I'm still pretty new to teaching in a career college but I have come to realize that a small break to reset the tone works to regroup both myself and the students. I use a group activity like "Name that candybar". You break into small groups and give descriptive clues (i.e. famous baseball player) the students work as a group to solve the question and name them correctly (Baby Ruth). 10-15 minutes tops for this exercise gives a mental and physical break and then move to plan "b" until I can make an reassesment of their level of competency.
Hi Carol:
Reengaging can be simple or sometimes more aggresive tatics are needed.
On the simple side, changing the speed, pitch and/or volume of the voice can keep interest. Asking a question or two at random will cause students to pay attention as they may be called on. Stand up and stretch. I once stopped mid sentence and said "okay everyone repeat this loudly: LaLaLaLaLaLaLaLaLaLaLaLaLaLaLaLaLa". It was so unexpected, within a few seconds, the whole class was laughing and wondering what the heck? Then I went immediately back to my lecture.
When asked by a student why I did that I responded, "Hey, what did we talk about right after that, and the student was able to immediately recall. I said "that's why".
More aggressive may mean shifting into another activity altogether, from lecture to discussion; from PPT to worksheet; from discussion to lab, or similar kind of change ups. Although these modify the focus, to me, this is better than wssting the whole period on material the students won't remember.
Regards, Barry
Hi Carl:
I think your technique is great.
Reengaging really is just getting the students attention. You'll get that if students value what you're teaching, can see something in it for them, or can relate it to the world of work they're being prepared for.
Regards, Barry
I find that if you stop the lecture and go to a different activity, it helps to redirect all of the class. Usually if one student is not engaged there can be several that are having the same problem. We found group activities and assigning the student to be the leader of a group helps to improve their motivation.
Hi Ali:
In an online environment, it's frequently said that each post or response ought to end by asking another question.
True or not, engaging students with one another is a dynamic method to keep attention, stay on topic, exchange pertinent and relevant ideas, and openly critique responses while providing encouragement and support for the individual expression. Indirectly, students can feel empowered when they have the courage to speak up and their action validated (not necessarily their viewpoint).
For me, it is so inspiring when I see students begin to model my interactive delivery style and model it. When I see they beging to ask questions independent of "an assignment", it demonstrates they are thinking and for me, that's very cool!
Rgards, Barry
Hi Noralee:
Good. I believe most students want to try their best, if given the opportunity, resources, appropriate instruction, and positive feedback. In each area, there can be a breakdown or weakness in the process.
When students can see something is in it for themselves, they will pay attention. There numerous activities that focus on the career or work setting that promote and emphasize the skills and knowledge they will need to be succesful graduates and employees. Keeping things focused on the job, career, or work setting helps keep attention.
Regards, Barry
Hi Amber:
Well, this is just one idea of perhaps hunfreds, each has to be adapted to the situation. But if students are "disengaged, they're not learning much anyway, so for me, change ups like getting the class attention with a story is simple, and gets folks back on track much of the time. Other times, more aggressive activities are needed.
Regards, Barry
I like this idea, break away from lecture and bring real life into it, then have small group discussions.
You have to devide the group into a small groups and give another task and see if the student response would differ from previous
Shifting into a small group activity helps redirect students' attention. Sometimes I tell each group to pick their own leader to guide the process, but sometimes I purposely select students who tend to go off-task to be the group leader, and I reinforce that the group is a team. And that the team is charged with making the leader look good. So the students who typically stay on-task help create a successful experience for the leader.
Carl
Hi Earle:
Right. Something simple can work. Other times, more aggresssive action is needed, like changing from lecture to discussion, or PPT to lab or demonstration. Stories or past work situations are always good to get the attention of the class. Then, once refocused, you can return to topic. Probanly hundreds of possibility, really.
Regards, Barry
Ali,
It sounds like your students have an excellent instructor.
I agree with what you have written. I am lesarning a lot of great tips on how to keep my students engaged and on task.
It will take me some time to be as observant and to learn to read my students as well as you do. However, I know that I am on the right pathway.
students in conversation, guiding them to appropriate ideas, and modeling proper and substantive communication.
I think it’s necessary for students to spend time learning from one another. However, it's essential to make sure they are on topic and going towards the right path. Reading all posts is very important in this regard. It allows me to encourage students who are on the right path and have a clear understanding of the material, while having the ability to pick out those who may be wondering away from the conversation or are not participating substantively. Furthermore, I like to challenge students further by asking leading questions and creating a dynamic and interesting discussion.
I do believe you are correct in redirecting the students when they get off tract. The use of case studies, study groups, and role play are very useful in redirecting the students.
Giving examples of situations that they will encounter--getting them to think/allows them to become actively envolved.
I will use more of the techniques that you have suggest--like survey and pre-testing. I also think that your suggestion of talking with other instructors may be helpful. Working with adult learners offer challenges, but also offers experiences they can bring to the class. These experiences enrich their learning environment as they participate.
Sometimes taking a quick break is all they need. Incorporate more hands-on materials in the session
Hi Dominic:
Great. It's a simple but effective technique. And it helps you keep control and attention of you class too.
Regards, Barry
I agree...I have had great success with deverting to a "Personal Experience" and getting Back their focus...then using THAT as a segway Back to the topic...
Hi Mario:
If you're dealing with a whole class that's become disinterested or unfocused, it might be hard to pull a student aside and speak with them.
Telling a story about a situation or work related occurence seems like it always brings the students back to attention. Circulating around the room works, too.
You can consider to begion asking students questions also, and they then begin to expect, since they may be called upon, to pay more attention. Sometimes, changing the whole direction with a diiferent activity is needed too.
Regards, Barry
Having a one on one conversation as to why they first came to school sometimes helps. It refocuses and re-engages the student. It also shows that the instructor cares on a personal level.
Hi Ray:
Especially in your setting, asking questions keeps up a flow and pace that seems like it would capture attention, keep students interested, and maybe promote focus on the lesson when students begin to tire.
Related to personal information, I think work or career related stories or past situations you've experienced is a good way to reengage studentsif you sense their drifting away.
Regards, Barry
