified. This work underscores the importance of designing instructional strategies that take teachers’ perspectives and classroom constraints into account.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Instructional Strategies to Maintain Students’ Attention: A National Teacher Survey on Classroom-Based Breaks

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月18日

查看全文
  • Karrie E. Godwin,
  • Amanda Moreno,
  • Audrey J. Leroux,
  • Freya Kaur

摘要

Teachers report difficulties sustaining students’ attention during instruction, a challenge exacerbated by the COVID-19 pandemic. Teachers are seeking instructional strategies that help regulate students’ attention while simultaneously facing added pressure to facilitate recovery from pandemic-related learning loss. This study represents a unique effort to survey a large (n = 796), nationally representative sample of K-2 teachers. We investigate trends in students’ attention regulation patterns, utilization of classroom-based breaks as an instructional strategy, and the perceived benefits/drawbacks of breaks. Four major findings emerged: (1) teachers frequently use breaks, although the extent differs depending on the subject area, (2) teachers are administering more breaks post-pandemic, (3) the most common breaks were physical activities, videos, and dancing, and (4) breaks were perceived as beneficial for both students and teachers; however, implementation obstacles were also identified. This work underscores the importance of designing instructional strategies that take teachers’ perspectives and classroom constraints into account.