Mind wandering and daydreaming management plan


State of decoupled attention because of instead of processing information from the external environment, attention is directed to toward private thoughts. It is a breakdown in the individual’s ability to attend information from the external environment.

My action plan

1.    What is the problem?

Some of the students find it difficult to focus their attention in class. They seem to be mind wandering. They are in class, but are not present in the activities, thus they are not participating and interacting.

 2.    What is causing the problem?

These are the factors that might affect their active participation in class.

  1. They are not engaged with the class topic, activity or task.
  2. There is a personal negative issue that covers their attention.
  3. They are excited about a coming even at home, school or with their friends.

 3.    What plan will I use to solve the problem?

  1. Have lesson well planned bearing in mind students’ learning styles.


Representation of the information Processing and organization Knowledge output













Use warming up activities and pre-instructional activities.
Follow a sequence to develop the topic.
Provide constant feedback.
Clarify doubts constantly making sure that everyone is understanding
Have wrap up activities.

2. Use topics appropriated for the age.

3. Have a sitting arrangement where I can reach each of the students.

4. Identify when there is a student mind wandering and day dreaming.

5. Approach the student and gently talk to him/her to see what is going on.

6. Identify the cause and modify lessons in order to help the student without sacrificing the rest of the class (use differentiated teaching).

  • Boring task: modify the type of activity. Turn it into something that can really catch student’s attention.
  • Negative issues: talk to the student and see if there is something disturbing him/her. Make sure if the issue can be worked in the classroom. If it is a complex issue that requires parents’ attention or external support (psychology, occupational therapy, among others). And then, after evaluating the situation, make the necessary accommodations.
  • Excitement or anxiety: observe the student to see what is causing the anxiety. If it is a coming event, use the topic to catch student’s attention.
  • Spend extra time to work with the student to guide and make him/her feel than the teacher cares.

7. Provide students with constant feedback, so they can see that I pay attention to them.

8. Praise them when they focus and do things well.

9. Assign him/her an important role and responsibility in the class.

10. Assess his/her performance everyday to see if there is improvement or still needs to work.

11. Avoid peer correction when there is a student mind dreaming, because allowing peer correct and call attention to students that are mind wandering might affect relationships in the classroom.


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