Daniel,
This can work. I like simple first, then more drastic if needed. Sometimes just taking a brteak will reset the focus. Other times, a whole different delivery method may be required. I think a lot depends on if its one student or the whole class.
Barry Westling
Hi John, Great advise. I teach a culinary lab where we often do not have the time to complete the original cooking assignment because it takes longer to prep and cook the dish than allotted course time allows, as a result I often have students not cook a particular dish. As a solution I often rearrange recipe sequence so that the students have adequate time to demonstrate that they can perform any required objectives.
Dan
One possible solution is change the task at hand to something new that still allows students to meet the objectives of the original activity.
Julie,
These are good strategies. It is really difficult for some students who take night classes to stay fully engaged the whole time. I think a real key to keeping them engaged is to keep their interest by reminding them "what's in it for me". Relating what needs to be learned against a backdrop of how it relates to the workforce is usally successful in keeping interest. More generally, if folks are tired, timing frequent short breaks and varying the activities usually help keep students on task.
Barry Westling
I teach a night class and many of my students work full time day jobs. When they arrive for the night class they are usually tired from the day. I have to be on top of everything to keep them focused. I try to move from activity to activity frequently so that if they have lost focus it helps them reengage. I also find that as the instructor if I move around the room during lecture and engage in conversation during lecture it helps to keep them on task. If we have an in class assignment, giving them a time of 15-20 minutes to complete usually will help them regain focus also.
Katrina,
Sometimes students just get distracted, and really arn't disengaged. For these, simple things like askig a question, standing next to them, or circulating around the room. Other times, they are disengaged and we need more agressive tactics, like changing the flow and getting students into motion with an activity.
Barry Westling
I generally go to that student quietly and ask if I can help them, maybe they need further direction. If it's because they've lost interest, I explain the importance and relevance of that task. Other times I may change up the activities to have them reengage, but revisit that same topic/activity at a later time in the class.
Cassie,
Sometimes, it doesn't take a lot. Circulating around the room while you're lecturing, standing next to a student who seems distracted. as you say, calling on specific students by name and asking a question - these simple actions provide a sense of activity and a "work-in-session" atmophere that discouages students from drifting off.
Barry Westling
As a new instructor these are methods I have not yet thought about. In thinking back to my most recent classes I would attempt to redirect or get the attention of my class by asking a question, but that is about it. I would acknowledge their lack of interest or attention and address it in the following class vs in the same class. This will come with increased preparedness and knowlege applied from this course.
Roxsie,
This acitivity falls into a category I call "a change-up". When students are disengaged to the point they are not even paying attention, changing the activity to something different and one that's interesting sort of resets their minds and attention.
Barry Westling
redirect their attention by doing a hands on demo.
Kisha,
Students get distracted by many things: bored, not prepared, disinterested, illness, don't understand, other things on their minds. If we can identify what it is that distracts, we can determine the best way to get students reengaged. Sometimes it doesn't take much. Other times, a whole change of pace is needed.
Barry Westling
Utilizing activities that are unit specific which would jog or change the pattern of thinking for the students.
Tara,
Very cool. Your class sounds like it'd fun to review in before a test.
Barry Westling
Tara,
This will help too. Studies show that student retain information better when they are actively involved - moving, participating, engaged in lively disccussion. Getting information from short term to long term memory is helped with kinesthetic activities too.
Barry Westling
One of the "easiest" ways I have found to re-engage students and entice participation is to play games, something competitive with small incentive (1 extra credit point, chocolate, etc) Students seem to love it and I get to see where everyone is at before we have a test-- great way to review!
Great thoughts! With my new (larger) class I am going to definitely keep lectures shorter and do more small groups, hands on "stations" to keep everyone moving around.
Christopher,
Change ups like you describe keep sluggish minds awake, interested, and involved in the lesson. Also, this reinforces retention of needed material better than longer stretches of the same activity.
Barry Westling
Nancy,
Great. Other than small group discussions or individual lab practice, I don't think having the students split up is a good idea either.
Barry Westling
Nancy,
Great perspective and suggestions. As a back-up plan, I usually avoid video's just because they are static, allow for no engagement, and students can tune out. I have some 2-3 minute video's or DVD's that are pertinent to the some lessons, and these are good because they're short, to the point, and are specific to the lesson. The other change up's you mentioned are great, add variety, and help keep student attention.
Barry Westling
