Abstract
In this article, referring to the concept "focus as the object of attention," the author tries to categorize teachers' "controlling conducts," that is, conducts to stop pupils' undesirable activities in the lessons, such as chatting and walking around. Through this categorization, the author argues that teachers can control pupils by accepting pupils' focuses; for example, by chatting with pupils for a while. This finding contributes to solving classroom disorders, which recently have become a serious problem in schools in Japan. As the result of discourse analysis of classroom conversations, the author found two criteria to categorize controlling conducts; (1) which focus is more impressive at the moment, the teacher's or the pupils'? (2) Which focus does the teacher give priority to, try to force pupils to give up their focuses, or accept pupils' focuses for a while? The author suggests that the teacher gives up his focus on subject matters when pupils' focuses are more impressive. Chatting with pupils is a typical example of the teacher giving up his focus. In this way, teachers often succeed in stopping pupils from chatting in a few moments. Sometimes, it is more effective than shouting "Quiet please" or "Look at the blackboard." Even student volunteers at their first meeting with pupils can use such strategies successfully. The author explains as follows; Teachers can attract pupils' attention easily by joining in chatting about pupils' own focuses. After that, it is not so hard to tell pupils something about the subject being studied. These controlling conducts have traditionally been made by teachers. Understanding their theoretical foundations, the author proposes that researchers and administrators should not blame such kinds of conduct by the teacher as chaos, but of as a part of teaching strategies.
