👋 Hey {{first name | reader…}} Jamie here!

In this edition of ⚗️DistillED, we’re focusing on how to reliably secure focus before giving instructions — and why it’s a foundational habit for learning.

Signalling for attention is the deliberate act of using a clear, predictable cue to gain the full focus of every student before giving directions, explanations, or feedback. It’s not about “getting students to behave”; it’s about creating the cognitive conditions in which attention can be deployed effectively.

Signalling for attention has two core truths:

In other words, attention is the first link in the learning process — the stage where students orient themselves towards the thing they are about to think about. If attention isn’t secured, the next stages (processing, rehearsal, understanding) simply cannot follow - this is where faulty schemas become embedded! As Peps Mccrea reminds us:

This doesn’t mean we need dramatic or performative signals — no waving our arms like an aircraft marshaller. Rather, it suggests the opposite: attention signals should be simple, repeatable, and routinised. In effective classrooms, the signal becomes a habit — a cue that students associate with stopping, looking, listening, and preparing to think.

In simple terms, think of signalling for attention as:

Three effective attention signals are outlined below. At our school, teachers can choose any of the three and adapt them to suit their subject, teaching style, and classroom routines. The key is consistency — selecting one signal and embedding it deliberately until it becomes automatic for students.

1. Countdown
A clear, calm verbal countdown (e.g., “Pens down and eyes this way in 3… 2… 1…”) that signals the transition to silent attention.

2. Hand Signal
A visible, non-verbal cue such as a raised hand that prompts students to stop, empty their hands, and track the speaker.

3. Call Back
A simple call-and-response phrase (e.g., “Hands free, eyes on me!”) that creates a shared routine for gaining whole-class attention quickly and positively.

Attention is the mechanism by which information enters working memory — the gatekeeper of learning. Educator Peps McCrea notes that attention is:

Because of this fragility, students need explicit guidance on where to place their attention and when. Attention signals provide that guidance in the form of a predictable routine. As working memory becomes cluttered with noise, transitions, and half-heard information, there’s very little space left for real thinking. Daniel Willingham captures this perfectly: “Memory is the residue of thought.” If students are thinking about something else — not your explanation.

Signalling for attention matters for the following reasons:

The graphic below, adapted from Daniel Willingham’s Simple Model of the Mind, makes the role of attention in the classroom environment clear.

It shows that new information from the environment must first pass through attention before it can enter working memory, where students actively think about ideas. Only then can those ideas be encoded into long-term memory, connected to existing schemas, and later retrieved. If attention is scattered — drifting to peers, distractions, or unfinished tasks — the information simply never reaches the cognitive systems responsible for learning. Instead, it slips past working memory entirely and is quickly forgotten.

A reliable attention signal protects this process by ensuring that every student is mentally “pointed at” the right thing at the right moment, giving learning the best possible chance to take hold.

Before we break the strategy into steps, it’s important to note that attention signals only work when they become a routine — a predictable, low-effort habit students can rely on. Choose one signal, use it consistently, pair it with clear expectations (hands empty, eyes up), and reset it calmly when needed. Once the routine is secure, the signal feels effortless, and attention shifts become quick, smooth, and ready for learning.

Here’s a practical six-part guide to using attention signals effectively in your classroom.

At their heart, attention signals are about clarity. They tell students, “This moment matters. I want you with me.” When we secure attention reliably, we safeguard the conditions for thinking, for understanding, and ultimately, for learning.

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Jamie

Attention Signals Script Bank Free Download
A one-page collection of ready-to-use scripts for gaining whole-class attention calmly and consistently. Includes countdowns, hand signals, call-backs, positive narration, and reset phrases — everything you need to embed a clear, reliable attention routine.

This week’s ⚗️DistillED+ members get access to an Attention Signals CPD PowerPoint and a Printable Checklist PDF. Together, they break down the what, why, and how of effective attention routines, modelling calm, consistent signalling through countdowns, hand signals, and call-backs, and offering practical guidance on scanning, securing 100% attention, and giving instructions only when every student is cognitively ready to learn.