Some times I announce a news story that I believe would be relevant to them, and ask their opinion. Other times I employ humor to engage students. Teaching is part performance, and when I change my tone, the mood of my students usually is transformed, too.
Having them be the scribe for writing down answers during a break from lecture where we will have a group discussion helps.
I move around class to make sure they are not texting or sleeping. I will ask questions of those that I see aren't "paying attention". If it is not quite break time I will come up with some group activity to get them up moving around.
During my lectures I periodically stop to ask questions, via random-selection, of the students and if the are unable to answer I call on another student then return to them to see if though process was sparked by their fellow classmate.
I try to break the day by including small exercises where students talk about their patients and do a small group activity that they will discuss when completed
I WILL HAVE A STUDENT DISCUSS A PATIENT THEY CARED FOR THE DAY. THE CLASS WILL DISCUSS ANY CLINICAL DATA PERTAINING TO THE CARE OF THIS PATIENT
I always try to include them in topic of discussion at the time.
After going through several PowerPoint slides on a given subject, I stop and have the students apply the information to a example. It makes them think about what they had just taken notes on and see how it fits into their careers.
I believe that creating multiple ways to convey the lecture is essential in keeping the students attention. Implement role-playing as a way of demonstrating the key points of a lecture. This tends to incorporate energy and curiosity of the end results.
When I lecture I use a variety of methods from power-point presentations, to just asking questions about what the student was supposed to have read. To get the student involved I use what-if scenarios that would deal with work-related situations the students would encounter. I want them to use what they learn and relate it to the real world.
you have to keep students involve and decrease lecture and increase participation whenever possible.
When I encounter inattentive students, first I will speak to them one-on-one to see what, if any, are the reasons for the behavior. I want to attempt to captue everyone's attention, so if there are areas I missed and not captuing the attention, I would like to know it. If I do not get a clear answe as to the issue, I place that student in a group so that the interactions with others may stimulate attention to the topic.
I try to always during lecture if possible share how this information will be used day to day or weekly. This tends to keep questions coming. Also sharing stories of when I saw something in my career and how I used this information in my career. Students really love to hear how what they are learning now will be used in a daily situation.
Creating a mini-quiz which scores additional points may capture a student's attention. This is done after working in groups by answering some end of chapter questions, following with discussions among themselves. Students like to know that they are rewarded with points for work done. It is an exchange mechanism that pays off both ways.
In my classes,I walk to them while lecturing & ask questions on the topic being taught to them.this strategy helps to keep them focused.
One way I capture attention of inattentive students is being extremely animated in my delivery. I utilize my personality and incorporate much humor to the sometimes dry course content. If all else fails, I speak to students during a break or after class 1-on-1 to ensure if everything with their academic and personal life is ok, so that they can concentrate on their education fully.
I engage them in discussion. They usually always have something to contribute. Sometimes you just have to reel them in.
We have four-hour evening classes so keeping student attention is a huge problem. While reading through some of the posts on this forum, I kept nodding at all of them. Keep the lecture to a minimum, break it up, try to get students up and moving around. The latter one is the hardest for me: even when I suggest that the students stand and stretch it is hard to actually get them to do it! I do try to keep the lecture to a minimum by covering key points and then have an activity or exercise for the students to do to reinforce this.
The PowerPoint is presented with a minimum of 50% regular light level. I also observe the students' body language and stop and redirect the discussion when I see I'm "losing" anyone.
The "use it wisely cards" could also be used to set a minimum of questions or comments during the class to engage students that normally have little to no comment. By requiring 3-5 cards be completed during an alloted time all students could be attentive along with the center stage student not necessarily singled out.
