This word has appeared in 13 articles on NYTimes.com in the past year. Can you use it in a sentence?
Context Switching Is Killing Your Productivity — 6 Tips for Focus
In computing, a context switch allows multiple processes to share a single CPU by alternating between them and avoiding conflict, but it comes with an overhead cost. Similarly, when humans shift focus from one task to another, there’s also a cognitive cost. For example, switching from writing a script to responding to Slack messages or helping your kid with their homework disrupts your focus and makes it harder to get back into your original task. One report found that it takes us an average of 9.5 minutes to return to focus after switching between applications.
The impact of context switching goes beyond delaying your ability to finish a task. Another study found that just 20 minutes of interrupted work made people feel a lot more stressed, frustrated, and overwhelmed. They also felt like they had to work harder and were under more pressure.
Learn something new for free
To have better, more productive work sessions, we should aim for as little context switching as possible. However, carving out uninterrupted focus time often feels elusive.
When you’re learning with Codecademy, you’re typically focusing on one lesson or project at a time. “But in the real world, you’re working on multiple projects at a time,” says Sylvana Santos, Senior Software Engineer at Codecademy. Add in bugs surfaced by Customer Support, on-call issues, team and cross-functional collaboration, and it’s rare to have large, unstructured blocks of time to immerse yourself in the code.
“When you’re working in a complex codebase, it can be really hard to context switch and suddenly jump into a whole new area of the code,” says Sylvana. “You have to remind yourself of what’s going on there and that can be pretty challenging.” Ahead, Sylvana shares some strategies and tips for managing context switching as a developer or person learning to code.

Customize your notifications
Here’s a secret that can take years of professional experience to learn: “You do not need to answer every message immediately,” Sylvana says. Of course, you want to be available and willing to help unblock your teammates, but that doesn’t mean dropping everything and shifting focus. To balance your need for focus time with the communication needs of your team, consider scheduling focus time hours on your calendar and let your team know that you may not respond straight away.
It’s also important to identify how much of your cycling between tasks is due to unnecessary interruptions or just simple distractions (no judgement if that’s the case). Tools like Freedom or Cold Turkey might help you avoid procrastination-induced context switching by blocking your access to distracting apps and websites while you tackle a task. There’s more procrastination advice in our free course, Get Organized and Stop Procrastinating.
Take notes so you can jump back in quickly
Imagine you’re investigating an upcoming project while also working on a tricky bug in an existing feature. Both tasks require you to dive deep into the code and understand user flows. “Hopping between the two tasks can be draining and reminding myself where I left off can take time,” Sylvana says.
In this situation, Sylvana writes down her findings as she works through the tasks, so she can orient herself quickly. “They can just be quick bullet points. Sometimes I even just write comments to myself in the codebase,” Sylvana says. The benefit of taking notes is that you can also share these with your teammates to help them understand your thinking and where things are at.
Time blocking to the rescue
When Sylvana has multiple projects on her plate, she turns to time blocking, a technique where you identify your most important tasks and allocate specific hours to complete them in your calendar. “It helps me to lay out my day in a more intentional manner and stick to it,” she says. Time blocking can help with overwhelm by breaking down your deliverables into smaller tasks and reducing the mental load of figuring out, “When am I going to fit this in?”
Time blocking might be overkill on a daily basis (but if it works for you, by all means!). “When I’m feeling particularly jumbled, I find that this helps me tackle things more calmly and methodically,” Sylvana says. You can learn more time management strategies in our free course, Be Productive by Working Efficiently.
Treat others how you want to be treated
Neither remote nor in-office work is inherently better for focused work. “In person, you’re more easily accessible — but so is everyone else,” Sylvana says. “If you’re blocked on a task, you can just stroll over to someone’s desk and ask for help, but the same is true if you’re immersed in a task and someone needs your help.” In both cases it’s important to communicate your needs and create boundaries for yourself, Sylvana says. That could mean changing your Slack or Teams status to “Away” or working from home or a quiet place when you want to put your head down.
