On In-Class Focus and Vigilance
If you are reading this, you have a reason to refocus or to reconsider your in-class efforts. Perhaps you’ve been ordered to do so. Begin with this:
If this is not the first time you’ve read that instructional post, read it again. Notice that reading it carefully takes a while, even though it is relatively short. There are hyperlinks, handouts, reviews of course fundamentals, and so on. If you’re reading it during class, that post alone might take you half the period.
That’s the point. In fact, that’s always the point: This takes time. And I’m going to keep saying and writing this, because no theory developed in this space has ever been more solid and more substantiated:
If you work from the moment you enter the room until the moment the bell rings to send you somewhere else, you will be successful.
First Reason: Your GAP Score
The most obvious reason for this is that you are assessed every three weeks or so on on how well you focus. That expectation is all over the profiles and skills and traits we use, and it’s been made even more transparent in the GAP scoring guides updated each year . The first thing you self-assess is your in-class focus.
In fact, every aspect of the GAP scoring process is simple and straightforward, and it all ties back to using your class time effectively. It is not a complicated idea, and it cannot be made any more straightforward for you. It’s also not a particularly unique request. You should be working hard when you’re in every classroom.
That said, let’s be clear that I am not saying that you must have perfect focus. No one is asking you to work so hard that you collapse. What we’re talking about is the really obvious foray into being off task. Not for a moment, but for a lot of moments. Significantly. Obviously.
You have control over this. It’s not a matter for debate, either. There is an entire unit built around understanding and grappling with self-control and focus. I recognize that it’s human nature. You must recognize that it’s your job to master that part of human nature.
And if you can’t do your job on a particular day, you need to advocate for yourself immediately so that accommodations can be made. That’s the other thing. If there’s some reason you’re not able to do the work required of you for these 40 minutes, that’s okay. All it takes is a little transparency and respect. You just have to ask.
Second Reason: A Self-Fulfilling Loop
Now let’s talk about the deeper purpose behind telling you to work from bell to bell. If you know that you have to keep working, you’re going to have to find something to keep working on. You’re going to have to fill the time productively. The quest to fill the time will lead to success.
Example: You’ve started an in-class writing response that should take the entire period and probably some time at home. You finish after 10 minutes. You wrote something. You submitted it. You’re done.
But you’re not done. You know that, because you know you have to keep working for the entire class period, no matter what. If you don’t know what else to write, ask for help. Solicit feedback from your peers. Print a copy of your writing and edit its grammar and mechanics.
It’s a simple but profound shift at how you look at “finishing“ an assignment. With the same example: It takes you 37 minutes to finish writing, and you have only three minutes left. You decide to pack up, because you just wrote for 37 minutes. You check social media and load a game, because you’ve worked hard enough.
Instead, you should spend the last three minutes looking over your work for typos. You could do a cursory edit of the piece in 60 seconds. Or you could plan out the evening. You might spend three minutes organizing what you want to look at that night. You keep working, because you have to keep working for the entire class period, no matter what.
However long you think you’ve needed to finish, you must fill the rest of the time productively. The second you disengage from the class and do literally anything else, you have failed the most basic requirement of the room.
Again, and I say this with empathy, it’s not open for debate. You have such extraordinary freedom to navigate the requirements of this course that — including the ability to advocate for a break! — that you have to keep working for the entire class period, no matter what.
If you remind yourself as you walk in that you have to be productive for the entire 40 minutes, you will be more vigilant. Your focus will follow, and your work will improve exponentially. You’ll be asking more questions, working with more peers, writing more, reading more, constantly seeking the next step.
This is how you fit the top profiles. In fact, the default action when you truly have no idea what else to do with yourself is to reflect and be metacognitive. You could do that with any assignment, any bit of feedback, any post, any central text — anything, at any time, is open to that kind of writing.
What Else You Could Do
An entire section of the post on the GAP process covers this:
Those are interactive or instructional guides to how students should spend the class period. Face-to-face time is strongly correlated with whichever profile is eventually correct. To a sometimes surprising extent, staying actively engaged in class is all it takes; the rest of the learning process is almost a logical consequent of that investment and focus.
These correspond to posters on the walls and handouts available throughout the room. If your question is, “What should I do next?” there is a way to answer it for yourself. You could also use the explicit, still-relevant outlines in this instructional essay.
There’s always more to read, something to re-read, and a chance to learn. What I will add now is an answer to the question of what to do next that focuses solely on what is available online. What to do:
- Read any and all recent instructional posts again and again, looking for something new to learn each time.
- Ask questions about those instructional posts online, in a way that will bring other students back to see the answers.
- Do the same things — read carefully and repeatedly, ask questions — with our ongoing discussion posts.
The point of all this interstitial content is to invite you into an ongoing interaction with your overall learning habits, not just the content of this course. That’s why the third option in that list — a list that is just a fraction of what you can do to fill your time — refers to these posts:
When in doubt, go back to those discussions. They are ongoing. They should bridge courses, grade levels, even entire school years. Those are the discussion we need to have, repeatedly, to understand ourselves and our learning environment.