Greetings,
"Help me!" a second grade teacher grabs the counselor after school in total frustration, "I can't seem to get Matt to stay on task without my sitting right by his side the entire time. He won't start the classwork. He just sits there in a daze. He might pick up his pencil to write and 5 seconds later, 5 minutes later, 10 minutes later nothing is written. Half the time he tries to disturb others at this table group by talking or humming. He is missing so much and he isn't learning anything. I am afraid he is falling way behind the others just because he can't stay on task. At the parent conference they were just as frustrated at home getting homework done."
"Help me!" a second grade teacher grabs the counselor after school in total frustration, "I can't seem to get Matt to stay on task without my sitting right by his side the entire time. He won't start the classwork. He just sits there in a daze. He might pick up his pencil to write and 5 seconds later, 5 minutes later, 10 minutes later nothing is written. Half the time he tries to disturb others at this table group by talking or humming. He is missing so much and he isn't learning anything. I am afraid he is falling way behind the others just because he can't stay on task. At the parent conference they were just as frustrated at home getting homework done."
"What is going on with Sarah?" a fifth grade teacher ask the counselor, "I can't get any work back from her and her parents are complaining that she has way too much homework each night. I tried to explain to the parents it isn't homework but classwork that she hasn't completed. What is she doing the whole language arts block?"
All to often as counselors we are expected to have that magic wand that we can whisk over the students and they will miraculously do as the teacher wishes. Although we don't have a magic wand there are some basic skills students can master to help them stay on task and focused.
One of the first things I do when working with a student who lacks focus and gets off task is to establish rapport. The student has to know that I am a positive resource and that my goal is not to punish or reprimand but to cheer him/her on to better learning. This is done on the first visit with the student in my office. (See Off Task Individual Counseling Strategies) In addition, after the teacher has notified the parents that I will be working with their child, I contact the parent to clarify any concerns or questions they may have and share with them some of the ways I will be working with their child.
Secondly, I set up a regular time for the student to come to my room to work on an assignment. Usually it is a language arts writing type assignment and the student comes during that scheduled class time. I tell the teacher that I will be helping the student both in getting the assignment done as well as teaching some skills that will carry over into class time.
Thirdly, during the visits there are a variety of ways to get the work completed based on the needs of the student. Some assessment is necessary.
Lastly, once I have a full picture I begin to work with the student in a variety of ways. You'll find these strategies and more on this topic on the Off Task Individual Strategies page.
Many counselors look for quick solutions with stickers and incentives to help students stay focused. Although these are strategies that help, for me the main focus is developing a deeper understanding for each student to take personal control over the forces that lead him/her off task and to redirect this focus on to the work at hand.
Affectionately,
Jeanette
All to often as counselors we are expected to have that magic wand that we can whisk over the students and they will miraculously do as the teacher wishes. Although we don't have a magic wand there are some basic skills students can master to help them stay on task and focused.
One of the first things I do when working with a student who lacks focus and gets off task is to establish rapport. The student has to know that I am a positive resource and that my goal is not to punish or reprimand but to cheer him/her on to better learning. This is done on the first visit with the student in my office. (See Off Task Individual Counseling Strategies) In addition, after the teacher has notified the parents that I will be working with their child, I contact the parent to clarify any concerns or questions they may have and share with them some of the ways I will be working with their child.
Secondly, I set up a regular time for the student to come to my room to work on an assignment. Usually it is a language arts writing type assignment and the student comes during that scheduled class time. I tell the teacher that I will be helping the student both in getting the assignment done as well as teaching some skills that will carry over into class time.
Thirdly, during the visits there are a variety of ways to get the work completed based on the needs of the student. Some assessment is necessary.
- Is the student off task because the work is too hard?
- Is the student off task because there is some other emotional issue distracting him/her from working such as family issues at home?
- Is the student off task because of lack of attending skills such as S.L.A.N.T ? Does the student need to develop work habit skills (W.Y.N.S; Foundations for Success)?
- Is the student hungry, tired, or overwhelmed?
- Does the student need focused attention and TLC?
Lastly, once I have a full picture I begin to work with the student in a variety of ways. You'll find these strategies and more on this topic on the Off Task Individual Strategies page.
Many counselors look for quick solutions with stickers and incentives to help students stay focused. Although these are strategies that help, for me the main focus is developing a deeper understanding for each student to take personal control over the forces that lead him/her off task and to redirect this focus on to the work at hand.
Affectionately,
Jeanette