How to Get Kids to Pay Attention

Getting Kids to Pay Attention in School

Have you ever tried reading a book to a large group of young children and their behavior made you feel like you were playing whack-a-mole? It seems like they just keep popping up and interrupting- especially at the beginning of the year!

As teachers and parents we all know how difficult it can be for young children to pay attention.

Getting kids to pay attention is one of the most challenging behaviors we have to face in the preschool or kindergarten classroom.
How to Get Kids to Pay Attention

This post is part of our summer book study on challenging behaviors in the classroom If you’re just joining us, all the book study details can be found here.

The book Multiple Intelligences in the Classroom by Thomas Armstrong was used as a resource for this post. If you would like to learn more about how incorporating strategies that address Multiple Intelligences can help keep kids engaged and on-task, I encourage you to read this book.

Multiple Intelligences in the Classroom

Learning Styles


Have you ever had “that kid” in your class? You know, the one who was like a square peg trying to fit into a round hole. Chances are; that kid had a different learning style, one that wasn’t easily identifiable.

Learning styles- or Multiple Intelligences- are the different ways in which each person learns best. Think about yourself as a student, did you struggle with reading? Math? How do you learn best?


In his book Multiple Intelligences in the Classroom, author Thomas Armstrong lists the eight intelligences; they are:

  • Linguistic– Uses words effectively orally or written.
  • Logical-mathematical– Capacity to use numbers effectively.
  • Spatial– Ability to perceive the visual-spatial world accurately.
  • Bodily-kinesthetic– Expertise in using one’s whole body to express ideas and feelings (e.g. actor, athlete, dancer).
  • Musical– Capacity to perceive, discriminate, transform and express musical forms.
  • Interpersonal– Ability to perceive and make distinctions in the moods, intentions, and feelings of others.
  • Intrapersonal– Self-knowledge and ability to act and adapt on the basis of that knowledge.
  • Naturalist– Expertise in the recognition and classification of numerous species in the environment.

If you don’t think this book is about early childhood, I encourage you to take a look at the table on pages 10-11. Listed in the developmental column are the ages at which these intelligences arise. It’s fascinating to note that almost all of them emerge in early childhood!

Since young children can’t tell us how they learn best, it’s up to us to identify their different learning styles and adapt our teaching methods to include strategies that will help them learn.

When you take the time to identify the different learning styles of the children in your classroom, you will be meeting their individual needs and they are more likely to be engaged and attentive.

Which ones best describe you? I’m linguistic, interpersonal, and intrapersonal.

Getting Kids to Pay Attention in the Classroom

Teaching Tips for Better Behavior


If we want kids to sit still and listen to a story, but we just spent ten minutes doing calendar, it’s going to be a tough sell. Many will have difficulty with remaining still for that long because their attention spans are small, just like they are.

Here is my favorite tip for smooth transitions using Multiple Intelligence strategies from the book:

  • Linguistic– Have a daily schedule with printed words displayed in your large group area.
  • Musical– Sing a catchy transition song or chant (see words below).
  • Bodily-kinesthetic– Wave your hands in front of you like the “wipers on the bus” as you sing the song.
  • Spatial– Include pictures on your daily schedule and clip a clothespin to the corresponding picture as you make the transition.
  • Logical-mathematical– After transitioning, count how many more segments are left in the day.

Transition Chant(traditional tune heard at sporting events- of mixed origins as relayed by Dr. Jean)

Nah, nah, nah, nah,
Nah, nah, nah, nah,
Hey, hey, hey,
(insert word) time!

If you take the different learning styles of your children into consideration, transitions will be less difficult to manage.

On page 114 of Multiple Intelligences in the Classroom, Armstrong has some fantastic transition tips for those of you who like to use classical music in the classroom.

The following are suggestions for inviting children to help create and communicate classroom rules using Multiple Intelligences:

  • Linguistic– Write or print the rules and post them in the classroom.
  • Logical-mathematical– Number each rule.
  • Spatial– Use symbols to represent each rule, such as a picture of a shoe to represent walking.
  • Bodily-kinesthetic– Give each rule a specific gesture, such as finger to lips, two fingers to represent walking, etc.
  • Musical– Set the rules to a tune or a chant and sing them with your class.

