I teach in the evenings and my classes are held in labs with computers. A number of my students work full time during the day and they can get quite sleepy during lecture. I try to stop frequently and give them a parallel to the topic and then I ask them to share something similar in their own work/academic life. If they respond with an "I don't know", then I try to guide them done the path by asking relavent questions. It has worked well and keeps them engaged.
Hi Marc:
The last part of youy post is very important. The more often we can relte whaever topic is being discussed to the real world of work, the more "relevance" the student will see in their current studies.
Although more difficult for some studnts to see, the relevance of being a well rounded, educated individual will be better able to achieve a succesful career. Again, the focus is on the work set5ting.
Regards, Barry
Hi Robert:
Good idea. Sometimes just a little "change-up" is all that is needed, like asking a question, circulating around the room, or asking students to summaize the past few minutes of class.
Other times, whole new activities will needed to reengage students who seem disinterested, unfocused, tired, or bored. Getting them and moving around or actively involved in a discussion can usually be used to capture the lost attention.
Regards, Barry
In my particular area of instruction (history and English at a culinary school), I find students veering off-task for a number of reasons. Primary among them is relevance. They're not sure why they have to do this type of work. I have not sufficiently demonstrated relevance for these students, so I hone in and engage them more fully, asking them to think about and discuss how the material might be relevant.
I also find small-group "real world" simulation -- make them part of a team -- is indispensable.
Begin a new project and appoint them as team leaders.
Hi Lou:
Boy, the time of day you mention does pose a potential challenge. My suggestions are to:
* Keep students actively moving around (lab, practice, skills, etc)
* Frequently reference the real world or work setting they're being prepared for.
* Stimulate their minds to keep them focused; ask questions, have students demonstrate what they know, thing along these lines
* Limit any activity to 20 minutes. After that, move to another activity, or at least another media to present the material. This will help keep students focused.
* Anything that is lecture oriented has to have flipcharts, PPT, overheads, or discussion
* Use colored paper for handouts; use contrasting colors and appropriate formating with PPT's; avoid giving handouts with small print. This should reserved for when their eyes ae rested.
* Finally, take time to just talk, about the profession, personal lives, stories, past situations, or plans students have related to what you're currently teaching.
Good luck!
Regards, Barry
Hi Amanda:
These are great examples of what works for most teachers. Probably hundreds of examples could be given - the main thing is to keep the attention, even if that means something simple, or more active change up in the lesson, like moving from lcture to discussion, or from PPT and whiteboard to lab.
Keeping students active also is helpful in keeping their attention. Facilitating their own learning is better then spoon feeding information. It's a fact, engaged students retain more essential information.
Regards, Barry
Hi Marshall:
Yes, we always want the students to feel we are in control and are directing their actions and learning. Sometimes its a simple job - just asking students questions directly; walking areound the room as your talking; lightly touching the shoulder of a student and asking what do you think?
Other times, we need to be more agressive such as changing activities, moving into a discusion period, etc. The main thing is to get student involved in their learning. They'll retain more and it will be more helpful for them in the workplace.
Regards, Barry
I am involved in teaching students in kitchen (cooking) labs. Occasionally, there are times when students have more time than necessary to complete tasks as well as their inability to preform tasks. When this happens, the students do get off task and are more interested in talking; not really doing what is necessary to complete tasks within the time limit. When this occurs, it is time to revert to the manager roll, take control. It may mean assigning new tasks. Getting in there one on one with the student(or students) to bring back there attention. This is where experience both in your field as a manager as well as your ability to be the classroom manager is a benefit. You can keep control and keep students on task by your experience.
Hi Jeremiah:
Good way to handle idle minds or inattention. Stories are magical in terms of capturing students attention, and most of the time, their interest.
Regards, Barry
Hi
I have found that being prepared with a variety of activities and instructional materials helpful in keeping students focused. Also, I move about the classroom. I try to put myself in the student's position. I know that without a variety of activities a 2 hour class can be quite long. I do use small group activities; however, the students who easily become unfocused
frequently do not participate to their full capacity. One of the most important aspects is relating what they're doing in the classroom to their future real life career. It's also depends upon how many students are unfocused. It's important to keep a few unfocused students from influencing the entire class in a negative way. The instructor must get a real feel for what exactly is going on if this happens real frequently. As one participant stated the time of day the class meets is important. We have some classes from 8:30 - 9:40 PM and many of the students have full time jobs. These can be difficult students to motivate.
Hi Kimberlee:
Change-ups are effective and nearly always work. Sometimes something simpler will work, like, just taking a break, asking questions, calling on students to discuss the lesson - in short, involving them, making the session active more than passive learning.
Regards, Barry
Re-direction has worked very well for me. Assigning a new task, moving a demonstration to another area of the room, including a humorous anecdote from my previous work life-any or all of these are effective for me.
Hi Thomas:
Acitivity, whether by the teacher or student is always better than stationary anything. Keeping students attention is helped by keeping their interest in the class, topic, or subject matter. Involving them is a proven activity that keeps their focus on target.
Regards, Barry
Often I find that by briefly halting the task to share anecdotal stories that apply to the learning and getting the students to laugh then redirecting there attention by repeating demonstrations or recapping information lost as they strayed from the task.
I change my delivery. I will break into scenerios or small group activity.
I'm the mover type. I move because I hated when my professionals would stand in one place and talk. Drove me to sleep. I move to keep everyone engaged on me. I will do things in the back and maybe sit at the table next to someone and read out of there book for a sentence or two. This way if someone is drifting off and I do it, this is just normal and doesn;t bring attention to the student but they know I know they were going to another place and not paying attention.
Hi Thomas:
Your circulating around the room is a great idea. I know a lot of teachers do this, either to reengage distracted students, or even just as a matter of regular form.
I like to think an active lecturer is the wanderer, not the students mind or thoughts. It helps keep attention and students focused on the topic.
Regards, Barry
This is so true I believe that as instructors we should present information in a way that complies the students want to learn. To reengage off-task students, I walk around the class and will maybe start having students read a line of the text or give me an example of this situation. This usual gives them back on track as now it become aware to them "oh he may call on me I need to pay attention."
Hi Stacey:
I like this technique. You are involving the student, and requiring them to think about the topic at hand.
Regards, Barry
