The Master Teacher Blog

Gaining and holding student attention is a daily, hourly, and—sometimes—even a minute-by-minute challenge. We need students’ attention if we want them to learn, whether we are engaging with them individually or as a group. However, finding and choosing the right approaches can be challenging.

Of course, we can take a direct path by telling students to pay attention, but such admonitions can become routine and their power to attract attention can diminish. Threats can lose their impact and often repeated exhortations become background noise.

The best attention-grabbing approaches tend to be interesting invitations, surprising promises, and compelling requests. Additionally, holding student attention is easiest when they see a purpose for what they are learning, or how it will play a meaningful role in what will happen. Here are seven phrases we can use as starting places to capture and hold the attention of our students, depending on the topic, issue, or subject.

“Have you ever wondered why ________ happens? Today we are going to find out.” This question can be a great way to create interest and spark curiosity. Of course, some students may never have given the issue or circumstance any thought, but our introduction is an invitation to consider and a promise to discover something new.

“I am curious to hear your thoughts on something I am considering.” This statement communicates our interest in how students will respond to something that we are thinking about or planning. We are seeking their perspectives and offering to consider what they think before we decide.

“Let’s think about this in a different way.” These words send a message that there are different ways to approach an issue or think about a problem. The invitation can be a timely way to nudge students from becoming stuck in a less than helpful way of considering a problem or confronting a challenge. It also can be a strategy to help students reframe something that has happened in their lives or with their learning.

“I think you are going to find this interesting.” This statement sets the stage and invites students to listen for something novel, surprising, ironic, or engaging. It can be utilized to introduce a mystery, a surprising fact, or an unusual happening. The idea is to draw notice, create readiness, and build curiosity for what will come next.

“Tell me a little more about that.” This request invites students to continue to share information or details on a topic about which they have already spoken. It can be a way of collecting information related to an incident, a feeling, or an area of confusion. Importantly, this statement communicates our interest in, and our valuing of what students say.

“Can I ask a favor?” This question may seem curious. Yet, it is powerful. Asking a favor is a compliment. It implies that the other person has the power to accomplish something that would be helpful to us or others. It also gives the person who does the favor a sense of value and our respect.

“Let me tell you a story.” The prospect of a story is inherently interesting. Our brains are wired for stories. We might recount something from our experience, share a metaphor, provide an example within a narrative, or place an aspect of what is to be learned in the context of a storyline.

What other phrases, invitations, questions, or requests have you found to be useful in attracting and holding students’ attention? Be sure to share your best strategies with colleagues and collect the “best of their best.” The more options we have to choose from, the more likely we will be to find what works.

Convincing students to do what we want and need them to do can be a challenge. Admittedly, some students are easily motivated by a challenge, a relevant topic, or even the expectation that they accomplish a task or learn a skill. Yet, other students respond less positively or not at all to generic motivational efforts and approaches. We may think that the only way to motivate them is to rely on fear, threats, shame, or criticism. 

Negative motivational approaches often seem as though they work—at least in the near term. When we threaten students with negative consequences such as failure or public shame, they often comply—at least while we are watching. When the choice is to criticize students as being lazy or careless, it may seem that they give more effort or pay closer attention—for the moment.

However, negative motivational approaches often come with a high price. Consider:

• Demands for compliance rarely result in long-term learning commitment.
• Criticism can erode confidence in learning potential.
• Threats can lead to avoidance of punishment or disapproval rather than learning driven by curiosity and creativity.
• Discouraging and harsh comments are more apt to leave students feeling unsafe and disliked than motivated.
• Coercive approaches are more likely to generate resentment, avoidance, and even defiance rather than to motivate.

Some people may argue that they know their students, and they are able to discern when a negative approach is necessary. In the short term, they might appear to have a point. They may seem to stimulate the behavior they demand via negative approaches. However, what is less obvious and more important are the long-term consequences that negative motivational attempts can generate such as:

• Diminished trust.
• Reduced self-respect.
• Lower levels of self-confidence.
• Weaker self-regulation behaviors and skills.
• Increased dependence on others for direction.
• Greater needs for external validation.