Once you have incorporated Multiple Intelligences into your classroom rules, you will have greater success gaining the children’s attention and establishing a cooperative classroom environment.

Importance of Balanced Schedules in the Classroom

Reasons Some Kids May Not Pay Attention

  • The classroom schedule may not be well balanced.
  • For many young children, your classroom will be their first experience in a large group setting. This can be overwhelming and over-stimulating for some, but the novelty will begin to diminish gradually over time.
  • Some children may not be native English speakers. Second language learners will need more time and patience as they begin to absorb their new language. It’s not that they won’t pay attention; it’s that they don’t understand what is being said.
  • Some children may be used to one-on-one attention received at home. They are the center of the universe in their own home but are just one of many in the classroom. It may take time for these children to get used to being in a large group setting.
  • Just because a child is physically four or five years of age does not mean that is the level at which they are functioning. Children with special needs and developmental delays must be given more time and patience as they develop the ability to focus and pay attention.

Activities in the classroom need to be varied. If the daily schedule is not balanced with movement and listening activities, young children will have more difficulty paying attention.

The good news is that gradually, their attention spans will increase and they will be able to focus for longer periods of time. All children, regardless of their native language or delays will benefit from engaging songs and fingerplays that incorporate movement.

What to Do if Kids Aren’t Paying Attention

  • Avoid raising your voice.
  • Avoid making threats (“If you don’t pay attention you will have to go to time out!”).
  • Avoid command statements (“Pay attention!”).
  • Use positive phrases with a calm tone. For example “we’re going to read a fun story now about a boy who buys some magic seeds! The children who are ready to listen to the story are looking at the book.”
  • Sing a fun song or fingerplay.
  • Invite children to select their favorite song or fingerplay.
  • Take each child’s strengths into consideration. If a child is not paying attention and you know that child responds best to bodily-kinesthetic activities, use a quick movement activity to capture his or her attention. For example, “If you can hear me clap your hands.”

Graduate Credit


Don’t forget, you can earn graduate credit from Concordia University for your participation in the book study, learn more and sign-up HERE. If you have any questions about earning graduate credit from Concordia University please read the Frequently Asked Questions. You can sign-up at any time.

Happy reading and stay tuned for our next topic which will be hosted by Kathy Griffin of Kathy Griffin’s Teaching Strategies on Wednesday, July 9.

Challenging Behaviors Book Study Button

More Preschool Behavior Resources

Classroom Rules and Expectations for Preschoolers
Safe Center
how to get kids to stop tattling
Lining Up Tips
Clean Up Tips
Time Out
Preschool Nap Time
Rewards in the Classroom

26 thoughts on “How to Get Kids to Pay Attention”

  1. Hi Vanessa,
    I just read your post and love all of the strategies for paying attention. I wanted to add that the use of sign language is also a strategy that is very powerful. Many years ago, another speech pathologist and I implemented a communication service delivery model where we provided language services to students within the regular classroom setting along with the teachers. We were in 110 classrooms grades pre-k through 8th grade! Crazy!! We found that incorporating music, movement, and sign language really helped. We did communication circles and followed a routine. We also had the kids stand up and do a movement activity, sit down, then stand up again, sit down (to regulate sensory system). Two of the songs we did on a regular basis with the little guys included “The Brainy Walk” and then we actually had to write a “Focus Pay Attention” song because we really needed it. We signed this song standing up. You can listen to previews of the song on iTunes https://itunes.apple.com/us/album/literacy-rocks/id437838090.

    1. Thank you for sharing Gloria! I agree, sign language can be a great strategy to use in the classroom with little ones and also aligns completely with Multiple Intelligence strategies.

  2. Wow, thank you for this very informative and precise article. I hope that it will encourage teachers to incorporate all learning styles in the classroom, so that every child is included and accepted. Thanks again and please continue your wonderful posts!

  3. Thanks for the insight! I do many of the positive things mentioned, but cringed when I read the things I was doing wrong! New class, new year, learn from our mistakes! Thanks again for the book study.

    1. I think we all learn best from our own mistakes. Admitting those mistakes and learning from them is the hard part. I’m so glad you found the info helpful, thanks for joining us!

