This really depends on what we have going on during class. My class knows that if they do not pay attention during lecture time, they will fail the quiz. My lectures touch on everything that will be covered on quizzes so you can still pass if you do the reading and homework but when I explain things out the way I do the quiz score it significantly higher. When we do our hands on labs is when students tend ot get distracted. If they have their phone out then I just ask them to put it away an start working. If they have been working and start to drift or distract other students then I will go to them to see what they are doing. Usually this gets some working about others not, the others that are not able to focus on the task at hand I will see if they want to try a different lab. Sometimes just switching it up so they are doing something different gets them re-engaged in doing the work.
Eric,
Getting students up to the white board is a very simple yet effective way to engage, inhance retention, and get students to think critically. All of these results are positive contributions to the student learning process.
Barry Westling
As we go through the class, whether in lab or lecture, I can return focus to students who may be losing interest by changing gears into a new activity. I can invite students up to the whiteboard during lecture to fill in information from a diagram, for example. In the kitchen, keeping students focused is paramount, otherwise they will not have the time needed to finish all their tasks for the day. I set deadlines at the begining of class and help students during my walkthroughs see how they can organize themselves to stay on time.
Eric,
This is a good technique, although, in the middle of a discussion it may be less effective. Circulating around the room, asking specific students questions, anad small group discussions (i.e. pair-share) are a great way to get students engaged when it seems they are drifting away.
Barry Westling
One method I have often used is to remind the student about his/her goals. Often, when they recall their reason for being in the class in the first place, they pull themselves together and get back on task. Of course this would involve having a discussion about their goals at the begining of the class.
Tracy,
Good. Sometimes, just circulating around the room is enogh, other times, asking specific students questions, and still, other times, we may need to change-up the whole activity. In anay case, keeping the focus is needed in order to avoid wasting time (studsent and instructor).
Barry Westling
I find that giving the class a break has been effective and this give me a chance to approach the student to speak with them personally and find out if everything is OK. Other times, I find changing the activity we are doing in the class reengages as well.
Tracy Chesney, MSN-Ed, RN, CNE
Andrea,
These busy activities can help. Sometimes, it takes a bit more to capture their focus. One thing is to keep topics founded in the "what's in it for me" realm. Students will nearly always perk up when they see there is benefit to them.
Barry Westling
I find that this depends on the "personality" of the class. Sometimes it's asking a question that relates to the topic, but not directly about the topic. For example, if I'm discussing a specific type of cancer, I'll ask the class which celebrity has had that type of cancer and what they may know about that person's battle. Another method I use is to give them a "power" (i.e. counting the hands in a vote, assisting with passing out course material, etc.).
When i see my students going off task or disinterested i reengage them buy bvringing them into the lecture or demonstration as to get their focus back on task
Michele,
These are perfect examples of ways to vary the pace and keep the energy and interest of the class near the fully engaged level at all times.
Barry Westling
Clay,
Great techniques. Often, it doesn't take a lot to get students reengaged, just a little change up or something that is diffrent to recapture their focus.
Barry Westling
A good way to reengage off-task students is to change the activity of the class. If lecturing, break up into small groups. If class discussion is becoming off task, assign a small individual project.
If I am lecturing and the students are wavering, I'll switch media, maybe a quick video to reinforce the material. I also ask a lot of questions during the lectures to keep students engaged.
Monica,
Using PPT to begin a discussion is great. Asking questions usually wioll get folks re-focused. I also find stories about the workplace will get attention of all, then I can go back to the lesson at hand. Just one of many techniques.
Barry Westling
If I notice a student who is not engaged, whatever topic I am discussing, I start a class discussion by asking varied questions on the topics already discussed. Depending on the topic, I will open a discussion about previous lectures from weeks before as a review. I started incorporating discussion questions on the PPP slides to break up the lecture/discussions as well.
Kathleen,
This is great. Personalizing and understanding your students needs will always assure better student outcomes. And when the students see you're working for them, that helps create better trust and respect too.
Barry Westling
John,
Boy, I think you have touched on the most relevant techniques. The thing I find nearly always brings students back on task is talking about the profession, using a story, past situation, or unusual circumstance that relates to what they will soon be confronted with in the work setting as well.
Barry Westling
Renee,
Night classes are special, and they have special challenges. Understanding where most night class students are coming from, getting the most important "lecture" material out first, then activities involving motion and moving around, ending with more discussion (seated, talking, discussing, thinking, reflecting) would seem to provide a good general game plan to keep these dedicated students engaged.
Barry Westling
My best tool is a variety of instructional methods. I try to mix short stints of reading, writing, small-group or large-group teamwork, brainstorming and the like. I'm watching one student whom I think feels that she has to do all her work for our class IN our class. I also suspect she has several learning disabilities. I sometimes have to stand near her, or ask a general question, then call on her to respond. When she finds multiple questions coming her way, she gets the message to stay with the group.
