I take time to ask direct questions of each student in random order as a break in the laecure to keep the whole class focused and make it so no one person is feeling picked on. This question asking keeps them listening and the random order keeps awake.
I feel like unfocused students come in all shapes, sizes, age groups, and demographics! For me, it tends to the younger students who have the most trouble focusing compared to my older students who are, perhaps, in school driven by a "purpose" (e.g. better job = better finances for their families). However, with "older" students they often have a lot of "rocks in the road" in the form of child care issues, financial issues (school vs. working), housing issues, etc., that can throw them off course from time to time. In my experience, if you can keep all of your students engaged through active-learning techniques and an understanding of all the different learning styles out there, then you can have a successful finish each quarter.
Penny,
Our school offeres counceling to students for situations like this. Anything that my prevent them from succeeding at school is eligable.
I find the students who are young and have not had much real life work experience challenging. Trying to instill in them a work ethic and sense of responsibility can be difficult. I find that having clear guidelines for the classroom (example: not accepting late assignments)and standing behind those guidelines helps them learn that they need to be accountable for themselves. I also try to give positive reinforcement to these students when they do show responsibility.
I have found that the younger students have been most likely to be unfocused. I think that sometime they think that they have to go to college, but they aren't totally sure about what they want to do. In addition, some of them have what I call the "highschool syndrome." I have found that possibly talking to them outside of class, more hands-on types of activities or small group work. Sometimes, we talk about why the class that they are in is important to the world of work. I also try to relate how such classes as fundamentals of math will apply to future classes in their college careers.
Patricia,
I may have them be a leader of a project at the beginning, but I'm a little careful because depending on what type of a leader they are they may be intimidating to the other students. It's good to use the strengths of the students and when I put them in a leadership position I observe closely to be sure it's not over powering, but constructive and helpful. It's good to use a past leader from their past to help mold new leaders for the future. Thank you for your insight.
Susie
Hi Susan,
For some people it is hard to go down a level. Some people feel as though they must be in control, otherwise things will not work. I like to make this type student leaders for various group projects.
Patricia
Hello Penny,
It is very important to get to the root as to why the student is unfocused. Try to help as much as possible, if things are beyond your scope, get an expert involved.
Patricia
Pertaining to unfocused students, it is paramount to find out exactly why they are unfocused. I find it helpful to observe their behavior for a couple of days and if their attentiveness does not improve, I simply ask them (either in person or on the telephone)why this is happening and then give a few suggestions as to how to move past what is preoccuying them.
Some of my most challenging students are those who come into my program who may have been a manager or a supervisor. It's difficult for that person to adjust to the fact that they have changed positions from being the expert to not being the expert. It can be a little intimidating to them and they can sometimes show the frustration to the instructor or to their fellow students. I have students give me two areas they excel in and two areas they see the need for improvement in the areas they feel they are the expert. Then I incorporate areas of the class discussion to pull from their strengths to get the students comfortable with each other and the subject matter.
Hello Dee,
I know instructors that will move this type student to the front of the room. Also, it is good to let the student be the leader of various group activities.
Patricia
Hi Dee,
It sounds like you do not tolerate the foolishness. I nip things in the bud as well. You have to let students know that you are not playing.
Patricia
Hello LE,
I know, these center-stage students can be very tiring. It sounds like you do a good job balancing this type student. You allow the student to have their moment.
Patricia
Good tactic. Thanks for the advice.
The "Center-Stage" student is the most challenging for me. I do not want them to disengage from the class but I have to work to ensure that they do not dominate the class either. I find working with them exhausting.
Usually, I can get them undercontrol by allowing them some time on stage at the opening of class when we are warming up. Then during lectures I focus questions to other students and only allow the "Center-Stage" student to provide supplemental information the initial answer may have omitted.
I know the student you are talking about. I too have tried the approach you mentioned...stop speaking, look at them, wait for them to stop talking, and then pick back up. But personally, I found that I get better results when I take a more direct approach. I usually call them by name, ask them if they have a question (the answer is always "no"), and then tell them to direct their questions to me, so that people around them can hear me. If they do it again, depending on the severity, I may ask them to leave. Of course, I go over this on the first day of class, to inform them that they may be asked to leave if they are disruptive. If it goes as far as asking a student to leave, it usually only has to be done once!
My most challenging students are the ones who appear disinterested or bored in class, usually sit in the back, and occupy their time with other things besides listening or participating. Though I know that they don't ALWAYS do this because the lecture or class is boring, they bother me particularly because that student was ME in most of my college classes...and I was simply bored. So whenever I see this happening, I take it as a cue to change things up - go to an activity, turn the lights on, call on people, pick up the pace. I use those students as a kind of gauge for my class a lot of times.
My most challenging students are the ones who appear disinterested or bored in class, usually sit in the back, and occupy their time with other things besides listening or participating. Though I know that they don't ALWAYS do this because the lecture or class is boring, they bother me particularly because that student was ME in most of my college classes...and I was simply bored. So whenever I see this happening, I take it as a cue to change things up - go to an activity, turn the lights on, call on people, pick up the pace. I use those students as a kind of gauge for my class a lot of times.
Hello Patricia,
I agree. The "or else" principal: Go to school "or else....." get a job, move out, etc.
Students sometimes take the "safe" approach and return to school with little or no focus. They are difficult to motivate mainly because they are difficult to reach. They do not want to be there and it shows. It is truly a challenge. I try to reach them and get them to decide what they want for their future. Then, hopefully, point them in that direction.
Thanks,
John
Hello Wanda,
I can immediately tell those students that may have lacked home training. These students have to be dealt with differently. After a while, I do notice a positive change in the students.
Patricia
