planning for a longer class (night class)
I'm finding it difficult to keep student interest and engagement at a high level with longer classes. I break up the class into mini lectures, demonstration, class participation in small groups, and short quizzes. During the last hour it seems like I'm losing some of them. Is this just human nature where some students turn off toward the end? Any thoughts on this?
Hi Melissa,
I teach from 4 until 10pm so I understand where you are coming from. As night instructors we have to provide breaks on a frequent basis. If we don't we will lose the students as you well know. With the breaks and frequent changes of pace along with lots of activities we make it through the evening and everyone is wide awake at the end of the class. I have always taught evening/night classes and so my orientation is based on how I can keep my students engaged and focused throughout the class. I'm not sure what I would do if I taught a day class where my students came directly to class without having worked all day.
Gary
I find that if I give my night class of mostly adult learners a break after ever hour they are more focused when they return. It is especially helpful that some of the students are able to call home and check on their children--this clears their mind a little and keeps them more focused on what we are learning in class.
Yes, by the last hour of night class the students are just ready to go home and want you to let them go early, if possible. I try to keep them focused by not telling them what is going to happen next, for example, are they going to have to answer a question, read, or turn in notes. They know this is coming, so they stay on top of it.
Hi Gary,
Great job of being creative. I am sure your students like the idea of taking a walk and see things in a new light. It idea of having props along the way to reinforce the points you are trying to make really helps to make it all very "real" for the students.
Gary
These are great.
I have had some good success taking the class out of the classroom for some sidewalk time. Practically everything we do inside a classroom can be reviewed or discussed on a walk. Getting students off their half-moons into the outdoors can help change attitudes, blood pressure, circulation, and air exchange.
It can take some prep but whether you do it on the spot or with devious pre-planning (like pre-staging some equipment or useful examples along the way) a group that is walking and talking can present some interesting opportunities for those longer classes. Planning a couple routes and adding them to your class makes for a nice activity at the midpoint.
Your walking-time will depend on what your environment allows but if you can stay flexible and work with what's available then this can become a welcomed activity. I've had great debates walking through the rain and talking 'shop' with students. The more creative you get with these the more engaging and fun the learning can be. When you return to the classroom there is going to be more energy and blood flowing.
You need to ensure you are in compliance with any campus rules on this but there is usually something you can do along these lines.
I have also taught long night classes and it can be a challenge to keep the attention of the class. I try to do any lecture early on, vary the activity and instruction methods as much as I can, and make sure my students are doing physical/hands on tasks near the end of class. I also find it helps to take several shorter breaks instead of one or two long breaks, and to have some "EXERICISE AND BREATHING" breaks where we get active and do some deep breathing.
Hi Lynn,
Good ice breaker for starting the class. This way each student will have a chance to visit with several other students and get comfortable with what the other students are thinking about in relation to the course and their career goals.
Gary
For the more mature/adult method - I have students get up and go shake hands with someone they don't know and just ask a quick question about their current job or their career goals. By standing and having a quick conversation it has the dual benefit of getting the blood flowing and starting them thinking about networking.
Hi Thomas,
You are right on about adult students wanting to know what is going to happen, when it is happening and the result of what happened. The mini activities helps them to stay engaged and on top of the learning activities.
Gary
Gary:
Ithink your mini activity practice is essential with learning adults. What they also appreciate is a detailed agenda and list of objectives. An agenda keeps them focused, especially if your last objective is the time of class adjournment.
Hi Crystal,
I teach two 3 hour classes starting at 4 and ending at 10. I understand exactly what you are experiencing. I keep my lecture sessions to no more than 15 minutes and do a lot of activities so I can keep the students from getting to comfortable and slipping into the semi-sleep mode. I enjoy teaching these classes because it keeps me challenged to come up with creative ideas for involving the students.
Gary
I am teaching my first four hour night class,and it is very hard to keep everyone engaged. I agree, movement certainly helps, even asking students to get up and write responses on the white board, verses sitting still seems to help them stay focused.
I try to get as much variety and as many different activities into the class as possible,so after each short break it is almost like starting a new class.
Crystal Berntson
This is true. If the students are moving they don't fade as easily. In my class they have a task to do by the end of class. The insentive is to finish that task before class ends or stay late.
Hi Molly,
You have to find something that will work for your students. If you don't thing jumping jacks will work think of something else they can do to get the blood flowing. At this time in the evening I use small groups, games, student panels, and Q&A discussions to get the students to refocus on the course and not "drift" away on me.
Gary
Matt, I hope the other replies you've gotten so far have helped. They help me realize I'm not alone with this problem. I especially like the idea of a little physical exercise.
One thing my students and I have been trying, which helps, is to re-arrange breaks for a longer period in the middle, a "lunch break." Otherwise the 10-15 min. breaks just create distractions, but don't seem to rejuvenate. Students can still take potty breaks early and late.
I like the jumping jacks ideas, but as adults, do they really go for it? I can see getting blown off by that? But I do need to try something to stop getting the blank stares around 9:15. Thanks for the ideas!
Hi Kathleen,
That is how I conduct my night classes. Keep them moving and this will keep them engaged. Always a challenge but one I enjoy working with. Haven't ever taught in the daytime so I only know the learning cycles of late afternoon and evening students.
Gary
I used to teach night classes as well. In academic classes when I was getting the "deer caught in the headlights" look from students, I would have them all get up and do jumping jacks to get the blood flowing again. At first they would look at me like I was nuts, but then it became a regular part of our routine and the students looked forward to it. In lab classes, I rearranged the schedule to have lecture at the beginning (when there was still a bit of sunlight streaming in) and left the hands-on stuff for the end. Bottom line is that they can't fall asleep if they're moving around!
Hi Matt,
Yes, it is human nature to turn off toward the end of a class. The students are just worn out. I teach from 4 until 10. My students come to me at the end of a working day to be in class for 6 hours. I have to do all of the things you mentioned in your forum response to keep them engaged. I say all of this to let you know that you are not facing this alone. It is a common problem with longer classes. I use the last part of the class for group activities involving review, case studies and problem solving. With the students being in groups of 3 to 6 they all participate in the discussion and that keeps their interest up. I don't do any large group work at the end of the class because all I get is "dead" eyes if I do.
Gary