So, what are some positive alternatives to dependence on negative motivational strategies? Here are six options to consider and build on:

• Correct behavior while affirming the student’s worth and potential.
• Reaffirm student agency through choices, recognition of progress, and goal setting.
• Offer positive pressure through attainable challenges, clear goals, and timely feedback and encouragement.
• Connect learning to student interests, purpose, growth, and service to others.
• Notice and reinforce effort, progress, and goal achievement.
• Hold high expectations and support students to meet them.

Without question, motivation is a crucial element in learning. Finding ways to motivate and teach students how to motivate themselves can be challenging. However, resorting to negative motivational strategies comes with significant risks for students that can be lifelong. The additional time and thought required to stimulate learning interest and commitment via positive approaches are more than worth the effort and can benefit students long after they leave us.

Teaching involves lots of talking. We introduce new concepts and skills, provide guidance and support, offer feedback and direction—all of which require verbal cues and interactions. It is also true that what we say, the words we choose, and the timing of our communication matter.

Unfortunately, over time, our speech can fall into patterns that feel natural, but we may give little thought to the messages they carry. They may be phrases and statements that we heard from our teachers, or they may just seem useful in the moment.  Nevertheless, what we say can have a greater impact than we realize. Let’s examine seven common teacher statements that can shut down engagement and undermine learning.

We don’t have time for questions.

We might be reluctant to interrupt a planned lesson or the flow of an ongoing explanation. However, questions are indicators of curiosity, confusion, and interest in learning. Ignoring or refusing questions risks stifling curiosity, deepening confusion, and fostering disengagement. Whenever practical, we need to take questions as they surface. If the answer to a question can wait, we might invite the student to hold the question and promise to address it at the conclusion of the current activity. Or we might signal that an opportunity for questions is coming soon and ask students to jot down their questions so they are captured and can be addressed.

I just explained this.

This statement may be correct, but if students were not listening, couldn’t hear us, or the explanation was not clear to them, they won’t be able to use our explanation to move their learning forward. Rather than pointing out that an explanation has been given, we might focus on what students did not hear or understand. Checking for understanding is likely to be more supportive of learning than focusing on what students should have heard and understood. 

You need to try harder.

The amount of effort a student is giving may be inadequate to support development of the intended learning. However, effort is only one contributor to learning success. Focusing on effort alone can leave students feeling unable to succeed and with nowhere to turn. Good strategy, deep reflection, sense making, and effective use of resources also are crucial to learning growth. Balancing effort with other contributing elements can give students multiple places to find success.

This should be easy.

The fact is that what may seem easy to us or even for some other students may not be easy for all students. Declaring that a learning task should be easy risks discouraging or undermining the confidence of students for whom the new concept or skill requires struggle. The implication of the statement is that if the learning task is not easy, it is the students’ fault, or that the student is not a good learner.

You should already know this.

It may be true that we have already taught students what they need to know to be successful with a current learning challenge. However, our teaching is not the same as student learning and recall. Our verbal observation of what may be obvious suggests that the problem lies with the student, when the cause may be shared or at least more complicated. Rather than lamenting what students do not know or do not recall, our time will be better spent, and students will be better served by refreshing, reviewing, or reteaching what students need to know to be successful. 

You are so smart.

On the surface, praising a student’s intelligence may seem like a good confidence builder. Yet, the statement implies that the student was successful because of his or her intelligence alone. Unfortunately, intelligence by itself can only take learning so far. Without good strategies and effective effort, students can encounter challenges for which their intelligence alone is no match. Consequently, students may give up, believing they are not smart enough to go any further. Alternatively, they may avoid learning challenges that risk revealing that they are not as intelligent as we assume.

Just follow these steps.

Following dictated steps might lead to a correct answer, but it does not necessarily lead to learning. Not knowing why or understanding the relationship between actions and outcomes can leave students dependent on remembering the steps to take, not why the steps are important or how they lead to a correct answer. Further, this admonition suggests that there is a single way of solving a problem or finding an answer, while in most situations multiple paths can lead to success.   