“Be respectful of other people’s time, too!” Sylvana says. Consider good chat etiquette like including your whole question in one message and letting the recipient know by when you need an answer so they’re free to answer asynchronously when it suits them.
Boundaries are important for focus when you’re working from home too — check out more tips for remote work-life balance here.
Reprioritize with your team leader
Sometimes, it feels like there’s more to do than your calendar can handle, so it’s wise to ask your manager for help prioritizing. It can be hard to say no to requests and opportunities, says Sylvana, but overextending yourself is risky. “If you tell your manager exactly what’s on your plate, they should be able to help you move things around and possibly even take things off your plate,” she says.
Your team leader can also help you handle requests from other teams that can be delegated to someone else. “If it’s high priority, you should be able to hand off or deprioritize another task,” Sylvana says.
Managers can also help you establish reasonable expectations for yourself, says Sylvana. How many tickets should you be picking at a time? How long should these tasks be taking? How involved should you be in community initiatives? Would that optional meeting be beneficial for you?
If you’re trying to balance context switching as a learner, try breaking down your courses into manageable weekly and daily goals. Codecademy is completely self-paced and flexible, so you can set yourself up for success by aiming to complete manageable chunks in one session to avoid the context switching cost. Remember that showing up consistently over time is more effective than working in irregular bursts.
Identify good distractions
Although community initiatives, optional meetings, and collaboration like pair programming are not necessarily main duties, they’re valuable, Sylvana says. Don’t get so bogged down in your focus work that you pass up opportunities to interact with your peers. “Pair programming is vital to your growth as an engineer,” she says. “But I think both meetings and pairings should contribute to your core responsibilities.” For example, see if you can pair with an engineer on a task related to a project that you’re working on, she says.
While some context switching challenges are a result of the culture of your workplace, you might be surprised at how much is within your control to manage. We recently added over 70 professional skills courses to our catalog, including free courses to help with time management and organization.
Word of the Day: cuneiform
This word has appeared in six articles on NYTimes.com in the past year. Can you use it in a sentence?
Open Letters: Our Opinion-Writing Contest
We invite students to write public-facing letters to people or groups about issues that matter to them. Contest dates: March 12 to April 16, 2025.
Our Student Podcast Contest
We invite students to create an original podcast of five minutes or less that informs or entertains. Contest dates: April 16 to May 14, 2025.
Teach Writing With The New York Times: Our 2024-25 Curriculum
Our nine writing units are based on real-world features like reviews, photo essays, narratives, podcasts and more.
About our “Office Hours” Videos AND a Paper about How Students Cope with Anxiety from Active Learning Practices
Now, onto the written coverage of this paper, by Jennifer Brigati and colleagues (1)!
Note: my written coverage overlaps with the video, but is not a perfect replication. There’s a little something extra in each, based on how I’ve been tossing these ideas around in my head over the last few weeks.
The study
In their 2020 paper, Jennifer Brigati and colleagues (1) asked for self-reports of anxiety and coping associated with a few active learning strategies, specifically four strategies that they report are being used in their introductory biology courses: taking volunteers to answer questions, cold calling, using clickers, and using group work. In their study, they measured the relative levels of anxiety students report feeling when engaging in these learning strategies in class, and what coping strategies students report using to manage this anxiety when these activities are used.
Importantly, this paper is descriptive. Having a sense of how anxious students feel, and how they try to cope with their anxiety, can help us understand students’ experiences and fuel future research questions. The authors cannot (and, appropriately, don’t try to) determine whether certain learning strategies cause anxiety, whether specific coping strategies are more effective than others at reducing anxiety, or overall, how much learning occurred based on any combination of these variables. In fact, learning is not even being measured here. Instead, the authors note that the active learning strategies examined in this paper ought to produce learning in the classroom when used (based on other research). There is no random assignment to the learning strategies, nor random assignment to any interventions related to coping strategies. Instead, the authors note that some of these strategies may produce anxiety, and they wonder what the relative rates of anxiety were and how students choose to (or report choosing to) cope with this anxiety.
The authors used a survey to ask University students in introductory biology courses how anxious they feel during four active learning activities. They also asked open-ended questions about how the students cope with their anxiety when these strategies are being used.
