Some of the most common causes of classroom problems point prominently to unfavorable learning conditions that impinge on the learners’ abilities, needs and interests.

            Maintaining focused attention in the classroom is considered an important factor for essential learning. Loss of instructional time due to off-task behavior is recognized as a significant challenge by both researchers and practitioners.

            Off-task behavior is a well-established problem in educational settings, recognized in the educational world. It has also been documented that off-task behavior has a negative impact in both the teaching and learning situations in school settings. Many researchers point out that many existing interventions maybe unsuccessful because they do not take into insufficient account the conditions that lead to off-task behavior.

            Researchers reveal that children spend between 10%- 50% of their time during off-task behavior in regular classes. There is variety of reasons why loss of instructional time occurs in school.

• Classroom structuring/ design – classroom environment that contained relatively large amounts of visual displays (e.g. charts, posters, manipulative elicited) more off-task behavior compared to a classroom with visual environment that well more streamlined. These structures and designs were found to hinder students’ ability to attend to the content of the lesson and reduced learning outcomes.  According to Barrett Et. Al. (2012), physical space, furniture and cabinet arrangement are included to these.
• Light and sound – were found to be contributing to off-task behavior of students
• Temperature and air quality – were found out to be related to students’ academic achievements.

            Teachers must observe different behavior of students to determine their behavior. S/he can also do an inventory of the learning styles of students as a sort of reminder; teacher must make good use of every instructional moment.

Reference:

Barrett, P., A Holistic multi-level analysis identifying the impact of classroom design on   students’ learning. Building and Environment, 59, 678-679

By: Melliam M. Bantugan | Teacher I | E.C. Bernarbe National High School | Bagac, Bataan