Teachers are the subjects in the classroom who,with their professionality, experience and continuity, effectively contribute to the development of a pupil's active attention.
The atmosphere at primary school is always very varied and changing, seemingly relaxed, but in its essence often tense and stressful. Such an atmosphere is easy to be found and anticipated before tests, public performances or reading in public. But we are rarely attentive to the reasons for a certain atmosphere on »normal days«, when the learning process goes smoothly. Within the department, the atmosphere is created by individuals who experience the world and what is going on around them in different ways. Boisterous juveniles, »problematic« in their behaviour, or on the other hand passive children make us aware through various kinds of behaviour that school years are not only a period of playfulness and curiosity, but also a period of failure and stressful situations.
Professional workers often ask themselves why someobdy was not able to do something, why they did not understand, how come that they have failed. There are plenty of answers to such questions, depending on the observer's viewpoint. One of them is definitely a lack of active and targeted attention,when a person fully focuses on one thing only. At school we often say that a pupil has »avertable« attention, which can be shown in different ways: their thoughts wander off, they gaze through the window or disrupt lessons with inappropriate comments, they continuously ask for additional explanations, they do not want to do a certain task, they make a lot of mistakes and they are sloppy …
Despite the fact that we were given a certain level of active attention at birth, it has to be fostered and trained every day as this is the only way to maintain, improve and develop it.
With a regular and systematic conduct of short exercises for active attention, the following goals can be accomplished step by step:
- improvement of auditory attention,
- improvement of visual attention,
- lengthening of endurance in an activity,
- fewer mistakes,
- improvement of the speed of information processing,
- discovering new ways to reach a goal,
- enhancement of one's self-image.
»Good teaching is one-fourth preparation and three-fourths pure theatre.«
At school, most information is received through the auditory and visual sensory channel. This is why active visual and auditory attention are a pupil's key competences and fundamental for further information processing..
»Regardless of subject, students reported that they liked to do activities that involved them actively or in which they worked with others.«