We have much to say to students and they have much to learn from us. It is worth the effort to examine the common phrases we use and the exhortations we depend on to urge students to learn. We need to lift students up and focus their attention on where it will make the greatest difference. Consequently, we need to choose our words carefully.

During this time of the year, the days are shorter and natural light is present for fewer hours. Yet, this month is still known as the season of lights; we hang lights, decorate with lights, celebrate with lights, and marvel at the beauty lights can project. At a time when we cannot necessarily depend on light from natural sources, we create, display, and share light to brighten our lives and the lives of others.

When light is scarce, we are keener to celebrate its presence. In fact, light at this time of year does not just seem to shine brighter, it travels farther. Light that might be barely noticeable in bright sunshine can be a penetrating beacon during a dark night. We notice it more and are drawn to it. The greater the darkness, the greater the impact light has on and in our lives.

Of course, this phenomenon is not just physical. A similar relationship exists emotionally and psychologically. When life feels darkest—when we experience disappointment, endure depression, and experience sadness—we appreciate the “light” that people around us bring, share, and ignite in our lives.

Amid the celebrations that accompany this holiday season, we do well to consider the light we can offer to and inspire in the lives of those around us: students, colleagues, friends, family, and others with whom our lives intersect. The good news is that bringing light into the lives of others does not have to be a big event nor does it require excessive effort. Often a little thought, some awareness, and a measure of attention are all that is required to brighten the day of someone who is experiencing emotional darkness. Here are a few examples to consider and build on:

• Noticing. Taking a few seconds to go beyond generic greetings to make eye contact, checking on someone’s day, inquiring about their plans, or just wishing them a good evening can be all that it takes to remind someone that they are noticed and they matter. 
• Understanding. Spending a few minutes just listening and seeking to understand can be a gift that means more than we might imagine. Being genuinely heard can be a special gift.
• Encouraging. Just a few words assuring someone that “they’ve got this,” they have what it takes to make it through, or that you are behind them can be enough for them persist and overcome what they face.
• Giving. Offering to help with a task or project, sharing resources, or just showing up with a cup of coffee can lighten an emotional load and make the day of someone who is feeling overwhelmed or struggling to keep going.
• Thanking. Letting someone know that we appreciate them, we are grateful to have them in our lives or are thankful for something they have done can make their day and lift their spirit.
• Caring. Knowing someone cares can feel like a lifeline in times of loneliness and isolation. Remembering to check in, stop by, or otherwise reach out and be there for someone can be all that it takes to make a difference.

There is a quote: “The best things in life are not things.” We can become caught up in the “things” of the holidays and forget that what may matter most to the people in our lives is what we are to them, not the things we give to them. Equally important, when we bring light into the lives of others, our lives feel brighter too.

We have many tools for communicating at our disposal. We can make powerful statements, present compelling arguments, and ask compelling questions. We can shout, whisper, speak quickly, or slow our speaking pace. Yet, arguably, the most powerful and flexible communication tool we possess isn’t found in the sounds we make. It resides in the silence we create.

The space when we are not speaking can communicate a wealth of meaning. When we choose to pause our words and remain silent, we can say more than we might when using dozens of words. Arguably, there is no other communication tool with as many potential uses and that packs as much power as the pause.

Of course, the meaning and impact of creating a pause may depend on elements such as timing, context, and non-verbal supports. However, we should not underestimate the power of a pause to convey an important message, provide space for reflection, or offer an opportunity for deeper connection. Consider these ten roles a pause can play and the impact each application can have:

