It helps keep students focussed on the material by moving their vision line and keeps them engaged in the lecture. It helps students feel more comfortable. It reduces class management problems such as inappropriate computer use and the sidebar conversations. It's a good way to check each student's progress. Too, if the instructor sits down; then, it changes the "power-diferential" signaling to students that the focus is on them. When the instructor stands again; then, the movement gets students' attention to refocus on the trainer.
I'm an instructor in the corporate setting. I'm not certain where but, at some-point, I adopted the belief that the more formal setting or the larger number of participants meant that I should stick to the use of a lectern with less movement. Maybe I was subconciously "protecting" myself by putting up a "force field". Now, I understand that movement engages our listeners regardless of the formality of the setting and the number of classroom participatns/students. Helping redirect student thinking by changing their vision line every 3 minutes is a good technique for keeping listeners focused on the discussion topic. I believe my natural use my hands and gestures to "talk" when emphasizing my messages is the reason training feedback often includes statements such as, "I felt calm and comfortable with the instructor."
I'm an instructor in both the corporate and vocational college settings. I'm not certain where but, at some-point, I adopted the belief (pattern)that the more formal setting or the larger number of participants meant that I should use the lectern more with less movement and fewer gestures. Maybe I was subconciously "protecting" myself by putting up a "force field". Now, I understand that movement engages our listeners regardless of the formality of the setting and the number of classroom participants/students. Helping redirect student thinking by changing their vision line every 3 minutes is a good technique for keeping listeners focused on the discussion topic. I believe my formal and large group presentations will be better with the combination of changing the vision line combined with my natural use of hands and gestures to "talk" when emphasizing my messages. I'm curious to compare my large class feedback and my smaller group feedback to see if the larger/formal classes had fewer statements such as, "I felt calm and comfortable with the instructor." Also, I'm now aware that the larger classroom lends itself to use of my larger, natural movements/gestures which I would have been stifling in the past.
I know that it keeps the students engaged in the subject matter and they are less likely to be on their laptops going on Facebook or whatever website they are on. I usually write the key points of my lecture on the white-board and then go through the class explaining what is on the board. It keeps the students on their toes and avoids losing the students' train of thought patterns. I seem to get more feedback when I leave the desk. In addition, I also think it keeps me more focused, too.
I have never moved around the classroom during a lecture...only when students are working on work sheets or assignments. I always felt it would be distracting to walk around during a lecture.
This keeps the students engaged with the topic you are discussing. Also by walking around the room or lab you can find the students that need your help or are confussed with the topic.
Hi Donald! You raise a very good point that has not been mentioned in the ED106 forums before. When an instructor moves around the classroom, he or she not only recharges the learning environment, but himself/herself, and refreshes both tone and body language.
Thanks for your observations.
Jay Hollowell
ED106
I like to move around my classroom so the students can not become bored. At times I can get into a monotone voice and by moving around it helps me stay out of that voice. I can also check on my students.
I've seen so many instructors who latch onto the podium for dear life - never move, never let go! Also instructors who sit in a chair during their lecture presentation. I don't know which is worse! I get glassy eyed just thinking about this! Moving around the classroom adds enthusiasm and excitement to your subject delivery and helps students from dozing off during your lecture. Even for Power Point presentations, I use a remote so that I can remain standing with some movement.
By moving around in the class i can get the attention of all the students wether they are sitting in the front or the back. i also like to give a lot of hands on examples when lecturing which require me to hand them to students. When i pass them out i dont always give it to the student sitting in the front. i make sure it starts somewhere else. i can also see that the students are paying attention as to whats going on in class. by walking around students will want to ask qustions when you ask them directly or are focusing on them.
I find that doing demos several times during production can be very helpful to the students. Their level of understanding increases because the information is fresher for them to repeat.
I like to move around my kitchen lab so that the students are aware of the areas that we will use for the day.At times I am demonstrating a technique; at other times I can refer directly to a piece of equipment. I have students seated at four tables and I know they appreciate my mobility to stave off boredom.
I like to walk around to explain show and tell parts in the room
Reaching out is something that I see no other way out of. Within the online enviornment, this reachout means for us to be able to be visible in a major way.
I think it is important to move around the class for several reasons, to help hold student attention, and to see if students are listening or distracted in some way. I used to stand in front of the class until I learned walking around is much more helpful and keeps the students focused better. Also, when I pass by a shy student they are more often willing to ask a question when I am closer to them.
D Hensley
When I am able, I like to wander around the entire room, making sure to even move behind the students. This keeps their computers off of the internet and keeps them from becoming inattentive. And gives me a bit of exercise.
It engages the students and it also helps me keep them on their toes so they are less likely to go to Facebook or send text messages during the class. I also find that it helps me keep my energy up during evening classes so that the students can feed of that energy. Overall the entire class experience is better because of it.
It enables the instructor to connect with students, provides feedback, and demonstrates to the students that the instructor is including the entire class in the lessons.
it lets the students know that you are concerned with their work and their progress, and that you are there to help
I find that if I don't move around the classroom, it creates an imaginary barrier between the students and myself. When I move around and interact with groups as they are working in pairs on a dialogue or a homework assignment, not only do I feel like I am making a better connection and enforcing learning objectives with the students, but I also feel better about teaching for the day. It feels good to know you have connected.
