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Become a better tutor · Module 3: Teaching online

Spot the switch-off (and the Instagram tab)

Online, a student can be on Instagram while nodding at you. Prevention beats detection, and both beat a telling-off.

Written by the Brainhub Editorial Team Cites published research Updated 13 Oct 2026 6 min read

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Key takeaways

1. Prevention: the phone rule

In a study of over 500 people, participants whose phones were in another room did better on tests of working memory than those whose phones were on the desk, even face down and silent. The mere presence of a phone takes attention.[1]

Make it part of the agreement from lesson one, with the parent included: phone in another room, other tabs closed, notifications off. Present it as how good lessons work, not as distrust.

2. The signs someone has drifted

Slow replies

A pause before answering a simple question, or “Sorry, what?”

Eyes elsewhere

Looking down or to the side, often with a faint glow on the face.

Short answers

“Yeah.” “OK.” “I think so.” Nothing they’ve worked out.

The board goes quiet

You can’t see their cursor or pen moving on the shared board.

3. Bringing them back

Don’t accuse. Ask a direct, specific question that needs thought: “Talk me through step two.” Then give a quick task on the board. The goal is to make paying attention the easiest option, not to win an argument.

If it keeps happening, name it privately and kindly: “I’ve noticed you drift around 30 minutes in. Shall we put a two-minute break there?” Then tell the parent in your note if the pattern continues. That is part of the agreement, not telling tales.

Make the lesson more interesting than the phone. If you can’t, make it more interactive.

4. Engagement is a design problem

Most switching off is a sign the task is too easy, too hard or too long. Check the pitch. Shorten the task. Add a choice. The previous lesson’s techniques, frequent questions and the student writing on the board, are your best defence.

Online lessons with children also need a professional frame: the agreed platform, camera and setting as agreed with the family, and Brainhub’s safeguarding rules followed every time, in line with national guidance for anyone working with children.[2]

Try this: In lesson one, say: “One rule that makes these lessons work: phone in another room. Is that OK?” Then ask the parent to back it up.

Try it now

Test yourself on this page

Answer in your head first, then check.

  1. 1. What did the “brain drain” study find?

  2. 2. What is the best first response when a student drifts?

Your next steps

  • Add “phone in another room” to every student’s agreement.
  • Watch the shared board for long gaps in your next lesson.
  • Plan a short break at the point each student usually drifts.

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Sources

  1. Ward, A. F., Duke, K., Gneezy, A. and Bos, M. W. (2017). Brain drain: the mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2(2), 140–154. doi:10.1086/691462
  2. Department for Education. Keeping children safe in education: statutory guidance for schools and colleges. gov.uk/government/publications/keeping-children-safe-in-education--2

This lesson is general professional guidance for tutors. Always follow Brainhub’s safeguarding policy and use your own professional judgement.