Developing a Teacher Training Program to Control Off-task Behaviors from the Perspective of "Focus" in Improvisational Theatre

在日本，控制任务外行为已成为一个重要的教育问题。在这里，我们尝试开发一个教师培训计划，在即兴表演类的背景下控制任务外行为。参考即兴戏剧中的“焦点”（注意对象）的概念，我们将任务外行为描述为教师和学生之间的“多焦点”情况的结果，在这种情况下，学生的注意对象转移到教师控制之外的东西。我们将教师使用的策略分为三类：（1）“集中注意力”，或直接命令学生停止偏离任务的行为，并注意到主题;（2）“分享学生的注意力”，或将教师的注意力转移到学生的注意力对象上（例如，看学生在看什么或听学生的谈话）;（3）“切入学生的焦点”，或更积极地与学生互动，而不仅仅是“分享”，以逃避 ...更多信息 不要把注意力集中在老师身上（例如，站在学生和他或她正在观看的东西之间或者加入学生之间的对话）。似乎许多有经验、有技能的教师使用“分享”和“切入”策略来控制任务外行为（通常不知道为什么它们是有效的）通过对日本小学和初中教师的两份问卷调查结果的统计分析，本研究旨在探讨教师自我效能感与教师控制学生任务外行为的策略之间的关系。分析揭示了教师培训的两项任务如下。(1)自我效能感高的新手教师倾向于单纯依靠“集中注意力”来控制任务外行为。他们可能会反复喊：“停下来，看着我！”或者“请安静”来应对课堂上的非任务行为。如果学生随后不服从这些命令，教师将没有任何替代策略。(2)害怕失败的教师往往依赖于“分享学生的焦点”或“切入学生的焦点”。这类教师的自我效能感较低，但如果他们能够学会在适当的时机谈论主题，他们就可以像熟练的教师一样克服任务外行为。我们提出了针对这两项任务的具体练习，并指出“分享学生的焦点”和“切入学生的焦点”策略也是有效的典型教学策略。少

Controlling off-task behaviors has become an important educational issue in Japan. Here, we attempt to develop a teacher training program for controlling off-task behaviors in the context of an improvisational acting class.Referring to the notion of “Focus” (object of attention) in improvisational theatre, we characterize off-task behavior as the result of a “multi-focus” situation between teachers and students in which the object of students’ attention shifts to something out of the teacher’s control. We categorize strategies used by teachers into three categories: (1) “taking focus”, or directly ordering students to stop off-task behavior and pay attention to the subject matter; (2) “sharing students’ focus”, or shifting the teacher’s attention to the students’ object of attention (e.g., watching what the student is watching or listening to students’ conversations); and (3) “cutting in on students’ focus”, or engaging with students more actively than merely “sharing” in order to shif … More t attention back to the teacher (e.g., standing between the student and what he or she is watching or joining a conversation between students). It seems that many experienced, skilled teachers use the “sharing” and “cutting in” strategies to control off-task behaviors (often without knowing why they are effective).Through statistical analysis of the results of two questionnaires administered to elementary and junior high school teachers in Japan, we attempt to demonstrate a correlation between the self-efficiency of teachers and strategies used by teachers to control students’ off-task behaviors. The analysis revealed two tasks for teacher training as follows. (1) Novice teachers with high self-efficiency tend to depend solely on “taking focus” to control off-task behaviors. They may repeatedly shout “Stop it and look at me!” or “Quiet please!” in response to off-task behaviors in the classroom. If the students subsequently disobey these commands, the teacher will not have any alternative strategies. (2) Teachers who are afraid of failure tend to depend on “sharing students’ focus” or “cutting in on students’ focus.” Such teachers suffer from low self-efficiency; however, if they can learn to talk about the subject matter at the appropriate moments, they can overcome off-task behaviors in the same manner as skilled teachers.We propose concrete exercises for these two tasks and point out that the strategies of “sharing students’ focus” and “cutting in on students’ focus” are also effective as typical teaching strategies. Less