Jeremy,
When not an interference to the planned instruction, I encourage students to use whatever they feel an help them. One way I engage students who are distracted with their technology is to ask them to Google this or that, or search for some contributing bit of information that pertains to the lesson.
Barry Westling
We constantly fight with smart devices... our best tactic is have the students use their phones/tablets as tools in the classroom.
Dave,
Great techniques. Sometimes subtle works best, other times, more direct attention is needed. If an instructor notices students distracted, other students probably do as well. Therefore, we owe the students who are paying attention the optimal opportunity to learn.
Barry Westling
I sometimes talk to them privately and try to assess where the disconnect is. I often will engage the students with direct questions, walking next to them, or even slightly deviating my teaching method to have the student respond to my questions or request their thoughts on the subject.
Andrea,
Students get distracted for many reasons, and as you say, it could be one, or the whole class. Your ideas are great. I believe the instructor should be in command of their class. If one or two students need refocusing, I'll usually politely ask for their attention out loud. Then, as I return to the lesson, I'll ask a question about the topic, and give the student verbal praise, such as "perfect!, or exactly! or that's right!" Positive reinforcement of the behavior is effective. If it persists, a chat with the student(s) may be in order.
Barry Westling
You really need feedback to accurately assess and address the problem - if it's a single student, you can pull them aside before class to ask them about how they feel the class is going and whether they are having trouble. That would be a direct way to start getting them back on track. If the whole class seems to be veering, you could have a brief class discussion about how they learn best. You can also ask for suggestions anonymously by having them fill out and turn in suggestion cards at the beginning or end of class.
Kenneth,
These are good, time-tested methods. Asking specific students questions usually gets the attention or conveys the message to remain focused. Whenever I have to stop and ask questions to reengage, I also have the specific students stay after for a chat about my expectations and their desires for learning the material. For me, it's important to try to be assertive without being punitive.
Barry Westling
My number one way to get the attention of off-task students is to have a pop quiz on the material being lectured, of course these students are my first to be asked the question. I also use the stop lecturing method, until al eyes are upon me.
I tend to ask them what they think of something I have said or a topic. In the beginning of the class when I first meet the students I learn a bit about them. When I do this I keep these ideas in mind in an effort to engage them. I design discussion topics to each lesson and pull on the students.
James,
These are great suggestions and I'm sure if practiced, students would be in tune more of the time they arte in class.
Barry Westling
Motivation, both intrinsic and extrinsic, is a key factor in the success of students at all stages of their education, and teachers can play a pivotal role in providing and encouraging that motivation in their students. 1. Give students a sense of control., 2. Define the objectives., 3. Change your scenery., 4. Allow students to work together., 5. Use positive competition.
Gretchen,
These are all good ideas. Sometimes students just need to sort of reset their focus. That can be a brief break, a applicable bit of humor or situational story from the past -- just refocusing the group to continue on with the lesson as planned.
Barry Westling
Depending on the student I choose different tactics.
I will sometimes group two people working on the same project, and demonstrate the portion they are falling off task on. All the while adding 'real world' applications, and personal professional experiences (typically in a good humored way)to bring them back to task.
Another method I have used is one on one discussion about how they 'feel' at this particular stage, and assess if it is just lack of experience, or a mental block. I typically have to discuss what the have done similarly before, and again, I have a discussion of real world applications, and a good humored story from my professional experience.
Afrodite,
Good observation. Frequent change ups and variety usually produces much better retention and interest.
Barry Westling
In my opinion it is very important for an instructor to take the time to find out about the student learning styles so that they can create lessons that will attract those styles and keep students engaged in the first place. One common mistake that I have seen with instructors is that they use the lecture format throughout the entirety of the class. Our student attention base is not that long. In order to re engage students we need to use varying methods of instruction throughout each lesson. I personally prefer to ask my students questions throughout each lesson. Some questions are easy while others take more thought. The reason I ask the easy question is to keep them engaged in the conversation so they can focus on the content at hand.
Steven,
I believe students like stories, and it's one of the better ways to capture the attention of students, especially when they're beginning to lose attention.
Barry Westling
There exists an amazing strategy that will dramatically increase student interest, motivation, and comprehension in virtually whatever you’re studying. It’s so remarkable, in fact, that it will pull your students deeper into your topic than any other single strategy.
It will cause them to sit up bright and tall in their seats and capture everything you teach them—even the smallest details. (Especially the smallest details.)
In just a half hour or less your students will learn more than they normally would in two weeks of following a paint-by-numbers curriculum, and it will prompt an enthusiastic desire to learn more and more and more.
The strategy is best employed at the beginning of each unit of study. The way it works is that instead of giving your students a preview of what they’re about to learn, instead of reading an introduction or teaching a more traditional first lesson . . . you will tell a story.
From start to finish you will walk your students through the key moments, events, and history of your topic—or the history behind your topic—all in the form of a narrative.
It’s important to note that as you’re doing your prep work, you must look for the humanity in your topic—the characters, the dramatic tension, the obstacles, the setbacks and victories. If it has been deemed important enough to be part of your curriculum, then in all likelihood it will contain these remarkable themes, as well as many others.
Sonny,
Sounds like a great activity. We need to look for interesting ways to get students to think about the course work. Improved retention of information is likely, and learning outcomes more likely to be met.
Barry Westling
When students appear to disengage from lecture, I will often change the content delivery method. One method I will employ is to pose a question relating to the topic, have the students write down their response and then exchange responses with another student. I will then ask the student to share a response and their opinion on the accuracy of that response.
I like the idea of a “status assessment†shared in this section. I will have to try that one.
Jay,
Good plan. This sounds like students will get the hint if they are distracted, and become refocused if they're just having difficulty following along.
Barry Westling
