contracting moving around and fidgeting.
At some point I got the understanding that it was not too good to move around while teaching because it seems like pacing and fidgeting and can cause students to focus on your movements rather than the lesson at hand but then another subject area pointed out that it helps students to stay more focus when instructor moves around and also it can be said that the instructor is claiming the whole classroom as the whole teaching territory therefore moving around is a absolute must to keep students engaged. I guess the difference is the pace of the movements?
I agree moving around the room engages students in learning –since I instruct in computer labs it also prevents students from doing other things on the computer beside the program(s) they should be using and they seem more engaged.
i like that the idea to worn students, because it is the preception that some big guy looking over you can be intimidating and that could be a distraction. i will try this with the next new class on the first day.
Hi Joseph! I see your point, plus it is natural for students to stop what they are doing anyway. Just as a side note, if you were to continue to move around, connecting with the students' learning space, I might suggest telling the students in the beginning something like this, "hey, I like to move around while speaking and while you are working on assignments; please feel free to keep working if I drop by and I am always happy to answer any questions." It's probably how students perceive the situation, particularly when an instructor's presence is very visible (smile).
Jay
ED106
hi Jay. My problem with moving around class is that i am 6 foot 7 inch tall and can at times be very intimidating. so most of the time when i walk around the students stop doing whatever they were doing even if it was the learning task. floating then turns out to be a police action.
Thanks, Mark, for your observations. To your point, movement that looks forced or even planned can indeed detract from the learning experience.
Many instructors call on students randomly and contend that it is effective. For me, I tend to call on students who volunteer to answer questions and have found that their answers are the most on target. If I suspect that a student is not paying attention, then I physically move toward that student as a gesture for them to focus.
Some students simply don't ask questions and don't like to speak in class. That, of course, doesn't mean that they are not getting the content - it may simply be their learning styles. I try to vary teaching techniques and activities in the classroom and lab to capture and engage as many students as possible, including the quiet ones.
Thanks again,
Jay Hollowell
ED106 Facilitator
I agree, But the movement should be made in a casual way..not in a hyper way which could detract form the lesson and shift the interest to your movements. Nice and slow and easy is how I move around my classroom during lecture. I will call on a student who is sitting on the other side of the room so the student if unknowingly forced to "speak-up". This way everybody can hear what is being asked.
Hi John! Thanks for your comments! I too approach a student when he or she is asking or answering a question. I have found it to be less intimidating as long as I posture myself (body language)as genuinely interested in the student's question or response (and should be), and not move into the student's "personal space." I think how instructors approach students and move around the classroom depends a lot on style and comfort zone, however, instructors who separate themselves from students with a desk or podium tend to block the learning environment.
It sounds as if you have a good handle on engaging your students.
Jay Hollowell
ED106 Facilitator
I have found that I like moving around the room but can see where I might become annoying. I have a bad tendency to move back and forth in my own little "zone" as I am limited on space. I have also tried to be near the student when he/she answers the question I asked but found this to have very negative results as the student feels both intimidated and speaks softly so others can not hear them. What I have found to work best is to walk around the room, pausing and returning to my desk to "refuel" for the lecture to continue.
Maybe it is in terminology but I would stronly recemend that a facilitator move all around the room and be as excited and animated about the subject as possible. Now fidgeting or being twitchy, jingling your keys, clicking your pen.......I don't really consider that movement, that will be disruptive and take focus from the material that is being presented.
Thank you for welcoming me to this forum.
