One of the ways that I like to capture the attention of my inactive students is to break the class into small groups to discuss current events and how they relate to both the textbook principles as well as the students' everyday lives. Economic theory can be quite dull if not presented in a way that engages the students; by making the material relevant and interesting and also putting the students together to apply the knowledge to real world goings-on, I have seen a lot of success.
It is a hard skill learning to deal with the inattentive student. My way to deal with this is to being speaking louder, walk around the room close to where the student(s) are sitting and/or state that we have a lot to cover and I need everyone to discontinue the side discussions. The last point is my least favorite to enforce, but if the first two are not working then I have to result to the last. Sometimes it is just that they are losing focus because the lecture is lengthy or detailed. In that case I might make everyone stand up to stretch or ask everyone to do neck stretching exercises. This always help to wake everyone up!
Thanks, Diane
I usually discuss new research finding and social events to help them refocus.
Capturing student attention can be very easy. You just need to show them why they are at the college in the first place. Sometimes you need to ask them why they are there, but for career colleges it is obvious. Show them why the course is relevant to what they want to do and then amaze them with what they could potentially achieve if they take the course seriously.
First, create an engaging classroom. During a lively discussion, call on students who are inattentive. If you continue to do this, these students will quickly learn that need to become involved or they will essentially be put on the spot, so to speak.
Hi Sean,
That adage is so true! This is a great practice to utilize! If you speak to one student, the others are going to pay attention and even try to ear hustle if you are speaking softly. People can be nosey.
Patricia Scales
I have learned that when you speak to one, you speak to all. People are curious by nature. I do not repeat a question a student asks unless it is directly relating to topic. This makes people be quiet because they know I am not going to repeat it for them.
The adage goes:
speak to one, speak to all
speak to all, speak to none
Hi Melissa,
The minute papers serve as a way to force students to pay attention. Some students must be forced, otherwise they will not pay attention/participate.
Patricia Scales
I usually ask the students to share their real world examples to the topic at hand. By the 2nd week I usually know a little about the student work life and I ask engaging questions that tie into their life. I did like the suggestion of having students write minute papers summarizing the day's content to engage inattentive students.
My favorite is one that was mentioned in the course...I like to go and stand close to the inattentive students and make eye contact with them, while teaching. It also draws the attention of the other students and usually makes them uncomfortable enough, that they stop goofing off and start paying attention.
Hi Edgar,
Love it! Students love and need variation. Students are more excited when they are doing a variety verses doing the same thing repeatedly.
Patricia Scales
Patricia:
I try to vary my learning activities to keep the students engaged more. I use videos, case studies and team activities to balance out from the powerpoint presentation. I also use the Socratic Method to engage the students in discussion about the subject matter. I find this to extremely effective.
Your thoughts?
Hi Brandon,
Try guest speakers, peer teaching, field trips, case studies, scenarios, and role playing.
Patricia Scales
A good way to capture the attention of inattentive students is to let them know that you are aware of the fact they are not paying attention. It is important to do this in a way that won't embarrass them in front of the whole class, however. Making eye contact or moving around the classroom so that you are closer to them during a lecture are some possible strategies.
My classes are 3 & 1/2 hours long with one 15-minute break. I break the material up into different shorter (about 30-minute) segments using different teaching methods. (Reading from text, group activities, lecture, videos, in-class writing).
I've found that it keeps the students engaged to a degree and the students who are inattentive may engage better through different kinds of teaching methods.
It is a long period of time to hold the student's attention at I can't say for sure that they are retaining the information. I liked the idea of a 1-minute essay summing up the content for the day. Any other ideas I could consider implementing?
One way I capture students attention is by having them individually answer a question pertaining to the chapter that is being covered. Another way to get a "distracted" students attention is by having them read a small paragraph from the chapter. That gets them to focus on what we're going over but also makes them aware that i have noticed their lack of attention.
A great short term solution is to stand near them. For longer term solutions get them involved him helping other students if they are competent enough and at all open to the idea.
A great short term solution is to stand near them. For longer term solutions get them involved him helping other students if they are competent enough and at all open to the idea.
I start every block of instruction with a story which illustrates the importance of understanding the material which will be presented in that block of instruction. I also provide an explanation of how this particular block of instruction ties in with those previously taught and those that will follow. I try very hard to ensure my students view the 12 week course in the same way as they would view a great novel. Once you start reading it, you can’t put it down. It all builds up to something, and that something is getting better and better as the course goes on. It is all making more sense as each block of instruction is completed and the students look forward to the next block.
I work with a lot of lower income students and a lot of vets. The lower income student seem to be younger and don't know how to be more involved with class. It seems if I involve them more and keep them busy it works out better and I have to look at myself to make sure I'm not boring them with my class so it on me as much as its on them. The vets I think just need some one to talk to about what is on there mine, they want this and they know they need it. Talking to them seems to build there trust in me and lets them know I care.
