Hi Penelope:
Good idea, for those classes have have access to the internet and LCD projector.
I think students get off track because their intesest has faded, they're tired, the delivery is uninteresting, or they're distracted. To counteract, we need to first identify why, then focus on reversing. For instance, if they're not interested, do someting that piques their interest - relate the material to the workforce, change delivery styles, take a stretch break, or perhaps, tell an interesting story that brings them back to attention.
Regards, Barry
In the HVAC program where I teach,I try to find interesting lab projects for students who seem to be bored or are hesitant to get involved. When first starting out I had a tendency to just let those students be. But I've found that many of them respond very positively when they are given a push in the right direction.
Show them some exciting website that pertains to the class materials.
Hi Shannon:
Literally taking a stretch break is a very effective method to break up the "stagnant atmosphere" some classes slump into. If you're lecturing, asking a few questions breaks it up a bit, and visaversa. If you're showing a PPT, go to the white board. These change-up call attention to the students in way like "hey, something different is going on here".
Regards, Barry
I do a few things... One is stand up and stretch now lets get focused. I have had individual conversations to see if there are any other issues etc...
Hi Bobbi:
I agree that sometimes it doesn't take much to get students refocused. Other times, a whole change-up is required - that is, changing media, topics, demonstrating something or telling a story, or moving to a different segment, such as lab, if that's applicable.
Some days it's just very difficult to keep students focused. That's where "going with the flow" can be effective. Other times, when there is necessary information to be covered, we just need to be creative in keeping attention.
Regards, Barry
I allow students to get off task sometimes just for the sake of bonding. When we've gotten to a point where we need to move back, I'll ask the person who is driving the conversation a question to bring them back to the point we need to be.
Bobbi Bricker
Hi James:
I agree, sometimes it just takes a moment (5 minutes) to regroup.
Regards, barry
Hi Mazzy:
Coming up with those "mixes" is the key. Keeping students interested is the goal. Motivational talk, stories suggesting success in the work force, and relating how the course material can help them personally are usually good ways to keep attention.
Regards, Barry
if i have been talking to long i give them a five min break and then get back on to the task at hand it gives me a chance to regroup
Hi Gregory:
I agree with you, all of your cited examples are good ideas. Simple is sometimes all that is needed: an unexpected 5 minute break; "everyone stand up and stretch; a cartoon, article, or internet sunject that, although may not pertain to the course, gets everyone refocused and ready to continue on with the lesson.
Regards, Barry
Use a variety of ways of presenting information to your class. Have a good mix of lecture and planned activities for your students and make sure that they are engaged all throughout the scheduled class time.
Barry,
I try to find common ground or a shared example involving the actual application of the course material. In other situations, it may be more appropriate to issue read aheads, handouts, or case studies.
Many times the student is off-task due to his experience/initial knowledge base and other times he may feel the course is beneath his learning level. Matching content to the students level is challenging yet keeps the student engages.
Then again, sometimes the student is just being a student and a kick in the pants (figuratively)does the trick! Political correctness can only get us so far!
Hi Dixie:
Right. Students like stories. Not stories that waste their time or not related to the subject matter, but stories that will be remembered and have meaning to the content of the class. It's amazing how students will remember these things, but a well written, planned out curriculum will miss the boat. We have to consider all factors as teachers, including human behavior and human nature. If not, will be fighting an uphill battle.
Regards, Barry
Hi Gregg:
These are good methods. Sometimes, just changing the tone of voice, posture, or having a student suddenly be asked to speak can change the tone. Even physical exercise, such as "OK, everybody stand up and reach as high as you can!". Just something to break the doldrums of sitting stationary for a period of time.
Regards, Barry
Hi Connie:
Classes right after lunch can pose a challenge for teachers. If possible, I try to schedule lab activities in the afternoon to keep students moving around more. But when that's not possible, mixing up the lesson with a variety of media choices helps keep attention because these "change-ups" help keep students focused, interested, and makes for a more enjoyable class experience.
Regards, Barry
As others have remarked, recounting applications of the content to the field can do wonders for making students take the class seriously. I'd like to add emphasis on the story aspect. When I begin the narrative with tags like, "Let me tell you about Jorrie" or "One of my clients at the Stennis Space Center," ears perk up. It's the application plus the personalization--the story--that makes the difference.
As others have said before, stop and redirect. How do you stop midstream? Sometimes I will use an experience from my life or someone I know to refocus the subject matter. I try to make the change seem seamless. Then I will change from 'lecture-mode' to small group discussions, or something else that can evoke more thought and discussion on the matter.
I have had to refocus my class a few times, especially after lunch. I would much rather teach in the morning. Take a break, show a movie, have a discussion.
Hi Kevin:
True. It's difficult for some students to really stay interested and fully engaged for the length of time of classes or their entire program. Hey, many teachers find it cahllenge to be constantly enthusiastic and "up" every day. "Refueling" with whatever activity is possible is a great supplement to the existing lesson plan or curricular objectives.
Regards, Barry
