One way to reengage off-task students can be to pose a question to the group. It they become engaged, the discussion can be the redirecting that was needed. If the discussion is slow, it may be necessary for students to either work in a group or submit individual answers. This may work better for a lecture-type class.
To assign special projects geared at helping them understand the material. One on one tutoring when possible and an active engagement with more advanced students to act as in class tutors and peer educators.
Hi Simon,
We can also try to move around the classroom as a way of increasing the physical proximity to the students. Sometimes, this can serve to get them back on trach and pay attention.
Regards, Barry
If the students are not really focused, I just change what we are doing to something hands-on, which is what we are all about. They enjoy working with their hands and learning a new case. I will usually let them team themselves up, but I also, at times, announce who will be doing what for the cases at hand. I want all of them to practice the skills, not the same ones all of the time. It's a shared responsibility and there is no I in TEAM
Hi Katherine:
In addition, instructors might move around the class when they are presenting. the proximty to the student may help bring them back on track.
Regards, Barry
Hi Michelle:
Additionally, if the atmosphere allows, the instructor can try walking around and increase their presence among the group to help bring students back on topic.
Regards, Barry
Hi Sabrina:
One thing that may also be effective is walking around while presenting the information. Sometimes, the presence of the instructor near you can be enough to help students pay attention.
Regards, Barry
I work with skill-based learning (computer applications.) I find that one-to-one "quick quizzes" (where I meet face-to-face a couple of times during the class period with each student with a "War story" using the skill or asking the student how they've used or may use the skill)allow me the opportunity to get to know the students and keep tabs on how everyone is doing. It seems to help eliminate the off-task student. They're never certain when I may drop by.
Sometimes it's as simple of asking them to get up and stretch or remembering to take breaks
Hi Joshua:
Perfect! By changing up the activity, or switching gears may help students who's attention is wandering come back to the main idea of why they're there.
There is a study you can research that discusses how adult learners have difficulty focusing for longer than 45 minutes at a time. As an example, those are perfect times to switch gears and do something new.
Regards, Barry
Hi Mark:
That's so fun, I actually laughed when I read that.
I've found a similar technique to yours may also work well. I sometimes have successfully used , "this is one of the most important things we'll say today...."
Regards, Barry
Hi Jon:
That's makes perfect sense when considering your specific type of learning environment.
If we could relate this practice to the generic classroom, we might consider that using multiple instructional strategies are found to be more effective than just using one.
Regards, Barry
Hi Michael:
That's a fun idea. Sometimes just having the instructor walk around the class while speaking is a good way to bring the student's focus back on track.
Regards, Barry
Hi Carolina:
Those are good ideas. Another one may also be to roam the class as time allows. Sometimes the presence of the instructor standing near the desk of the student while they lecture can be a strong motivator for the student to listen up.
Some instructors may also use the phrase "this is one of the most important things we're going to talk about today....".
Regards, Barry
Hi Carol:
That's a great idea. The presence of the instructor standing by the off-topic student SOMETIMES can help bring that student's attention back on track.
A good follow-up question to consider would be "what should we do if it doesn't"?
Regards, Barry
When students begin to drift, I go to my plan "B". I usually go around the class & have students read different sections of the text, then they pick another student & ask them 1 question related to the section they have just read. Then THEY tell the student if they've answered the question appropriately or not. If the other student did not have the right answer, it gives the student who reads the opportunity to "teach". By doing this, I am engaging ALL students, & by them "teaching", it helps them retain the info longer.
Hi Melissa:
I completely understand that type of frustration. I've noticed the same thing when a group of students gets near the end of their training.
The one thing I've personally found to break students out of that stagnation is personal stories and anecdotes that are related to what they will be seeing on the job.
Also, having a course in professionalism can sometimes serve to remind the students what they've chosen to be might be helpful as well.
Regards, Barry
Hi Gordon:
Great technique - one other thing instructors can do is use some of these conversations (as appropriate) and tie it in to the lesson plan.
Some instructors have found this technique effective by giving the student the impression they are approachable, which can help put the student at ease.
Regards, Barry
Hi Scott,
By engaging a student and learning about their interests, then tying those interests in some way to the learning content may definitely help motivate that student to buy in to the relative importance of the objective.
Regards,
Barry
Hi Giovanni,
This is an effective teaching style you are describing that has been used by many!
Having "stronger" students work directly in a group setting with "weaker" students often helps everyone involved comprehend the material a little better.
Regards,
Barry
