It has been my experience that I atune my teaching style to the predominant method of learning by the group.
Understanding the student dyanmics will allow you to redesign your delivery to include methods that would engage all types of learners.
If you have a younger group of students- understsntding how they normally communicate, and what peaks their interests, would give you major clues as to how to adjust your delivery.
Mix it up, keep it fun, keep it exciting, keep it on track with the subject.
I once taught a food history class. Some students enjoyed it, others found it tolerable. When I started to correlate other forms of music, art and dance during some of those historic periods, I caught their interest.
When I told them that even Mozart, was considered the "hip hop" artist of his day
I worked for 39 years in the field so I do have stories about the field the students have picked.
I try and let them know the bad as well as the good. I too find when I have these talks that most, if not all, want to share a story with me about their experience.
I try to get them involved by relating some past experiance that is related to the subject.
Normaly I can find some commen ground they can relate to then it becomes personal to them and more interesting.
I like to pull up the power points slides where I will be able to ask questions to all students. I know my course and can ask questions that any student should be able to answer. I do ask a few hard questions to the better students but I have found that if all students answer a question then they feel better about themself. They feel like they should be here, in class.
I call on them to answer questions--sometimes I will make them come up and teach a little about a subject
CALL THEM BY NAME WHILE YOU ARE TALKING LIKE, "ISN'T THAT RIGHT BOB?" THIS MAKES THEM LISTEN
SO THEY WON'T KNOW WHEN THEY MIGHT BE CALLED UPON
I get the student up helping me with demos this engages them and also lets the students knoiw they could be next so they have to pay attention
I have them teach the class something that they had learned during the chapter, ect
Hi Ruth,
I am sure your feelings to detemine this comes through the rapport you have with the particular student. It is kind of along the lines like when you say things to students, there are some students you can say whatever to, and these students are not offended, but there are other students you have to REALLY think how you are going to say things. It all comes down to rapport.
Patricia
You are correct about the touching. Before I do that I have to feel that it would be accepted by the student and we have some kind of connection. If a student ever flinches near me or as I approach I would be very careful of how I approach them in the future.
I usually get them up walking around or I ask them direct questions
Hi Bruce,
It sounds like you do not tolerate disruptions. You appear to have a very stern way that captures students attention.
Patricia
Hi Ruth,
Moving toward the students generally works. I am always very careful about touching students. I have known students to make accusations just from a simple touch.
Patricia
Sometimes I am hesitant to ask a question directly to a student, especially if I think they were not paying attention. Even though it might get the student to start paying attention, I am cautious about embarassing a student (esp an adult) in front of the class. In general, even for students who do appear to be listening, I sometimes wonder if they are shy and truly don't want to be speaking up in class. I tend to ask questions to the entire class. Of course, then I have to manage things so that it is not always the same students answering all the questions. Sometimes, trying to deal with one issue leads to another one :)
I like to move towards them or start lecturing or discussing things while in their general area of the room. I will call o other students for their reactions to our discussion and them as the inattentive students what they think about it. Sometimes, just putting your hand on their shoulder as you stand their indicates to them you are aware of what is occurring. If it continues I will discuss it with them on our next break.
I believe that the first thing you should do in class is let the students know that they are not the ones making the rules for the class. They need to yunderstand that they are there to learn. so generally all I may have to do is raise my voice or look at at student with my eyebrows raised and they will ususally get the pioint and pay more attention. I also point out that if they are not paying attention, they could be bothering other students form learning and that is not tolerated.
Call them by name and ask them a question.
Hi Jackie,
Asking questions typically does reel the student back in. We need our students to be focus so that they get what they need in order to be successful in the workforce.
Patricia
Hi Paul,
As instructors we don't like putting students on the spot, but sometimes we have to, not in a bad way, but just to help them regain focus so that they won't miss anything.
Patricia
Hi John,
I do the same with Microsoft Word and Excel. I use the textbook as a resource, but I create real world projects for my students. Whenever the projects are more realistic, students tend to understand the concepts better.
Patricia
