According to the dictionary “on-task” is defined as “concentrating and focusing on what is to be done” (dictionary.com). Therefore on-task behavior are behaviors where students are actively engaged in learning such as reading, writing, discussion, and listening. “When students are on-task, they will learn more and create fewer classroom management problems” which are extremely valuable goals for the classroom environment (“Classroom Management Ideas” (n.d.) pg. 5). In the video “Example Rigor in the Classroom” her discussion of rigor which ensure that students are engaged in learning by using higher order questioning and requiring students to justifying their answer brings relevance to the activity which becomes an effective strategy to promote
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For example, when I was observing an AP English class the students were involved in a group activity analyzing questions from the book To Kill A Mocking Bird. A student just finished reading out loud a portion of the book and the group began analyzing a question in reference to Mr. Raymond letting Dill have a drink from his bottle in the brown bag. When a student asked “Did Mr. Raymond give Dill cocaine when he let Dill drink from his bottle in the brown bag?” because whatever was in the bottle Dill should not have been drinking and cocaine had been an ingredient in Coca Cola. So was cocaine removed from Coca Cola before 1933? So all of a sudden the whole group goes off-task to investigate Coca Cola, cocaine, and when cocaine was removed from the formula using technology and google. True the students learned a lot about cocaine and they were engaged but at the cost of not finishing the task which the teacher had initially presented to the group. On the other hand, this same group of students used technology effectively to look terms up using the on-line dictionary. Therefore in both instances technology influenced both off-task and on-task behavior in the classroom. However the teacher repeatedly reminded the students that they would not have technology available when they took the AP English Final for college
For example, when I was observing an AP English class the students were involved in a group activity analyzing questions from the book To Kill A Mocking Bird. A student just finished reading out loud a portion of the book and the group began analyzing a question in reference to Mr. Raymond letting Dill have a drink from his bottle in the brown bag. When a student asked “Did Mr. Raymond give Dill cocaine when he let Dill drink from his bottle in the brown bag?” because whatever was in the bottle Dill should not have been drinking and cocaine had been an ingredient in Coca Cola. So was cocaine removed from Coca Cola before 1933? So all of a sudden the whole group goes off-task to investigate Coca Cola, cocaine, and when cocaine was removed from the formula using technology and google. True the students learned a lot about cocaine and they were engaged but at the cost of not finishing the task which the teacher had initially presented to the group. On the other hand, this same group of students used technology effectively to look terms up using the on-line dictionary. Therefore in both instances technology influenced both off-task and on-task behavior in the classroom. However the teacher repeatedly reminded the students that they would not have technology available when they took the AP English Final for college