• Offering evidence of active listening. A pause following something said can communicate active listening and a commitment to hear, not just speak.
• Showing patience and respect. A pause can be a signal for someone to speak during conversation, whether one-on-one or in a group. It can be a sign that we are ready to listen. 
• Express doubt. Saying nothing can say a lot about whether we believe what we are hearing. If fact, when people are not being honest, a pause can lead them to say more than they intend to fill the silence and strengthen their story.
• Inviting agreement or disagreement. Pausing after making an argument or stating a position can be an invitation for a response. A pause can create space for reaction, minimize interruptions, and support a respectful exchange on an emotional topic.
• Frame a response. Rather than making a knee jerk reaction, a pause can create the space we need to respond thoughtfully. A pause can also give us time to gain control of our emotions and choose to avoid “taking the bait.”
• Offering space for reflection.  A pause can be a time to process what has been said. A pause can allow us to take in something important or emotional, consider its implications, and appreciate its importance.
• Create tension or drama. When telling a story or making a presentation, pausing before revealing an important piece of information can create anticipation, build tension, and maximize the attention the audience will give to what is said next.
• Add emphasis. A pause following an important statement can emphasize its importance, give the audience time to consider the implications of what has been said, and increase its memorability.
• Offer turn taking. Pauses in meeting conversations can create space for people who are waiting to speak. Fast-paced conversations favor those who think and speak quickly and with confidence. Creating a pause in the flow can make room for those who may need time to think or who are reluctant to speak.
• Signaling a change of subject. A pause at the end of a discussion can be an invitation for any final thoughts or comments on a topic and create a break before moving to a new topic or issue.

As we work with students, colleagues, family members, and friends we should utilize the power of well-placed, strategically utilized pauses. We can become preoccupied with what we have to say, but we should not neglect the understated, but awesome potential of a thoughtful pause.

Managing student behavior is a constant process that often parallels the lesson we are teaching and the learning we are trying to build. Educators know full well just how often students say and do things that we and other students find distracting or that interrupt the flow of the classroom.

We can attempt to shut down disruptive student behavior with quick admonishments and directives, but this approach is more likely to prolong such behavior than prevent or extinguish it. In fact, a recent study of teacher behaviors in response to student interruptions or inappropriate behavior found that trying to shut down student behavior with phrases such as “Shush,” “Stop it,” and “Be quiet” were effective for only about five minutes before the same or similar behavior reappeared. Meanwhile, students learn little about self-regulation and avoiding similar behavior in the future.

Employing proactive student-centered approaches tend to be significantly more effective. The same study found that when expectations and redirection were connected to explanation, distracting and disruptive behavior was eliminated for 20 or more minutes.  Here are six examples of approaches we can use to enlist students in controlling and shifting their behavior to maintain classroom processes and build self-regulation.

First, we can frame expectations in what students can and should do rather than telling them what not to do. We might say, “Please listen attentively while others are speaking,” instead of, “Don’t talk when I or others are speaking.” Or we might say, “Please stay in your seat unless you need to get something” rather than, “No wandering around the classroom.”

Second, we can review expectations before transitions and remind students why the expectations are important or necessary. We could say, “We will be moving to the library in a few minutes. Let’s remember to walk quietly and calmly so we do not disturb other classes.” If we wait until students are not walking quietly and calmly in the hallway, we may find thar our redirection is even more disruptive to other classes and less effective with our students.

Third, we can connect redirection to purpose. Instead of "Stop talking and start working," we might say, "I notice that you are chatting during independent work time. I want you to get the most out of this time. That means focusing on your work." Or we could say, “I see that you are struggling with this problem. Struggling means you are learning. When we don’t give up, we get better. Let’s think of another approach you might use.”

Fourth, we can choose invitational language. Instead of, “Pay attention and get to work,” we could say, “You seem like you are a little distracted. What do you think might help you to focus and do your best work?” Or “I know that it is tough when you must wait for others to finish. What might be a good way for you to pass the time?” rather than, “Please sit quietly and wait for others to finish.”

Fifth, we might remind students of agreed upon norms and rationale. Our language could be, “Let’s pause for a second and think about the norms we created. How can they help us to work together better?” instead of, “Stop arguing.” Or “Let’s remember the norms we created. They can help us to respect each other and our work,” rather than, “Stop bothering each other.”

Sixth, we can redirect energy to more productive ends. Our guidance might be, “I see that this activity is stimulating lots of excitement, but let’s focus on organizing our materials so everyone is ready to participate,” instead of, “Stop talking and get ready for the next activity.” Or “Let’s stand up and stretch for a minute and then finish this activity strong,” rather than, “It’s getting too loud. Please quiet down.”

