Hi Bee,
These are good suggestions. By using many different learning techniques will facilitate learning in students who learn in different ways.
Regards,
Barry
Sometimes I find that a class member can serve as a "lab assistant." For the off-task student, I might want to give them the opportunity to discuss an issue with the "lab assistant." The assistant may be able to explain something in a way that just wasn't made clear by me.
When I see that students are off-task I will do a "commerical break." Lots of times we will take a couple of fun minutes to watch a funny commercial on you-tube or I will tell them a funny story of something dumb that I'v done in the past. Once everyone has had a laugh break I can usually get them back on task quickly. Or I will break them up into groups and give them a case study relating to our discussion.
I try and incorporate movement and action whenever possible. It wakes up the body and the mind. I also like to move to a group or partner activity, remixing the class. I have found that students can get too comfortable if they are always with the same partner or the same group members.
I like to have students prepare a presentation on the material we are covering. Not a long, in-depth presentation, just something so I can see where they are with the material. Working on a group presentation can also help engage students.
The quickest way to re-engage off-taks students, though, is to just ask them questions.
The way I get off-task students reengaged is to direct a question to them. I like to keep my students on their toes during a lecture by asking a lot of questions to them and have small topic discussions.
Yes I agree that demonstration and show and tell are good ways to re-engage students. Most students show more interest in seeing how skills are done rather than just hearing how.
I know that this response is what the videos and instructions so far have instructed, but I also do see a time and place for silence. It can be an effective tool if there is a disruption during a lecture. But, as with all tools... it doesn't fulfill every function. Ultimately, the redirection technique works well, but I felt that "silence" was swept away as something to never do.
Other takes on silence in the classroom?
Michael
If during a class students are off-task, I will some the lesson plan and either relate a life experience relating to the subject material, ask for their input, or breakup into small groups so students can discuss the material presented.
Redirecting students by using fun activities such as learning games, group discussions, or alternative learning activities such as computer projects are great interventions
After I have assigned some practice problems for the class to work on I like to walk over to where they are working and ask them to lead me through the problem they are working on. By having them explain their thought process hopefully I will have re-engaged them without embarrassing them in front of their peers.
Reengaging a student can be done by simply giving them visuals and basic concepts to rebuild a better structure of the content they are learning. A student only gets confused and frustrated because they don't understand the content, they will only get more annoyed if they are repeatedly learning the same way rather than changing it up and creating better options for the struggling student(s).
Josh Leas
and if this classroom is a little crowded for musical chairs, there is usually an empty room next door
Hi Deborah:
I'm a very cheerful and generally happy guy, but people tell me my general affect is usually somewhere between pensive to brooding. Inside, I'm just just enjoying life to it's fullest.
But students and coworkers have told me I have a loud silence and, even a look can command attention. "Watch out for 'the stare".
I've used this for effect - apparently it works. I can stop lecturing and (from my viewpoint, I'm just looking) lock eyes with the distracters and it paralyzes! My, maybe I have Super-Powers..."Beware of the Stare-Man"!.
Anyway, my point is making eye contact is sometimes all that is needed. Standing next to talkers will shut their chatter, or (do this with caution), a gentle touch on the shoulder as you're talking. This can be effective in a non-verbal communication-sort of way.
Regards, Barry
I move around and wave my arms, etc. when discussing topics. Sometimes, I will call on the students who are off-task to draw them back in.
When I notice students are getting off-task I try to bring the students into the lecture, by asking questions to see if they are paying attention. Sometimes this sparks a class discussion, or I find out they are not understanding the material, and we go over it again.
Barry,
The first day of class is spent distributing the syllabus, explaining what I expect, asking what they expect and having them write a brief statement on an index card, and giving an overview of the course.
I stress mutual respect. As you said, I do find myself having individual sessions with a few students.
My classes are not a free-for-all, and it is not the majority that requires reminding.
Ned
Hi Edward:
Only the most rude or insenstitive students fail to stop their chatter or distracting behavior when the teacher does some kind of intervention such as you've described. These students may need some personal dialog about classroom expectations.
Regards, Barry
I am constantly observing the students in my class. I look at them individually and as a "class." If I feel that several students are not concentrating on the project we are working on, I will pause, look to see if there is a response from the class to my pause, and if that is the case, I will ask the class for their attention.
At this point, I will discuss what appears to be the problem and deliver the content using a different approach to the class. I find that if a few students are having a problem, there are usually more than I am aware of.
When they start working individually, I work my way around the room and give individual attention as necessary.
Hi Stephen:
Sounds like a good plan. Relating the lesson to topics the student is interested in helps make that class interesting. Using stories, situations, past experiences, or unique problems helps keep the attention of students and may assist in bring them back to topic is distracted.
Regards, Barry
