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Training attention: neuro-educational strategies for teachers
Attention is one of the most important capacities for learning. Through it, students manage all the stimuli surrounding them in the classroom and consciously decide what to pay attention to and what to ignore. Paying attention is not merely “looking at the teacher”; it is inhibiting distractions, restraining impulses, and maintaining focus on what is relevant.
Neuroscience shows that attention influences not only learning but also social and emotional development. When not trained, attention can become “hijacked” by constant stimuli, making behavior automatic and unconscious. Conversely, trained attention allows us to regulate behavior, block interference, and act with greater voluntary control.
The Brain as a Filter of Reality
Our brain has limited conscious space. Attention functions as a filter: it lets relevant information through and blocks the irrelevant. Only what we attend to reaches consciousness and constructs our experience. As William James said: “Attention is the taking possession of the mind by the mind, and therefore our power of choosing our experience is ours.”
From a neurophysiological perspective, attention is activated bottom-up. First, the brainstem—through the ascending reticular activating system—prepares the brain to be alert. Then, structures like the locus coeruleus and breathing regulate the level of activation. Recent studies show that breathing directly influences attention, memory, and emotional regulation.
The Three Networks of Attention
Attention is not a single system; rather, it functions through three networks that work together (Posner and Petersen model):
- Alert network: keeps us awake and available to learn.
- Orienting network: allows us to direct attention to what is important.
- Executive network: regulates behavior, working memory, and self-control.
In the classroom, the key is to especially activate the executive network, helping students understand what is important, why, and for what purpose.
Micro-strategies for Training Attention in Class
In saturated environments, attention is not corrected; it is trained daily. Some simple micro-strategies include:
- Active breaks every 10-15 minutes
- Regulating breathing at the start of class
- Segmenting information
- Reducing irrelevant stimuli
- Small mindfulness practices
Training attention means creating the necessary brain conditions for learning to occur.
Author: Eduardo Muñoz (Neuroeducator and author of Cerebro Infantil y Maltrato)