One of my initial approach is to try and tie the course content being covered to something that is of personal interest to them. Typically the younger students like to play video games, and if the technology being discussed is relevant to game development, they will usually add to the class discussion, examples are the hardware differences between regular computers and those manufactured for gamers.
I also use examples of technologies viewed in science fiction movies and encourage a discussion on current research and the probability of some of these technologies becoming a reality. This is helpful in getting the inattentive students to give their opinions on what viable technologies they think might soon become mainstream. I find that it has also been a very useful tool. Other examples are discussing music making software and asking what kinds of music they like.
I also try and have a lot of interesting questions, and randomly ask different students what their opinions are at intervals, to aid me in this effort I reveal intriguing statistics on the subject and try to show how that pertains to them, also watching short and engaging videos that give them a real world understanding of the importance of what is been taught is also effective.
Each week, students turn in a Tech News report on events taking place in the computer world, I get them to discuss this and praise them for their contributions to the class to keep them encouraged.
I simply just keep trying and I also try to talk to them before and after class in an effort to loosen them up and show that I have a vested interest in their success.
Walk around the room. Ask questions including them. Play a game and get everyone involved.
ASK THE STUDENTS WHAT THEY ARE LOOKING FOR FROM THE COURSES THAT ARE BEING TAUGHT. WHAT WOUL;D THEY LIKE TO SEE.
Again class time needs to be the students time and we should stress to involve all students. Their peers usually call them out before I do.
By engaging with the students on a personal level they tend to become more personal with you and feel comfortable
Hi Omar,
I even try playing a game (jeopardy) that applies to the lesson. I also like to do a lot of group activities to get everyone involved.
Patricia
I add humor into classroom lectures and I also do group activities to keep the students engaged. There are times however that a particular student does not want to be there and the behavior may disrupt the class. This creates a whole other problem.
Julie
You can become creative in your way of presenting the material.
Walking around the class and making my presence felt. Another method would be to ask them for suggestions to make the class more intereting.
Hi Skip,
Wow! Amazing, I teach computer courses, and my students know on Day 1 they are not to go to the social websites during instructional time, otherwise they will be removed from class and counted absent. As a second offense, I will remove them from my class permanently (I never had to do this). My students know that I do not tolerate utlizing the computer for other than what I am teaching. You are real understanding in this situaton, if you do not mind it, continue to be flexible.
Patricia
Hi Jaun,
I certainly find it impressive based on the amount of variation you utilize to try to grab your students attention. Continue to try to reach all students!
Patricia
I like to get students to share how their experience supports a topic. Giving real examples and guest speakers is always affective.
A few ways that I atempt to capture their attention is to engage with them by asking them questions periodically. During the demo, when possible I will walk over to their area which draws their attention. On day one I will explain the guidelines and the direction in which I would like to focus the class and will explain the actions of what I will do if I see people texting and being inresponsive during class. I let them know that I have no problem asking them to stop what may be doing and will have them to control the demo camera remote so they are to stay ingaged with classroom activities.
I try to discuss real world scenarios. Some of them will become engaged when a subject 'hits close to home'. This allows them to speak up and share.
Hi Daisy,
It is good to know that you make a conscience effort to give your students what they expect. A happy student is one who feels as though they have gotten their money's worth.
Patricia
Hi Dorothy,
Students need to be monitored. After all they are students, and they are learning. We need to be active so that we can provide constructive feedback.
Patricai
Hi Dennis,
Yes, this approach has proven to be very effective.
Patricia
Hi Annie,
I would love to hear more about this game. Please share.
Patricia
Hi David,
I like it! What type of responses do you generally get from your students? What kind of broken parts?
Patricia
Your reference to broken parts reminds me of a method I use with my writing students after they have turned in a written assignment. Because I'm a "Law and Order"TV fan, I've labled the excerise "Ripped from YOUR headlines."
I attempt to find common writing problems for the group, then create a worksheet excerpting about different six sentences from their writing. As we begin that next class, I explain that these are actual problems we are all having in our writing,not some textbook's arbitary excerise, and that I have have in no way identified the writer. Moreover, our purpose is not to punish anyone, but to learn together how to solve these errors in captialization, or commas, or passive voice. Because"none of us are as smart as all of us,"I announce pairs will work together for the next 10 minutes to solve these actual problems. The first time we do this in the class , we will do a sentence error collectively to prime the pump.
The activity draws students together, demands participation, demonstrates a number of problem solving solutions, and boosts morale amongst peers.
Students often mention this as a favorite learning activity in the end-of-course survey.
