Hi Robert,
I hear you loud and clear. Sounds like my schedule. I teach because I enjoy working with the students so I work very hard to be excited and prepared each time the class meets.
Also, I find that I can't wait to get to class to share something that has occurred in my work that day that will help them to see the relevancy of what they are studying. The helps me to get over being worn out and recharges my batteries.
Gary
Hi Jessica,
Depending on what you are doing in the class you can offer breaks along the way. I like to give longer breaks 15-20 minutes so they can get up move around, grab a snack or soda, go to the restroom. It is almost impossible to give a 5 minute break. No matter how you try the students just can't get back to the class within 5 minutes. This is why I give them longer breaks where they can refocus their minds.
I offer mini-breaks within the class. The students don't know they are breaks but they are. For example, I will lecture for 15-20 minutes, then I will put them into work groups. They have to get up move their chairs into their groups. This takes a couple of minutes and they have let their minds go from lecture to the new assignment that they are going to work on in the group.
Also, I use silence to give them mini-breaks. I will share a concept with them, then pause for 5 seconds before going on. When they move their heads, and look at me they have made a mental shift. This is refreshing for them.
Hope these suggestions are helpful to you. If you have any other questions please let me know.
Gary
10pm is brutal! I have a new class I'm teaching this term that lets out at 10:20pm. I have a business as well so between that and teaching, I'm logging in 14-15 hours some days. Sometimes I have to work hard to keep ME engaged through the evening!
going to try this. also giving students a 5 min break for every hour I teach for them to re fresh and re charge. good idea?
Hi Robert,
I agree with you. I like to move around and make the entire classroom mine, meaning the students know I will be moving among them during lecture and discussion. You are right about how this helps to get the attention of the students. I teach from 4 until 10 pm so my students have put in a workday just like yours so I know I have to work hard to keep them engaged throughout the evening.
Gary
One method I've noticed works to keep the student engaged is to be as dynamic as possible. Sitting behind a desk or standing at a podium just doesn't cut it. Many of my students come to my evening classes after working all day and the last thing they want me to do is sit and read to them. Get up and move around the room. This keeps their attention better as they have to concentrate on what you're saying and your movement around the classroom.
Provide more hands on in relation to lecture. More students will get involved and demonstrate skills learned.
Providing students with what I acll a "lecture guide" allows students to follow the progression of the lecture in an organized fashion. It also eliminates their need to constantly flip through the text to locate the topic during lecture. Once home, they have a clear outline of the critical points covered in lecture from which they can gear their studies.
Real life examples and experience.
Give examples and tell stories of on the job experiences. Ask students to give another example of handling the same process and after hearing their response give guidance when needed.
Many of my students have work experience. By sharing their relevant work experiences and how it relates to the class content they are helping to bring the lecture to life and interacting with their classmates.
By varying the content and presentation style. Sometimes a powerpoint (keynote) will be useful to go over an outline, followed with a practical application or skill specific set of guidelines.
Attach a demonstration of any parts of the keynote with students working hands-on is a useful way to let the lecture filter in to the students work.
A showing of practical real world examples of the lecture based techniques helps to round out the knowledge for the students who perhaps initially rejected the topic covered in the keynote.
Hi Erica,
Your experience is one from which new instructors can really benefit. This is common for most new instructors. It is hard, as you have learned to judge exactly the time that certain topics will take. You are right on with your next step planning. I know the course this time will go even better. I really like your comments on the use of one good example verses multiple examples. The students can really get their minds around one powerful example and will remember the point.
Gary
Lectures which illustrate relevance and unique personal experiences will benefit the student. Problem solving including analysis and alternate
thinking will increase an interactive environment.
I am teaching a course for the second time and I found that the first time I was overpreparing and trying to include too much into the lectures. This semester, I am cutting out some things so I can spend more time really making sure the major themes are clear. Using one good example seems to be more effective than providing multiple examples. I also try to break up the lecture by stopping to have to students discuss the relationship of the readings to the material we are discussing in class.
I really like this idea and am looking forward to trying it with my students.
It is important to vary learning/teaching styles and methods of teaching to accomodate the various ways that students learn and to keep them engaged.
Hi David,
Good points all. These methods are great ways to get students involved in the discussion which leads to greater content retention and application as you mention. They also feel more involved in the learning process this way.
Gary
The hardest part is delivering required content by not using a dry lecture format. Getting students involved in the discussion (rather than straight lecture) while also not making it seem like you are "putting a student on the spot", especially if they do not know an answer to a question, is tough. I prefer to lead students in a discussion of the topic while also avoiding making statements like "did you do the reading for the day?" because that comes across as a challenge and tends to shut students down. Often they might not have had the time to do the reading according to the class schedule, or they do not have the tools to process the new information effectively, so it is up to us to highlight the key points while making it interesting for them. Start by asking basic questions that you know they already have mastered, and in so doing link new material to skills and information they have already required. Doing so helps their retention level.
Hi Leslie,
Welcome to teaching. I wish you much success in your efforts. You are right on with your strategy for offering variety in your classes.
Thank you for the kind words about the course they are appreciated.
Gary
