I always try to limit the amount of time that I spend on a topic without "breaking." Whenever possible, i try to get one or more student to take-over the presentation or topical discussion. I find that students sometimes more respectful to each other-- they are tired of my voice, but will quiet down and focus to listen to what is being presented by a classmate (if it is both correct and informative).
In my computer application classes,which usually have from 20 to 24 students, I use a 3 cup system. If a student waves a red cup, it is a signal that "Stop, I'm behind or have a question." If they wave a yellow cup, it is a signal "I have a question." If the students wave a green cup, it is a signal that "Yes, I'm ready to begin."
This method seem to engage everyone.
Hi Tammy:
Another approach is to have the instructor walk around the learning environment while lecturing. This puts them in closer proximity to the students, but may not be practical for every class.
Regards, Barry
Hi Tom:
Great idea! Also, if posible, having the instructor walk around while lecturing, puting themselves in closer proximity to the student may also help with this issue.
Regards, Barry
Hi Crystal:
If practical, another thing the instructor can do is move around the learning environment, bringing a closer proximity to the student and instructor.
Regards, Barry
I usually try to re engage such students, by asking them their thoughts on the topic, or ask them if they need me to explain things better, or even if they have a better way to help everyone understand the topic, of course in a pleasant way, try to evoke a response from them or get the student re engaged.
Hi Karen:
That's an effective technique. Additionally, if possible, the instructor can walk around the room while lecturing bringing a closer proximity between them and the student.
Regards, Barry
Hi Rebecca:
True, asking direct questions is ultimately the most effective way to engage students. What is good to remember about this technique is to phrase the questions in a non-threatening way, so the student isn't "frightened" that you suddenly called on them.
Regards, Barry
Yes, I agree, I find students struggle with understanding the theory of some difficult concepts and stop listening/watching. But when you give them a demonstration, show them a video of a real life application of the theory, it becomes crystal clear, and reignites their interest.
An ounce of prevention is worth a pound of cure in this situation. I'm a big believer in segmenting the class period, which means that I try to switch activities every 20 minutes or so. For example, I might lecture for 20 minutes, have students complete a handout, and then follow with discussion or small group activity. I think the change of pace will help students reengage in the class.
Having students work on a smaller project that
identifes to the main topic will help redirect
to the main topic. It will be a way to think outside of the box.
sometimes it helps to structure the steps of the process
I think that the team approach is also important. In the healthcare setting, it is critical to have the ability to work well in teams, so re-directing off track students to utilizing team activities will help them in two ways.
Its amazing what a little special attention to those small groups will do..
Use the off-task issue, response or activity as an opportunity to engage the entire class ... by redirecting what may be perceived initially as an interruption into an opportunity to move the entire class forward in the subject matter.
By assigning a group project and pairing the student with a more focused student it helps the off task student to become more engaged in the assignment, work and class
In my current class of 12, they have their moments when one or more of them can't seem to focus. Often times, since we are a small and intimate group, when one is off track - they are all off track. When they are off track I step back and let them disengage from the material for a few minutes. I pay attention to what is consuming their minds and begin to engage with their topic thereby attempting to apply that to the course content of the day.
I guess I see it as kind of a "sneak attack". Instead of getting upset and saying something like, "ok everyone, let's get back on track now" if I can see a way to apply the ideas or topics consuming their thoughts to the daily class topics, I can bring them back to subject without them realizing what just happened. Plus, they were allowed to vent and get off track but they are also more refreshed and engaged since their topic was applied to class material.
Talk about real world situations and what they might be facing usually helps with scrub techs who get off-task. Normally the ones get off-task in my class are the really smart ones who get bored.
In my classes if I find minds wandering, I'll assign end of chapter problems to groups of two students. This usually gets them back in focus. In general, I find that my math and accounting students would rather do hands-on problems and even quizzes than read through the text or a Power Point presentation.
Sometimes saying, "I can see we need a break," and then giving students a brief break, is the best way of showing them you are alert to their collective mood.
Then, after break, change the tempo of the class completely by offering a cogent activity to be worked on in partnerships of two, or within a small group. If students have been working on an activity within a smaller unit, bring them back together as a class and examine with them the obstacles they've encountered in that activity. They might not have fully understood what they were to do...