The reality of working with young learners is that they will not always pay attention, be ready to focus, or be able to regulate their behavior. We can choose to interrupt distracting and unacceptable behavior for the moment, or we can invest a few additional seconds and help students to manage their behavior and build autonomy.

Reference: Karasova, J. and Nehyba, J. (March 29, 2025). Novice teacher’s classroom behavior management: Situations, responses and impact on student behavior. British Educational Research Journal. Retrieved at: https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.4166

We know that feedback is a crucial element in learning, especially when learning is challenging, multi-staged, and requires practice and application. Effective feedback reinforces progress, clarifies crucial learning components, lights the path forward, and propels persistence.

However, feedback that fuels learning requires a careful combination of art and skill. It must be provided in close enough proximity to learning efforts for learners to recall their thinking and actions during learning attempts. Feedback needs to be specific enough for students to understand its importance and potential impact. Further, feedback that reinforces learning needs to be objective, not colored by judgement or assumptions. Finally, the feedback we provide must give the learner information they need to take the next steps in learning.

While these elements of feedback may seem clear—even obvious—feedback often falls short in its ability to motivate and support learning when educators fail to heed several factors.  Let’s explore five of these common mistakes and how to fix them.

Mistake #1: Overloading the amount of feedback. We might think that students need to be informed of everything in the work they did worthy of note or in need of improvement. However, learners are limited in the amount of working memory they can manage at any time. Providing students with too much feedback can lead to students ignoring all or the most important feedback we provide.

Fix: Focus on the elements of student work that, if adjusted, would make the greatest difference. Even though we can provide extensive feedback, overloading will not improve learning. If we are concerned that a parent or others might criticize us for not catching every error, we might indicate with our feedback that it is targeted and not all-inclusive.

Mistake #2: Neglecting to connect feedback to learning goals. The presence of learning goals helps us and our students to focus, measure progress, and understand what still needs to be learned. Obviously, the most powerful learning goals include the participation of students in their development and can play a significant role in stimulating and tracking learning progress. Helping students to see progress and understand what lies ahead are important elements of feedback with impact.

Fix: Keep learning goals visible and active in feedback conversations. If established learning goals seem too far off, we may need to break down next steps to help students see how progress can be achieved, even if there is significant distance yet to be traveled.

Mistake #3: Feedback is overweighted with negative information. When students hear what feels like mostly bad news, they can become discouraged and give up rather than use the information to adjust and improve. Feedback that has a productive impact is carefully weighted to provide an accurate picture, while instilling hope for success.

Fix: We can choose our words and focus with the student’s perspective and perception in mind. We gain little by having students feel “buried.” Students also need to hear where they are making progress and what they are doing well. While we may need to share information that suggests the need for improvement, we can do so while sharing our confidence that the student will be successful and that we are committed to helping them to find their way forward.

Mistake #4: Feedback conversations do not include student response opportunities. Telling students where they are showing progress and sharing areas in need of improvement are only parts of effective feedback interactions. Unless students contribute to the conversation, they are unlikely to feel ownership for the feedback they receive. Further, we are not likely to know what students understand, how they react to what they hear, and whether they are committed to using the feedback we provide.

Fix: Give students ample opportunities to share their understanding, areas of confusion, insights about their learning, and to commit to applying the feedback they receive. Depending on the nature of situation we might even invite students to share their perspectives and ideas before we share feedback. In any case, once we have provided feedback, we need to give students opportunities to reflect and clarify what they have heard and discuss what they will do with it.

Mistake #5: Failing to follow up after providing feedback. We might think that once we have provided students with feedback on their learning attempts that we can move on to other things. However, students may find that what they try following our feedback isn’t working, they fail to recall what they heard, or they encounter a challenge that was not discussed in the feedback conversation. Failing to check in and reinforce the feedback we share risks compromising the impact of our efforts and could result in students giving up in frustration. 

