It might help too to have a discussion with your students about how much they are paying for their time in class. If you put a dollar figure to the time they are not using effectively, it usually changes their tune.
Hi Edna:
Yes, I think the module touched on this and I think it's an excellent way to get stuednts refocused or just engaged in an effective and productive manner for their class. Keeping them on task while in the study/discussion group can be challenging at times, but a good teacher will circulate about and ensure the discussion id on target.
Regards, Barry
The strategy of breaking the students into groups or learning teams with case studies to tackle or topics they need to present has worked very well, particularly when the content itself is challenging and complex. Having the teams decide where they have to start and how to approach the given task would certainly wake them up and get those brain juices flowing again.
Hi Rebecca:
Good plan. Variety keeps students interested and they are more likely to stay focused on their lessons when they're paying attention (vs day dreaming or mind wandering).
Regards, Barry
Hi Karla:
Group discussion can be a good change up when students have reached their limit when delivery by another method has been reached. The biggest challenge with group discussion is keeping students on task during the discussion period.
Regards, Barry
Hi Carlos:
Sometimes it takes just a little "snap" to get students refocused; other times it takes more, such as changing media, chaninging topics, or changing the method of delivery. Better teachers are continuously aware of their students "interest level", and are prepared to initiate a "change-up" when they sense it's necessary.
Regards, Barry
Having your day broken into intervals of lecture hands on group activities and some alone assignments help the student stay focused. They know that they will not be sitting all day listening to you lecture on a subject. That the time you are in front of them is important and the other activities will be reinforcing what you are teaching.
A great way to reengage off-task students is by stopping your lecture and breaking the students in small groups, some hands on activity will help them come back to be part of the group again. Some students learn in different ways, this will help those students that learn from performing a task.
Analyze the problem and adjust by changing the course delivery to encourage learning. Asking them their goals and connecting it to the topic and their future job helps them see the benefit of the topic.
Carlos
Hi Penny:
You know, they say TV commericials are louder than the regular TV programming being watched. I believe that's true. They do it to get your attention.
Anyway, same thing in the classroom. I don't mean we need to be louder (although that's something that can snap students out of their zone-out), but activities that break up the fade out students may be experiencng can be relatively simple and subtle. A sudden joke or story, a "clap" of the hands, asking a question, changing media - many kinds of change-ups that refocus students.
Regards, Barry
I like to break up my lecture with different experiences I have had in my career as well as in my life. This seems to wake up those that have driffted away from me and get them interested again. Humor is a good way to reengage.
Hi Michael:
I think your point aptly demonstrates that as teachers, we may not know why students get distracted. But it also illustrates that regardless of the reason, our job is to keep them engaged, interested, involved, and active in the learning process.
I think a good syllabus coupled with a good explanation at the very beginning of a new class goes a long way to accepatance - perhaps not agreement, but at least an understanding and a willingness to try.
Regards, Barry
Hi Emily:
Yup! The personal touch is very effective especially if it's sincere and the student believes you have their interests at heart. Refocusing can be really simple: "Suzie, what to you think about xxx?". Now, Susie's paying attention again.
Regards, Barry
I had a class of about 70 students and I was introducing a new subject. During the morning session (it was an all day class) I began to sense some uncomfortableness/hostility in the students. At lunch break I discussed it with the other 3 instructors (we were rotating presentations) and they agreed something was not quite right. After the lunch break I broached the subject with the class directly. They brought up that they did not see the requirement for this new subject area. I realized 2 things; I had not explained the need nor had their leadership (it was a military group), so I took the time to both discuss the need and to have someone from their organization come in and discuss the new requirement. Not everyone agreed but they did feel that they had a chance to express their opinions. Class resumed and went smoother with more participation.
Great idea. I find that the more personal the information becomes to an off-task student, the more he/she will almost unconsciously become interested and enthusiastic. Sometimes if a student is frustrated and falling behind I will work with them for a while and chat about what's going on at home or their work or whatever is distracting them outside the classroom. The understanding that their frustration and disengagement is important to me is very re-focusing for most students, even if I take no more than 90 seconds to touch in with the student.
I also find that by staying in touch with a simple question about what we chatted about("How's your daughter doing?" "Did your sister find a place to live?" etc) the following day or even a week or so later can keep the student permanently engaged and re-focused into the life of the classroom.
Hi Victoria:
You've got a good exercise there. Reengaging, resetting, or refocusing can consist of of a major transition, or something as simple as just a break in the pace, tone of voice, asking a question when not expected, - just something to reset the attention of the topic, then move on.
At times, it is necessary to make a major shift, and being sensitive to when this is needed is an important observational skill good teachers learn to recognize.
Regards, Barry
Break the class into small groups and ask each group to decide what is the most important information in relation to a specific topic or chapter in the text and present it to the large group. I sometimes will have them develop the most important information into quiz or test questions with rationale and source identified.
Hi Diane:
Your suggestion is a good one if time allows.
Sometimes, it doesn't take much to get folks redirected. A simple change of pacing, voice control/variance, change-ups, asking students a question, etc. If there is a lot of information to cover, there isn't always the opportunity to change directions fully and perform a different activity. But shaking up the atmosphere a little bit can sometimes be effective in getting students refocused.
Regards, Barry
I like the idea of redirecting and having role playing. this always seems to engage them better in the subject matter
Diane Hensley
Hi Paul:
This is good. In a classroom setting, it may be difficult or ackward to single out a specific student to inquire about where they're at. But maybe, pulling them aside at break, or after class would be beneficial.
Regards, Barry
