I use "The parking Lot."
Very simple and effective idea in my opinion. I I outline a small area on the side of the board or use a flip chart if handy, and designate it as "the parking lot." At any point during class a questions, story, anecdote, or misc. information is brought up, and discussing it will take the class off track, I write a note about it in the parking lot. Then at the end of class, I take a few minutes to go over those items.
I have heard only positive feedback about "the parking lot" from students. Most can appreciate that I have a class to teach and other students may not appreciate being taken off track during class. Some students, especially if they have a history of trying to get teachers off track, either stop asking those types of questions or do not want to persue them afterward. Many like that I will even try to find answers to the parking lot questions even though they are not directly linked to the class. (I figure they would not persue it if it were not at least somewhat important to themselves, and it helps me keep a good rapport with the students overall!)
You always have to keep a close eye on the personal and professional line when discussing off-topic issues or questions, but it shows the students that you care and can save huge amounts of time that would have been wasted in class trying to get back to where you needed to be!
I use "The parking Lot."
Very simple and effective idea in my opinion. I I outline a small area on the side of the board or use a flip chart if handy, and designate it as "the parking lot." At any point during class a questions, story, anecdote, or misc. information is brought up, and discussing it will take the class off track, I write a note about it in the parking lot. Then at the end of class, I take a few minutes to go over those items.
I have heard only positive feedback about "the parking lot" from students. Most can appreciate that I have a class to teach and other students may not appreciate being taken off track during class. Some students, especially if they have a history of trying to get teachers off track, either stop asking those types of questions or do not want to persue them afterward. Many like that I will even try to find answers to the parking lot questions even though they are not directly linked to the class. (I figure they would not persue it if it were not at least somewhat important to themselves, and it helps me keep a good rapport with the students overall!)
You always have to keep a close eye on the personal and professional line when discussing off-topic issues or questions, but it shows the students that you care and can save huge amounts of time that would have been wasted in class trying to get back to where you needed to be!
HI Brandt- Thanks for your post to the forum. As you mention, when we are loading students with information, it is important to help them to sort out what is most significant in the content we give them. Best wishes for continued success in your teaching career. Susan
I restate the question and separate what the current topic is from the "excess" information. I may qualify this by stating that the "excess" material is something that we'll cover in-depth in the near future.
HI Jane - Thanks for your post to the forum. You are like a symphony conductor, keeping everything in tune and in rhythmm! Best wishes for continued success in your teaching career. Susan
The main idea I use is to give them real-life situations. The questions and answers go much easier that way. Again, I also like group discussions.
It's easy for students to get off track at times. Like with anything...... one thought leads to another..... then reminds you of something else and so on. Redirecting the students to the question and topic at hand is important. Using the information and life experience of students is a great tool for them to apply what they are learning in class. Letting students know they have made a good point and then reinforcing what they have said with what has been taught in the classroom is a great way to bring the students full circle.
I like to present scenarios to students hoping it will lead them to reflect on the topic. When the class appears drowsy or sluggish I suggest a break and if the subject gets totally off topic I redirect the class by reminding them of the time and the importance of staying on track.
I think as the instructor I moderate the discussion by using the student's question or response to draw a connection to the general topic. If it's not apparent, I ask the student what he or she meant and then help the student to rephrase his/her response to better understand his/her comments.
Hi Jill - Thanks for your post to the forum. It is always challenging to keep students on task/topic! I like that you get your students more involved by asking for their opinions. Best wishes for continued success in your teaching career. Susan
In the video lesson for this module, the speaker mentioned that one of the critical tools of questioning is to know when/how to narrow your question. I find if students are getting off target, that it does help to narrow the question. I teach literature, and students frequently want to jump all over the place when talking about a short story or poem. I find it helpful to discuss a single aspect of the literature first before moving onto another aspect. I also like to personalize it by asking students if they agree or disagree.
by not going off on tangents
Typically I will validate the students contribution to the discussion then rephrase the question or a different similar question to get us back on track.
My students tend to discuss some of their own health issues in my medical terminology clas. I try to use what examples I can if they are accurate. I really need to bring many back to the subject.
Hi Mark- One of the faculty taking my class recently memtioned using a side of the whiteboard to "park' those "off-topic" questions to hopefully address at the end of the class or at the start of the next class. I think that this is a great idea! Best wishes - Susan
Well I think first, and foremost Susan, it is my job as the instructor to keep the class discussions focused on the current topics. I need to be careful not to drift off topic (which sometimes happens), and if someone asks an off topic question, I need to acknowledge the question, thank the asker of the question, but let them know that now is not the time to ask that particular question, bring it up again next class when we are talking about......, or ask me at the break, or end of class. Sometimes though, I will add, getting off topic a bit can lead to some pretty good discussion, which I think also adds value to the learning experience.
Questions, first and foremost, should be relevant and pertain to the course content; additionally asking open-ended questions or soliciting different ways of thinking from one individual and then running it by another for their opinion can supply a platform for discussion.
To repeat the question or rephrase it. Respond with another question. Redirect and gain control if students start talking off subject.
Hi Colleen- Thanks for your post to the forum. I liked your ideas for opening up student questions to class discussion. The question asker will feel that their question had some real significance and as you say - it keeps everyone from "tuning out"! Best wishes - Susan
After a student asks a question, I often repeat the question and pose it to the rest of the class for response. It promotes continued discussion that involves the entire class, not just those asking questions. Also, when students realize they are likely to be called upon to answer another student's questions, they are less likely to be involved in side conversations or other activities. If a question is off-topic, I try to say something like, "That's a great question for another chapter or a later discussion."
