What approach is likely to help a student who frequently draws during instruction stay focused on academics?

Establishing a contract that allows drawing time if academic work is completed is a promising approach because it creatively incorporates the student's interest in drawing into their learning process. This strategy acknowledges the student's need for self-expression while also promoting accountability and time management. It can create a motivational incentive for the student to engage with their academic tasks because they can look forward to a reward that reflects their interests.

This agreement encourages the student to recognize the value of balancing their passions with their responsibilities, fostering a more positive attitude towards their academic work. It can also help the student develop self-regulation skills, as they learn to prioritize their tasks in exchange for drawing time.

In contrast, limiting drawing to recess may not address the underlying need for self-expression during instructional time, which can lead to disengagement. Providing additional art classes could distract from core academic learning rather than integrating the two effectively. Focusing on specific subjects only could limit the student’s overall engagement and enjoyment of learning, reducing their motivation to participate in all academic areas.