I use this same technique. I have both lecture and hands on blocks in each lesson. When I see folks "drifing off" I'll find a convenient stopping point, move to the task realated portion of the block, then go back to the lecture/discussion and inclulde what they have learned in the hands on section. This helps keep them focused and it does remove the "cob-webs".
Just a quick comment: splitting the class into different activities can be difficult if there is limited space, and I also think that some students might feel slighted or singled out. But if you can manage it, it sounds like a good idea. Thanks, Nancy
Ideally, we all want our students to be attentive and engaged in the topic of discussion; however, students are easily distracted for numerous reasons. One of the most common reason is that the instructional method is not reaching the student - lecturing is a common culprit. To reengage the students, change instructional methods. I usually make a statement such as "I need your attention for a few more minutes and then we can take a break and move on to another activity." With a close stopping point in mind, I wrap up the lecture, put students on a break, and move to plan B. In the subjects I teach, group activity, lab, and videos are good alternative instructional methods to convey the information I would have been lecturing on. It seems to work fairly well for me. Thanks, Nancy
Dwayne,
Keep students attention by using a variety of media and resources. I might say go no more than 15-20 minutes without changing how you deliver the lesson. Less breaks, that would allow abot 20 different or alternating activities in a 4-hour period. Most students would keep focused if clkass was structured this way. Another method is to use small group discussion, or lab sessions, as these avoid passive sitting and listening, but require active thought and movement, which is bound to keep students focused.
Barry Westling
Juan,
Yeah, I once walked into class and the first thing I said is "I have $50...(pause)...Everyone had stopped chatting and they were all ears, waiting for the next words I had to say. I had captured their interest. From that, I learned to begin new topics with something like "Did you ever wonder why...blah, blah, blah?" Beginning with an interesting question captures attention. And really, the whole lesson can be formed in this way, if applicable. It's all about "what's in it for me?".
Barry Westling
Samuel,
Great! I think students get distracted for a variety of reasons. Sometimes, just a change of tone of voice, circulating around the room, or standing next to a student who seems distracted (or disinterested) is all it takes. Changing activities is good when it seems the majority of the class has become disengaged. As the course facilitator, I have to be sensitive to the degree students are paying attention. Frequent "checking for understanding" by asking questions of student randomly helps keep them alert, as no one knows for sure who next is going to be called on. Also, this gives me feedback how complete students are digesting my delivered message.
Barry Westling
I see this problem sometimes. I have always thought that it was because I teach 4-hour classes. I am relatively a new instructor and would appreciate some tips in how to redirect students when they start to drift. Thanks!
Hi Barry,
That is so to the point! When the students know what is in it for them they get more engaged in the lesson. When they know how the material relates to what they do in their every day work the students definitely put more effort into learning the material.
Juan
Juan,
These techniques always work for me too. Disengaged students can get disinterested quickly. One general principle I try to follow is to make sure what I present relates to the workforce, and to make sure students understand "what's in it for me". In that setting, I keep their attention more often.
Barry Westling
In my exeprience I have used several techiques to get students back on-task in the classroom. To being I try to quickly do a basic assessment: why are the students not actively engaged? In some cases the environment may be an influence. If the room becomes too warm or too cold you will inevitably loose some students along the way. Perhaps the room is too dark or maybe there is some noise or activity that may be distracting them from a learning environment.
Sometimes I'll change the mode of delivery to provide an interruption that enables them to refocus on the task at hand. I use additional exercises I keep in my 'instructor's toolbox' that allows me to inject group activities, games, and other off-the-syllabus actions to reengage any lost sheep.
One method that never seems to fail is doing an exercise or game that demonstrates the relationship between the course content and why it is important to them. In other words, answering the "what's in it for me" question. This always seems to peak the interest of the students and motivates them to get back into the game.....
I have used several ways to get off-task students re-engaged in the class. I have used direct questioning to the studen(s). I ask the student a question related to the topic being discussed. I have stopped the lecture and started teams to do an assignment together.
Teresa,
Good idea. Sounds like a productive task, realted to the course, and designed to get them refocused. Terrific!
Barry Westling
Shawn,
Back-up plans help us in many ways. Calling an activity a "back-up" plan on one day, we may call it the main activity on another. It is just there to serve us when and how we need it to.
Barry Westling
Using a brief checklist of tasks to be completed keeps students working through their "To Do" list. We star the priorities that will be submitted each class. The remaining tasks can be completed freeing them from home time work, but if their choice is to have a little down time on campus, they get that option. It's a way to get them into making a plan for the day/week, etc., which many have no experience doing.
I always have back-up plans or differents ways of presenting material. If students get off-task, I utilize a different activity or use a lot of humor if applicable.
Timothy,
Good idea. I too have found that if the teacher can talk about something from the career area it catches attention and can help refocus a distracted student - or a whole class.
Barry Westling
Qiana,
During class, ways to reengage may include asking specific questions, getting into small group study clusters, or have students review portions of the lesson. It'll keep eveyone on their toes if they know they may be picked on.
Barry Westling
I teach large classes, if I just have one or two students that are off-task I will use an example that will fit their paticular major; the student will be familiar with the experience and they will better understand the concept being taught.
I like to speak to themone on one. Maybe they are off task because they do not understand the material and have mentally checked out.
Edward,
Short breaks may be all that's necessary. Other times, change-ups to another activity are needed to break the funk. There are many change-up activities that can still achieve the daily goals.
Barry Westling