Fix: Make a mental or physical note to follow up and reinforce feedback as students attempt to implement what they have learned. Once students have tried to apply the feedback they received, we might briefly touch base to see if they have any questions, inquire if they are making progress, and observe the results of new learning attempts. Our check-in not only helps to determine the impact of our feedback, but it also sends a message to students that we are interested and ready to continue to support their learning.  

Feedback is a powerful tool to support learning. However, it requires more than telling students where they have fallen short and what they need to do to improve. The best feedback is a conversation that builds understanding, instills hope, and stimulates further learning.

Language is a powerful tool for communicating information, concepts, and perspectives. Consequently, we need to exercise care and caution to be certain that what we say conveys the meaning we intend and avoids misinterpretation. This advice may seem obvious. Yet, it can be easy to fall into habits of speech and employ phrases and terms that may not fully or accurately convey what we mean.

We may use certain words and descriptors as informal shortcuts to express emotions and perceptions. They may be well intended, but they can still create confusion, lead to over-generalizations, and reflect meanings that we do not intend. It can be worthwhile to pause occasionally to review some of the terms and phrases we use and consider whether we would do well to avoid or accompany them with explanations or qualifiers. Here are five common education-related terms that might fall into this category.

Drill and kill.

This term is often used to describe practice repetitions, yet not all practice is bad. In fact, practice plays a crucial role in developing expertise. Approaches such as distributed and deliberate practice are key to building high-level skill development and learning retention. At the same time, subjecting students to mind-numbing, seemingly endless drills can undermine motivation and diminish engagement. It is not drills that kill, it is the failure to make practice purposeful, engaging, and useful.

Better terms: purposeful practice, distributed practice, and deliberate practice.

Sit and get.

This phrase is frequently used to describe lecture-based, low-engagement instruction. While passive learning often leads to lack of depth in understanding and absence of learning retention, there remains a role for direct, explicit instruction. Explicit instruction can be a highly useful way to explain new information, set a context for learning, and clarify areas of confusion and misconception.

Better terms: direct instruction, explicit instruction, and responsive teaching.

Learning styles.

This term has been used to describe the concept that students learn best when instruction was presented in the way that matches how students learn best (visual, auditory, and kinesthetic). However, multiple research studies have shown that matching teaching with learning styles does not increase learning. In fact, overreliance on perceived learning styles can limit the amount of learning skills students choose to develop and rely on. A more effective approach is to utilize a variety of modes of instruction when introducing content and nurturing new skills. Generally, the more ways in which students are exposed to new information, the more likely they are to learn and remember.

Better terms: dual coding, learning preferences, and multiple modes of engagement.

Remedial instruction.

This term implies a focus on student learning deficits. It implies that the student is the problem and must be remediated. However, lack of expected learning progress can be the result of many factors. This focus can result in efforts to “fix” the learner rather than discover and build on strengths and target areas in need of support. Unfortunately, remedial education too often features a slower pace for learning when pace may not be the primary cause of the problem. Additionally, remedial instruction frequently engages learners at superficial levels of learning that lack motivating elements and interest-generating experiences.

Better terms: targeted instruction, strategic learning support, and essential skill development.

Ability grouping.

This description implies that we can know students’ abilities. Yet, abilities are complex and varied. We can gauge the skills students are able to demonstrate and their levels of academic performance, but we are not likely to know our students’ full abilities with certainty. Unfortunately, when we group students based on what we assume to be ability, students interpret our judgment of them as being smart or being dumb. Such decisions and interpretations can have lifelong, unjustified consequences. Meanwhile, some students may be very bright but not appear so because they require more time to process and analyze before presenting an answer or solution. It is also true that students included in high ability groupings often are fast learners, not necessarily expert learners.

Better terms: flexible grouping, skill-based grouping, and learning readiness grouping.

We want our words to accurately convey our intentions. Consequently, we need to be careful to select words and phrases that are not likely to result in confusion or misinterpretation. Are there words and phrases you might add to this list as having high potential to be misunderstood or could lead to incorrect interpretations?