In my several years of teaching Values Education, maintaining a focused attention of students in the classroom is considered an important factor for successful learning. Loss of instructional time due to off-task behavior is recognized as a significant challenge among teachers and other educators.

            Many teachers at present find loss of instructional time due to off-task behavior of students inside the classroom a major concern and well-established problem in the teaching-learning situation.

            The link between the quality of attention and performance has been traced by substantial number of educational researches.  It has also been documented that off-task behavior has a negative impact on performance and learning outcomes in school settings.

            There has been limited research examining the factors associated with off-task behavior.  Recently researchers have begun to explore the role of classroom the role of classroom designs on off-task behavior.  Godwin and Fisher (2011) found that classroom environments that contained relatively large amounts of visual displays (e.g., charts, posters, manipulative) elicited more off-task behavior  to students especially pupils of lower grade levels compared to visual environments that were more streamlined.  These design choices were found to hinder children’s ability to attend to the content of the lesson and reduced learning outcomes.  According to Barett (2012), the different off-task behaviors are Peer Distraction; Self Distraction; and Environmental Distraction. Self-Distraction entails engagement with something on the child’s body, such as an article of clothing or an appendage as well as episodes in which the child would close their eyes.  Peer Distraction was defined as interacting with or looking at another student when not directed to do so. On the other hand, Environmental Distractions include interacting with or looking at any object in the classroom that was not in the task at hand.

            These off-task behaviors according to substantial studies contributed to lesser learning of students. Teachers must be vigilant in making interventions about this concern.

Reference:

            K.E. GGodwin Kgodwin @ Andrew. Com.edu

                        A. V.Fisher49@ Andrew.cmu.edu

 

By: Lydio P. Mecayer