I will often bring students back into the discussion by asking for feedback based on their personal perspectives or experiences. Sometimes a student can relate well to another student's perspective and become drawn back into the topic in a way that is meaningful to them.
George,
Easier said than done, many times. Students get disengaged for many reasons, such as illness, bored, unprepared, don't understand, distracted, preoccupied, overwhelmed, worried (finances, work, family/spouse, childcare), or busy, to name just a few. One key is to try to identify why there is disengagement, diffuse that, and bring them back to task. Asking questions of specific students, involve them in discussion, have them write on the white board -- movement and physical activity is always a good way to get students paying attention.
Barry Westling
Sara,
There's an activity called "rule of 20's", and while I don't think it needs to rigidly followed, it suggests breaking up the daily class sessions into 20-minute pieces. It's theorized that by keeping an activity limited to about 20 minutes, students remain focused and attentive. What you're doing seems like a similar methodology.
Barry Westling
bring them into the instruction or task of the class
While we all have a certain amount of material we have to cover in any given class, I find if I give it in smaller doses people respond better. I like to break up the lecture with group activities, ie; small groups testing each other on flash card vocabulary, incorporating the vocabulary just introduced. I also request each student to take a few minutes in the evening to think about the days class and write down any questions they might have has the review the material again in the evening. They turn those in to me in the morning and I work those questions into that days work or at during review times.
Tina,
Discussion is always a good re-engagement technique. Getting students to talk, open up, share -- this gives insight about what their thinking is, their level of understanding, and just makes for a more interesting class.
Barry Westling
When I feel like my students are not on task, if it is a lecture I will stop and take them in the lab and do a bit of hands on, then return to lecture. It gets then refocused and ready to learn the next steps. Or I will stop lecture and start a discussion with the students about what the subject was and how it fits real life and tell them an interesting and usually funny fact about it.
When I feel like my students are not on task, if it is a lecture I will stop and take them in the lab and do a bit of hands on, then return to lecture. It gets then refocused and ready to learn the next steps. Or I will stop lecture and start a discussion with the students about what the subject was and how it fits real life and tell them an interesting and usually funny fact about it.
Dorothy,
Boy, we get all kinds, don't we. I think calling on specific students repeatedly is one way distracted students learn that "hey, if I pay attention and engage, the instructor backs off. But if I chat or don't pay attention, I get asked questions". Subtle is best, but sometimes direct is the way to get students attention.
Barry Westling
I frequently run into the same two students talking to each other during my lecture or when another student asks a question. I will usually pause and casually walk in their direction as if I am "strolling" around the class room. Honestly sometimes this does NOT work. Sometimes I just have to call them out saying something like "OH, did you have a question".
Alot of students are just plain rude and feel ENTITLED.. I have heard students say "I can do whatever I want, I am paying for this class." I usually answer tactfully, "you are correct which is why I want to give you the knowledge you have paid for."
Undeniably, it is difficult at times. Luckily there is a balance because of the "eager" learners that are in the class.
Tania,
Sometimes students just get a little lazy or disinterested, and become disengaged. So to reengage them, I refocus the class by asking questions, involve them by having them read, come to the white board, or have them review material to the class. When involved, its hard not to also be engaged.
Barry Westling
I strongly believe in positive reenforcement. I bring attention to positive behaviors and play down the negative.
Stephanie,
Sometimes, I'll just stand next to stiudents while facilitating a class, and that'll be enough. Further, asking students questions frequently throughout a presentation keeps them engaged and alert. If needed (and applicable) a change up may be necessary, such as a short break or a change in the delivery format. Keeping the sessions lively with variety helps keep attention.
Barry Westling
This answer is often dependent upon the number of "off-task" students. An instructor should be able to "read" their students and if there are multiple students off-task the instructor may need to change the plan for the day to plan b, or find out what the cause of the off-tasking is. If it is only one student the instructor can ask the student privately what is causing the student to have such an "off" day.
Renee,
Good ideas. Sometimes students just need a mental break from the sustained intensity of classes. Re-engagement and re-grouping kind of go together. So doing something that changes the flow often is all that is needecd.
Barry Westling
Kaley,
Right, adding variety and changing the pace and tempo does a lot to keeping interest, involvement and student engagement.
Barry Westling
Talk with the student one-on-one to inquire if something is wrong, and encourage them to take a five minute break to refresh. Have an on-task student pair up with the off-task student to encourage him or her to be on task.
I agree, I think asking questions and keeping them engaged in the lecture. Also stopping changing gears and then returning.
Tammy,
I agree we have to be real. But when disengaged students persist for lengthy periods or are distracting other students, that's the time to exercise some instructor intervention, such as doing a change up, moving to a discussion, asking specific students questions, or maybe taking a break. Anything that breaks the non-productive flow and gets students back on track.
Barry Westling
My students move through the program in cohorts, so they become good friends. That often leads to a lot of sidebar conversations and sometimes just goofing off with one another. So, I just acknowledge that (like, "ok, tell me the funny story that you're teasing Sydney about), I have a good chuckle with them and then we get back to work. Most of these students are going to school full-time, working 2-3 jobs and have families. They get punchy, and sometimes you just gotta let 'em blow off steam!
