Have a back up plan. It is possible students are off task because your particular method of instructing the material is not preferable. Have another task as a back up plan to reengage students.
You can also ask for feedback. For example, give them 3 x 5 cards to write down suggestions to make the class more interesting. While they are doing another in class assignment, read through their responses and take their feedback to better your course.
Kathleen,
This sounds great. One of my "tools" is to provide a story that involves a past situation or circumstance that was particularly interesting, unusual, or perhaps, humorous. Students like stories, and once I have their attention, then I can go back to where my original lesson or discussion point left off.
Barry Westling
Students can become distracted for various reasons. When I notice the class is distracted one easy option is to provide a break. If it is nt time for a break, it may betime for a change in isntructional style. For example, pausing the lecture to complete a case study or give a ersonal example of a patient and ask a question that relates the example to the learning material. I like having a "tool box" of learning activites besides just lecturing.
Leonard,
Great plan. Sometimes students need a whole change of pace to get them refocused. Other times, they may just need something to get them back on track. Such as standing next to a student, asking a student a question, asking a student to come to the white board to write their answer, or even asking them to write lecture bullet points on the white board.
Barry Westling
When I notice students that are off task, I change my method of teaching. I get into more hands on work to help the students change their thought process. Then I can go back and do a review to make sure I covered the lesson plan for the day.
Stacy,
This is spot on! Our role of instructor transitions to advisor at time. When students feel we're there to help, advise, support, encourage, provide suggestions, students should be motivated to keep trying because they know their instructor is working with them "as an ally, not the enemy".
Barry Westling
It can be hard to reengage students especially when they feel success is slipping away. Some one on one time with tutoring and support can help students feel noticied in a positve way and help focus their attention.
Lisa,
This often works well. Sometimes students just need a little "snap" to get them refocused, and usually doesn't require too much.
Barry Westling
When students go off topic.. I tend to bring up a personal issue that relates to the topic and this brings them back on track
Randall,
My approach is similar in that I get more results talking with students directly, sincerely to convey my expectations. I like to get students to agree on what the purpose of their presence in the classroom is in the first place.
Barry Westling
I had a situation recently that several students would get up an leave the classroom to use the restroom, get a drink, food etc. and to keep them and the rest of the class focused, when each student came back in the class room he would have to answer a question relating to the section we were covering. It became a great test study tool as well. It has to be non threatening and fun.
Christa,
Great. Sometimes students just get distracted and need some slight urging, or refocusing. Standing next to a student, asking questions of specific students, or having students walk up to the board to write an answer or response is enough to get students reengaged.
Barry Westling
I like to bring in items from the lab to pass around while discussing the material. I also like to play a trival game and let the students be interactive at the board
Chris,
I like that initial "meet and greet" approach. If difficulties arise or reengaging is needed, it makes it so much more effective when a "trusted" instructor is asking for participation or compliance. So much of what we do has to do with appropriate re4lationships.
Barry Westling
In general, meet with each student individually in the beginning to learn about their background to get an overview of their goal, strengths and weaknesses pertaining to the class and their career goals. Have additional individualized lesson plan ideas for each student. For example, have an additional or unique case problem for a student that is well ahead of the rest of the class so they don't become bored and frustrated at the pace or level of the current lesson.
At least be aware of each one of your student's background for the class so you can dynamically change content and delivery for them if possible.
Timothy,
Very true. One way I've found effective is to give short assignments that are worth points, and students have just a short or fixed time to complete them. This keeps them busy, and unless they don't want or need the points, they're keep busy. Other times, I'll ask specific students questions and that'll alert them that they have to pay attention.
Barry Westling
I think switching up the course content is the most effective method, also re-establishing the value of the lesson you are giving. If you are teaching class in a computer lab like myself, it can be difficult to police what students are doing at all times. Even if the school blocks facebook/twitter/youtube, they could still find other distractions online.
Lacy,
Great. I think we are doing good if we can keep the student's attention. When they're focused, they'll be engaged. I try to keep the reason they're here in mind, and that often helps fine tune their attention. For instance, stories, situations or past circumstances from the work setting that are interesting capture attention.
Barry Westling
I actually have done the same thing. This works out pretty good because they notice that they become a part of the lecture and also know that they have to pay attention to find out their answers.
Jessica,
This is a great idea. Sometimes, off task is a momentary thing, and students just need a bit of urging to get them back on track. In these instances, I begin to circulate around the room, stand next to distracted students, ask specific students specific questions, or perhaps have them write key words on the board as I'm discussing a topic. I suppose there are dozens of variations of the same ideas.
Barry Westling
