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Spotting real attention
Pupils can look focused but still be drifting. Instead of relying only on body language, mix in quick check-ins:
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Ask pupils to explain something in their own words
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Run a short quiz or a pair-share activity
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Use exit tickets to see what they have actually taken in
Timing matters
Energy levels rise and fall throughout the day. Mornings are often better for heavier thinking, while afternoons can be more challenging. If you are covering a full day, place the most demanding work earlier and keep the afternoon for tasks that are more active or collaborative.
Controlling the environment
Because supply teachers adapt to whatever room we are given, it helps to make small adjustments:
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Reduce distractions where possible by closing the door, adjusting blinds, or tidying the board
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Position yourself so all pupils can see you clearly
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Move around the room to bring focus back
Encouraging self-focus
You can also help pupils manage their own attention:
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Build in short stretch or discussion breaks
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Ask them to rate their focus on a scale of 1 to 5
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Remind them that lapses are normal, but they can learn to notice and reset
Learning across schools
One advantage of working with ESP is exposure to many different classrooms. Each school has its own rhythms and routines. Pay attention to what works, whether it is seating plans, starter tasks, or quick ways to reset behaviour, and carry those strategies with you.
Bottom line
For supply teachers, attention is not just about watching for eyes on the board. It is about knowing when focus slips, having quick tools to re-engage, and creating a space that supports learning. With ESP placements, every classroom is different, but each one helps us sharpen our toolkit.
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