Counting in Sequence

• Place the students into groups and ask them to count from one to 10, with each student counting aloud sequentially in turn. Just after the first student says "One," the next student says "Two" and the sequence follows until each student says a number. Repeat the activity until the students count continuously and without hesitation. Use advanced counting for older grade levels. For example, ask the students to count from 10 backwards, from 100 backwards or odd numbers between 50 and 100.
  
  

Group Activities

• Divide the students into equal groups and assign each group a task. For example, give them a research question that they present in class or an open question to which they provide personal opinions along with evidence to support the opinions. Ensure every student has a role in the group. For example, assign a group leader, group spokesperson and a secretary to take down points. The students learn from each other while the roles keep each student focused on the group work. Alternate the roles of the students for different class activities to ensure the students do not get comfortable in the current role and lose focus. Research has found that group activities not only improve focus but can improve the individual performance of students.
  
  

At-Desk Activities

• Look for activities students can engage in while seated. For example, ask the students to recite a multiplication table aloud. Then, suddenly ask them to stop as you ask random multiplication questions from the recited table. Repeat the exercise until each student can answer a question without hesitation. Alternate the exercise for different subjects using content familiar to the students. Spice up the activities by asking the students to give suggestions for different activities.
  
  

Routines

• Create a routine for your students by providing a timetable and then enforcing it. Establish methods to enable the students’ transition from one subject to the other. For example, give the students a sum from the previous math lesson to solve in the first three minutes of a math session or ask the class a question from the previous grammar lesson. Students focus more when studies are routine with few or no surprises; surprises excite the students making them lose focus. Surprises include sudden changes in the timetable especially when the changes are frequent and unnecessary. Make the learning activities interactive by encouraging student participation in class and allowing suggestions from the students. Whenever the need to change a routine arises, implement the changes one-by-one and give time in between for the students to adapt.