PA announcements, incoming phone calls, unscheduled staff visits, tardy students, fire drills, singing telegrams …
These are just some of the many external interruptions that have become part and parcel of classroom teaching.
And sure, they can be endlessly annoying -- but there’s a bigger issue at stake:
Just how much do these external disruptions impact student learning and performance?
In my newest 'From Theory to Practice' video, I examine a research article that aims to answer this very question:
The Big Problem with Little Interruptions to Classroom Learning (Matthew A. Kraft and Manuel Monti-Nussbaum, May 2020)
Here are some of the questions I tackle in this installment: