Israel,
Right. A change, if even just asking questions, breaks the downward funk and brings an upbeat presence to the classroom.
Barry Westling
The best way I have found to reengaged off-task students is with a change of activity. It could be from lecturing to a group discussion or even games. The goal is to keep the students' attention level, even if only one student is getting off-task we need to reignite the class.
Lisa,
Yeah, games can sort of break down the formality of the routine classroom setting and create a review of material delivered in a fun way.
Barry Westling
Games are always fun. I use Hangman and Jeporedy and the games that come with the CD-Rom in our textbooks.
Chelsea,
I think consideration of all these factors and others contribute to the overall performance of students.
Barry Westling
I refresh my self with that students persoality, student type and social issues then inquire how i can better help them and if they think there is an issue with focus.
Yes, Barry, a multiskilled instructor can exactly do whatever is needed to reengage off-task students. These activities of course vary, remember individual differences among students.
Cora D.
Megan,
It's a fact, our basic role is to teach new students information we have gained from training and education, work experience, and knowledge of what is expected in the work setting. It's our abilities that we are hired, and technological aids only supplement the basic thing we do.
Barry Westling
Kelly,
Circulating about does add a dimension that the instructor is in control, is interested in students staying focused, and allows a bit more engagement than if they merely stood and lectured in front of the room. Questioning students where they sit is a bit more personal than calling on students from the the front or back of the classroom.
Barry Westling
Yes, you are correct! You must have the foundation for teaching first, then the technology can help.
Megan
When students begin to not pay attention to lectures, I usually start walking toward them. It seems to help them focus.
Megan,
I think technology in general has helped in educating students. But I also like to remind myself that technology, whatever it be, is merely a tool, and tools are used for specific purposes. They should not (and really, cannot) be a substitute for a knowledgeable, experienced, trained educator who can guide students through the course curriculum.
Barry Westling
Yes, even younger teachers have challenges when it comes to new technology. I have to practice all the time to become more proficient with the smartboard and any new technology. Although, in some cases it helps to show the material in a new innovative way, other times it is just a chore to try and get things working properly.
Megan
Heather,
I have a deck of cards with names of students scotch taped to them. I can shuffle them and draw groups or couples, or whatever combination I need, and the randomness of it creates interesting partnerships.
Barry Westling
I recently had a task where students needed to identify supplies in the classroom. Having taught this same course 6 months ago, I learned to put them on a time limit to cut down on socializing. Also, when breaking into groups, I have started encouraging the students to find someone they work well with and efficiently. This is often not their friend in the class.
Meagan,
Great technique. Studies show that by teaching a class (or a segment) students learn best. Talking head lecturing is the least beneficial way for students to learn.
Barry Westling
I like to break my students into groups and have them discuss the material. Sometimes, I'll assign each group a portion of the chapter and have them teach it to the class for points.
Stephen,
This situation is becoming ubiquitous in nearly all secondary education classrooms. Whenever I can, I stand at the rear of the room so laptop/PC screens are visible to me. I put a note in the syllabus that speaks to "authorized" and "unauthorized" viewing sites during class sessions. At other times, I will specically say, "turn off your computers for this next section". Most students will generally adhere to instructor requests and expectations. A few students will always do what they want, when they want, when they can, regardless of our efforts to control the environment. I agree that proactive measures tend to work better than awkward discussions after the fact. That said, I tell students at orientation "I don't like to be a policeman, but I know how to be one if needed".
Barry Westling
While I certainly would prefer to leave any confrontations for outside of class, sometimes I feel that approach will be insufficient: too little, too late. In-class hours are precious few, and a single session wasted to Facebook can amount to that student having missed as much as 25% of the lecture content for the course.
I very much want to allow students to have their laptops open in front of them. It is great for them to take notes, or to research ideas as they come up in lecture and discussion. Some of my students do this, even bringing something they find into the discussion. Others do not, instead they waste their time (and mine).
Do you have any techniques to suggest for immediate, in-class intervention?
Bruce,
Good. Steering the ship, so to speak, to reengage students back to topic is a good technique, as is taking a brief break. Students get off task for a lot of reasons. Sometimes mere redirection is all that is needed, such as asking a few questions of specific students. Other times, more is needed, even including a change of activity.
Barry Westling