The results that I found most interesting, and a call for more research!
I was interested in this paper because it includes cold calling as one of the active learning strategies. I have used and researched the use of cold calling as a way to promote/very strongly encourage covert retrieval. My goal is to make covert retrieval practice more effective by encouraging retrieval practice to take place mentally (you can read more about that research here.)
Whenever I talk about or write about cold calling, the typical concern is that it might produce anxiety. This paper speaks to these concerns, and to me suggests the need for more research in this area.
Reported anxiety:
Students in this study did report feeling more anxious when they were called on by name (i.e., cold called) than when they were asked to engage in group work or respond to a clicker question. This finding lends some credibility to the concern that cold calling might lead to anxiety (of course, this study cannot determine cause and effect). However, usually when I talk about cold calling, the assumed alternative is asking for a volunteer. Students also reported feeling more anxious when they were asked to volunteer to answer a question than during group work or using clickers. To me, this suggests that cold calling might be worth it because it should encourage more retrieval across the class as a whole—so that students are prepared to answer if they are called upon—which ought to promote learning (2).
But, shouldn’t we try to remove anxiety from our classes as much as possible?
Not necessarily. Anxiety may not always be a bad thing! If a student’s feelings of anxiety lead them to better prepare for class, then more learning may occur. If anxiety leads students to avoid the situation, then the anxiety may harm learning (or at least not improve it above a baseline condition). And, the types of coping strategies students reported using did differ by the type of active learning strategy employed.
Types of coping strategies reported:
The coping strategies reported were classified as being adaptive or maladaptive. Adaptive coping strategies were those that served to reduce anxiety in a way that was healthy or non-harmful. These were things like seeking support from peers, taking deep breaths, using positive self-talk, preparing for class, asking a classmate or TA, problem solving, just doing the best they can, etc. Maladaptive coping strategies were those that focused on getting the anxiety-provoking event over as quickly as possible, rather than trying to use it to promote learning. Examples included escape responses like, just don’t answer, decide to lose points, don’t raise a hand or volunteer, avoid eye contact, etc.
Most interesting, at least to me, was that the types of coping strategies students reported using when the instructor took volunteers in class were different from the types of coping strategies they reported using when cold calling was used. The students reported using more adaptive coping strategies when cold calling was used in their classes. They reported more maladaptive coping strategies when volunteering was used.
So… what do we do based on this work?
Do we avoid cold calling because it is associated with anxiety? Do we use cold calling instead of taking volunteers because cold calling is associated with adaptive coping strategies? Do we throw out asking students to answer aloud altogether?
To that last point, using clickers is also an option, and in the Brigati et al. paper clicker questions were associated with lower levels of anxiety as well as more adaptive coping strategies. However, using clickers does come with some costs—financial, possibly for the student and the institution, if clicker systems are used, and/or attention costs if smartphones or other devices are used. There could be equity/access issues with either system. Asking students to write the answers without a volunteer is also another option to avoid both cold calling and asking for a volunteer.
We can’t really answer these questions based on this paper alone. To me, all of this highlights a need for more research that takes anxiety, coping, type of learning strategy (or even just form of retrieval practice as a first step), and long-term learning into account.
(For the researchers reading this, I’m thinking about a factorial design that combines different types of retrieval practice and responses during class—writing vs. thinking; asking for a volunteer vs. cold calling vs. nothing out loud—and that measures both anxiety levels and long-term learning. Perhaps we can collaborate!)
References:
(1) Brigati, J. R., England, B. J., & Schussler, E. E. (2020). How do undergraduates cope with anxiety resulting from active learning practices in introductory biology? PLoS ONE 15(8): e0236558. https://doi.org/10.1371/journal.pone.0236558
(2) Sumeracki, M. A., & Castillo, J. (2022). Covert and overt retrieval practice in the classroom. Translational Issues in Psychological Science, 8(2), 282–293. https://doi.org/10.1037/tps0000332
Word of the Day: fatalistic
This word has appeared in 39 articles on NYTimes.com in the past year. Can you use it in a sentence?
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