![]() ![]() Smith asks for the notecards and the rough draft of your research paper you have it and do not lose points for not turning it in on time.’ ‘ when you get into class tomorrow and Mrs. ‘ Please notice that the assignment that you just spent the last 35 minutes working on and printed out, is still on the printer tray and the required notecards you made for the research are still on the table.’ so that “Put your homework in your bag!” really meant: ‘ when you go back to the work tables you will know how to tie the knots on your own and can use this skill for the upcoming pack trip’. ‘ Please observe that right now all your friends in the cub scout troop are attending to our guest speaker’s lesson on how to tie knots and you need to listen to his words, watch his demonstration and respect your friends who are listening’ so that So when we said, “Pay attention!” we really meant: ![]() When we say “Pay attention!” or “Put your homework in your bag!” we are not simply asking the child to do the explicit task but rather we are expecting them to use situational awareness to observe what is happening around them, ‘create a mental image’ of what the situation should look like in the future and finally compare the two images to understand the ‘why’ of the required action of the moment. When they don’t respond, it can be incredibly frustrating. We assume our children know what we mean by those words and what to do. We give our children many directives, “Clean up the bathroom!”, “Get your backpack!”, “Put your homework in your bag!”, “It’s bedtime! Go get ready!” or “Don’t forget your …”. How many times have we, as parents and teachers, said to our children, “Pay attention!” or asked “Why aren’t you listening to me?” in a not-so-nice tone of voice. ![]()
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