Davis Focus Strategies

What child doesn't want a secret weapon and what parent/teacher doesn't want our children to have tools/strategies (secret weapon) to help them focus. We will spend the first three weeks introducing these tools and telling your child why they want them (we can’t be the best soccer player if we can’t remember the plays or remember what your coach tells you, how can we win at video games if we don't have a strategy to beat the game etc), you get the idea. The goal is for the child to see the need for the technique before teaching it.

For learning to occur, the child must first have accurate perception. It is important for us, as their teacher and parent, to recognize when our children are not perceiving correctly.

For example, a child might not be perceiving correctly when they look confused, omits a letter, number, or word, alters sequences, skips a line, hesitates, speeds up or slows down.

There are several factors that can make it difficult for a student to not have accurate perception (not enough rest, poor diet, illness, loud noises, fear, excess motion, etc.)

The Davis Focus Strategies provide methods for the student to learn to self direct, the ability to be physically and mentally focused on the learning task at hand.

In class we will teach your child to “release”. This will set the tone to prepare for learning. We will use this strategy when we transition between activities when they are angry, fearful, or frustrated. When the child says “I’m tired” or “I don’t want to do this anymore”.

Once this strategy is mastered we will move to focus. Tapping the shoulder will be our secret hand signal for the child when this strategy (secret weapon) is needed to help us learn. Use this at home when they start to read, feel angry, fearful, or frustrated, when giving oral instructions.

Koosh ball exercises will reinforce the child’s ability to be physically and mentally focused. We will start our work period with this activity. It will also be incorporated into transition periods.

Dial setting is a term that you can use also at home. It will determine and then control personal energy level during learning tasks and social situations. We will use these terms to remind your child to find the correct energy level in the classroom. You can use this technique in your favor as well. Plus the more we practice setting our dial the easier it will be for the children. Here is what the dial settings are:

Dial 1: You are asleep in bed

Dial 2: You are starting to wake up. You can open your eyes, but you are too sleepy to lift your head.

Dial 3: Your eyes are open. You are sitting up in bed.

Dial 4: You are eating breakfast.

Dial 5: You are sitting in your desk at school, and your guide (teacher) is saying that you are one of the best-behaved students in the class.

Dial 6: Your class is singing songs, and you are happy singing aloud.

Dial 7: You are excited about recess, and your guide reminds you that you are in class and should have your dail at #5. You turn your dial down.

Dial 8: You are on the playground bouncing a ball or jumping rope.

Dial 9: You are winning the race, so you run as hard as you can.

Our goal is for the child to self-regulate on their own. Therefore, do not tell your child to check their dial or they will become dependent on the adult telling them when it is needed. I suggest saying things like “I noticed you are rocking in your chair, do you think you should check your dial?”, “Your feet are not walking in the hall, what do you think your dial is at? What should your dial be when walking in the hall (6)?”

Students learning at home will receive these lessons through zoom or prerecorded videos. Therefore, you can watch these lessons or reach out if you have questions.

We will use lots of Davis strategies in the classroom. More information will be provided.