  4. Thank you for the informative article. I enjoyed reading every minute of it! It reminded me of many notes I took in college related to multiple intelligences. I guess its time to take out those notes to refresh my memory! I am going to try a wider variety of skills next year to use doing transition periods. I find small activities (i.e. puzzles, finger plays, and stories) work best while waiting for my entire class to be ready to start a new activity. I will definitely incorporate your “nah, nah” song. Thank you again for your insight!

    1. Thanks for joining us Joy! Please keep us posted on your success with incorporating Multiple Intelligence strategies in your classroom. Thanks also for sharing your small group strategies.

  5. Great post, Vanessa. I tend to talk a little louder in general – especially when I’m excited (or getting a little frustrated). If kids seems to be losing attention, I will take a deep breath and consciously begin to talk softer (not whispering, just softer). A change to softer voice catches a lot of attention.

    And adding a little movement always engaged attention. My class last year needed movement, so I tried to incorporate it whenever attention began to wane.

    1. Scott, I have a hard time imagining you with a loud voice! Yes, I find myself taking a deep breath often during the day when I’m in the classroom too 🙂 As teachers we could all benefit from deep breathing exercises.

  6. Thank you Vanessa for your insight. It really is so difficult, especially at the beginning of the school year, to keep everyone’s attention. During circle time, I always make sure I include music and movement activities to reinforce the day’s themes. Sometimes we stand and use our “magic crayons” to “write” letters in the air. Other times, we use our bodies to form letters. We use rhythm sticks to break words into syllables and sentences into words. After these activities, most of the children are ready to settle down and listen to a story. I will definitely look very closely at each student and seek ways to incorporate activities suited to individual learning styles.

  7. Thank you Vanessa for the wonderful ideas. I will be more aware of all the different learning styles. We always incorporate a lot of movement and songs which seems to capture their attention.

    1. I enjoyed reading so many of the posts. Using magic crayons to draw in the air is a great idea Karen! When we line up we counted how many children were in line before transitioning. At the end we would draw the number int he air and say how we make it…ex. “15, that’s a 1 and a 5 and we circle it). It was a very good way to inforce learning numbers, especially the teens. I also used rhythm sticks to a syllable song i wrote and they enjoyed that too. Music and movement is great for young children and teachers too! Thanks for the great reading and learning material shared!

  8. This would work great in the school system. If teachers were tested to analyze their best teaching technique and vice -versa for students, we could pair them up accordingly. Thereby, effectively placing students under the appropriate setting for their educational needs.

  9. Thank you for writing this blog. I had never thought about different learning styles as I am new to teaching. I loved the different ideas presented. My head teacher does incorporate many of these when she works with the children in circle time. I will also try to incorporate when I am working with the children, now that I understand them. Thanks again!

  10. I’m so happy that I discovered this book study and right at the perfect time! I teach Kindergarten, am working on reading/studying/improving classroom management over my summer break, and wished that I could find more resources that specifically applied to early childhood classrooms. I love the ideas in this post about how to make transitions in the schedule run smoother by incorporating multiple intelligences and am excited to implement those! Thanks, Heather

  11. Thanks for all of the great ideas on getting children to pay attention and relating them to the different learning styles. I look forward to using some of these suggestions this year.

  12. Another thing that I have found helpful is pausing just long enough to take a few deep breaths. We use fun was to breath that are part of conscious discipline and make up our own. They all have a body movement with them (ex: alligator breath -hold both arms straight out in front of you and open the “mouth” of the alligator as you inhale, and close it as you exhale). This really seems to help us all, especially for an activity like a read aloud.

  13. I finished teaching my second year of Pre-K. I had a hard time getting our children to pay attention, especially after a new student joined our classroom in November. I don’t feel that I was as effective as I could have been. I need to incorporate these techniques before a problem arises. Thank you.

  14. Thank you Venessa for this informative article.I do many of the positive things mentioned. Thanks again need more informative article for special need students.

  15. This looks like a fantastic study! I could really use it as I have a very difficult class this year. Unfortunately I can’t afford the cost, but I hope to still be able to read the book.

  16. What about the children who don’t pay attention because they are a talker and/or interrupt the teacher? I have a few who don’t understand that they are to be quiet when someone else is talking.

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