Vickie,
Perfect. This demonstrates the importance of individualizing instruction to keep students focused.
Barry Westling
I attempt to identify the reason they are off task. If the information is technical and complex it may be time to shift focus to give a quick break to allow students to absorbe the material. If the student is normally quick on the uptake for new material I may request that he help one of the students that is having problems. This can cover two probles at the same time, it gives the off task students something to do that he feels important doing as well as providing extra help to the student who is having problems.
I have had several students with learning disabilities that even if in small groups or are given time limits, it still doesnt help. So with these students I also add a calender to help them and keep them organized as well. They have to write down their daily tasks with a time limit and refer to it regulary.
Kirsten,
These are great and effective techniques. Sometimes it doesn't take much, and other times it takes more effort to regain focus and attention. Being senstive to the general level of class engagement, we should be ready to activate something quickly in order to avoid wasting too much time.
Barry Westling
I might 'switch gears' by taking a break, by approaching the topic from a different angle or through a hands-on activity, or by changing topics completely. I have occasionally used humor in pointing out that I am seeing some eyes 'glazing over' as I transition to another approach.
Kay,
Sometimes, just simple distrations for a moment can get students off task. Circulating among the classroom, asking specific questions of specific students, or changing the delivery style can "reset the mood" and get students refocused and attention restored.
Barry Westling
If a student is not engaged and the reason is lack of understand, I refer to the resources I have available: Tutoring, ask a colleague to help student, or set up an extra practice session.
Thanks for this discussion.
Hi Susan,
I also do this with my students. I remember I had a group of females in one class that would talk and never complete their work. I started putting a time limit on activities and I started seeing results.
Joseph,
All of these activities are great for keeping students engaged and focused, and reengaged when they lose their focus. They should feel your contribution to wanting to be assistive to their learning needs.
Barry Westling
December 23, 2011
With the course that I teach, there a lot of blue print interpretations, pipe take-offs and math. Math for some reason, despite the age of the student, has the tendency to 'freak people out'.
I try a couple of things, one is if I see a number of students with the 'deer in the headlight' look or just daydreaming, I will approach each of those students and spend a little bit of time with each of them. This gives a sense to the student that I am just as focused on their successes, sometimes more than they are.
Another approach I have is to give the class about a five minute break. When they return, I tell them to get into evenly paired groups and begin to work on the work sheets. But before they get started, I have them decide who will be responsible for looking up the 'pipe take offs' from their books. I have them also decide on who will be responsible for determining the distances that need to be covered on the blue print. Additionally, I have them pick a scribe that will place the numbers in order to determine the solution to the question.
This way, everyone is actively involved in one way, shape or form figuring out the answers to the questions. After that worksheet is complete, I have them switch responsibilities in their groups to afford each of them the opportunity to be responsible for a different part of the solution to the problem.
I have discovered that when this occurs, the other students willingly assist each other on the tasks that another student may be struggling with. By the time they begin to work on another print during the next session, they feel better about tackling it alone.
JFO
Douglas,
I agree. I think the small group discussion is a great way to get students involved, enhances their learning, and stimulates critical thinking.
Barry Westling
One question might be why are the students getting off task. One way to reengage is to change delivery method. Have them break into small groups, discuss then a representative presents the conversation that the group had, like a cafe setting. Often using too much powerpoint or lecture, loses the class.
Doug
QUINTIN,
Yep, moving around or changing the activity can help. Sometimes just having students stand up then sit back down is all it takes.
Barry Westling
Do a State change. Get them up and if you have a lab available, get them into it for a bit to shake off the "Cob-webs"
Kelli,
Great technique. There are a lot of variations of this strategy, but in all of them it invloves the students being involved and engaged in their own learning, and most often makes for a more enjoyable and interesting class experience.
Barry Westling
Think-Pair-Share : Use the objectives for the material. Have the students pair up or assign the pairs. Give each pair an objective to present and a large sheet of paper for their presentation. The students discuss their objective(think), incorporate both of their ideas(pair) and present it to the entire class (share). I use this many times for review. It also helps me pinpoint material that may be confusing for the students and the opportunity to present it in another way.
Susan,
Giving notetaking expectation (i.e., "20-minutes") is a great idea. Students are always trying to sort out how long will this or that take. Giving advanc information probably does minimize their perception of the "anguish" of having to take notes.
Barry Westling
I do this with my students. I tell them that the only have fifteen or twenty minutes to complete an activity, sothey don't sit around and talk the whole time.
I also think that it is important to give yourself a time limit also. I tell my class that I will not make them take notes for more than twenty minutes. It makes them more likely to take the necessary (and boring) notes on theory of they know they are not going to be doing it for long.
Hi Edward,
I think there can be different kinds of off-task. You describe the overwhelmed student, and your advice to communicate and give direction to ease some of the stress is good advice. Another kind of off-task is students have lost focus during a class. Common reasons are they are ill, bored, unprepared, don't understand, or distracted by thoughts of...whatever. In this instance, getting on task may require asking questions, having them explain a segment of the lesson, or when needed, change activities to give their mind a break.
Barry Westling
Being off task usually happens when the student is overwhelmed. Through good communication I can usually determin the students strengths and weaknesses. With this information if a student is off task I would tend to direct them toward something that they would be more comfortable with until they are ready to work on there weaknesses, then start them slow.
