One idea presented in the course was to inquire of the students by listing on 3x5 cards what is their difficulty in grasping the subject matter. This is, indeed, one method to use. However, one should be careful in this practice because if each student's concern is not addressed over time...this will disincentivize the student.
I try to handle this problem by readdressing the subject matter in a different way and then determine if more students are grasping or still wayward. I have, at times, broken students into groups, with a top student in each assigend group to help explain the concepts to the other students. I move around the groups refining what is being stated. The subject matter can also be broken down into smaller learning units and gauging the response of the students.
Lisa,
Good deal. I agree these activities are effective. I wish all students would be attentive and engaged the whole time I have contact with them but the reality is that will never be the case. That said, I think we can be 100% attentive to when some students begin to drift away so we can be swift to bring them back to where they need to be in the class.
Barry Westling
Mark,
If we are 100% focused during the whole time of contact with students, we need to be aware of the degree of engagement, and be prepared to do the simple or more agrgressive measures to get students reengaged. Missing essential information is just such an unfortunate waste of time.
Barry Westling
Off task students can be brought back to task by simply changing the delivery or activity. I do something like play a game. I like to get the students out of their seats when I see this occurring. Interactive games, sometimes with a competition, are a great way to redirect interest.
I try similar methods and also assign a measure of responsibiliyt to the studen if its an on going issue
Amanda,
Small group discussion is among the better ways to assist students to learn. It requires they participate, think, ponder others positions, and reinforce correct information related to the topic.
Barry Westling
Sokpheap,
Great! Student teaching reveals how well a student has mastered material, creates confidence, and keeps them on their toes both in preparation for and in the delivery off whatever the topic.
Barry Westling
I like to reengage my students by breaking into small group sessions and giving them a real life example to work through.
Sometime I have the off-task student demonstrate what was taught in class. I have them answer questions or read out loud during lecture.
Brenda,
Very good. These are all great methods that are effective inm reengaging students. Sometimes it doesn't take a lot (simple steps), and sometimes more aggressive measures are needed. Of course, any effort we take will contribute to more attention, focus, and improved student outcomes.
Barry Westling
This would largely depend on what the off task students are doing. If it is using their cell phone during lectures or lab, then it is clear that the instructor re-iterates to the class that cell phones must be turned off and put away during the class/lab.
If the students are being chatty, then the instructor can try different techniques, such as standing next to those that continue to talk during lecture, etc.
If the students are off-task because they are not understanding the material and have disengaged, then the instructor needs to ensure that he or she is cognizant to the body language of the students, and adapt what he or she is teaching, as well as obtaining information from the students as to the biggest challenges so far in the class. That will give the instructor immediate feedback and an opportunity to change things up a bit in order to ensure success.
Rebecca,
Asking questions is one of the quickest and usually effective methods to get students back on track, with their attention refocused on the topic at hand. This probably because to effectively participate, one has to pay attention.
Barry Westling
I always ask questions. It seems to help get their attention focused back on the subject at hand.
Paul,
I thank you have a good handle on it. As for other reasons, I'm not sure of the frequency rating, but I notice, not prepared, distracted, illness, tiredness, worry and stress, and familiy and/or financial worries are strong distractors to overcome. We can be a shelter from these woes (at least while in school) if we can keep them engaged in some of the ways you describe.
Barry Westling
James,
I agree. Relating to students "as is, where is" is a real key and takes some effort and willingness to venture from our secure and safe pearch. But student attention is the result for those who are successful.
Barry Westling
I have noticed that there are two main reasons that students get off-task. First, there are the students that understand the material, and have become bored waiting for the rest of the class to catch up. The other group has become disinterested, because they don't understand the lesson. These students tend to divert their attention to subjects they are more familiar with. I know there are other reasons for them to get off-task, but these appear to be the two main ones. Now, as for the bored students, I try to put them in charge of study groups, or lab projects. They are then refocused, and have the opportunity to bring others up to speed. With group two, I attempt to redirect them with assignments that will have them using the material in real life situations. To show them that the lesson is relevent and useful when they get in the field.
The best way to get them back on track is to get to know them and what makes them tick. We get both traditional and non-traditional students so the approach needs to be focused on the type of student that you are dealing with. Younger students especially want things on their terms and when you try to "speak their language" it immediately gets them involved. Bring up a product they like like the iphone, something they use and try to relate it to the material, they'll immediately get engaged and involved.
Leon,
Major activity change ups are sometimes needed, but not always. I find just addressing students directlty, circulating around the room, or taking a short (5-minute) break can be enough to keep students focused, especially when I feel I need to stay on the current topic for a while longer.
Barry Westling
Get some feedback.
Place them into small groups.
Break the task into smaller units.
Leon Guendoo
Adrienne,
My IT folks are able to block certain sites if I request them to do so. Also, our institution has sites they block automaticall, and I need to request they open up certain sites from time to time as the need presents. Another strategy is to segment your approved witing time to align with a specific assignment, that will be graded, and has a fixed time limit. Afterwards or after discussion, additional segments can be assigned in a similar fashion. The purpose if to force students to focus where they will realize to get points for the assigbnments, they have to remain productive. Finally, you control the class, so it's resonable to ask to turn of the computers or to not go to undesired social sites.
Barry Westling
