I like to keep thing interesting in the classroom. we keep it more of a class discussion. The students are able to speak on past experience and I hope the class is able to be respectful of everyones views. I also like to bring in guest speaker, or take the students on field trips to meet people in our field. This helps them realize what they are working for is so close if they just work hard they can achieve it. This has help bring the joy back into learning for these types of students.
Hi Cynthia,
Students love it when they get to have a game as a review for the test. A great combination is combining fun with learning.
Patricia Scales
I too do the meet and greet because if you call one name the students will wonder why you use one name and not theirs.
When that happens, the student make comments about being the teacher's pet, and the others lose interest.
This way allows me to make them all important.
One thing I find really helpful is to implement a short version of jeopardy, instead of a quiz. The students enjoy this and they all seem to participate. Usually the questions are the ones I would have used on the quiz.
I accomplish 2 things, I review while giving the students an idea as to what will be on the test.
Hi Eric,
Rapport building is important with students. Students need to know that we truly want them to be successful.
Patricia Scales
find a good common ground that you can relate yourself to the student.
You can cature you your students attention by putting them in small groups.
One way I do this is by directing an easy question to the student, not to embarrass them, but to draw them in. I also like to walk around my classroom frequently.
One of my favorite strategies is to use what I call the "Read, Condense, Report" format for small groups of about 3 students. I bring articles or text excerpts for each group. (For example, 8-9 different articles on a related topic for a group of 25 students.) I instruct students about what I want them to do with the material for about 15 minutes: About 5 minutes to read the material and about 10 for them to collaborate in small group about the most salient issues, condensing the information. I give each group a half-sheet of blank scrap paper for writing notes for what they will report. Small group members decide on who will be "reporter"- and then the whole class will hear what the small group found.
In a group of 3, the "stakes" are high to produce a coherent oral report. It is very rare that I see a student losing their attention to task during this activity. Students often report that they enjoy this activity.
I teach night class and most of my students have worked a full day before coming to class. I will lecture for awhile until I see them starting to zone out then I get them up and engage them in something as a group pertaining to the lecture for about 5-10 mins. This seems like it helps.
I capture the attention of inattentive students in various stages. The first is to subtly walk over to where the student is and lecture from that spot for a minute or two. This usually gets the student's attention while I am near him/her. I then walk away from the student, continue with the lesson and then ask that inattentive student a questions based on what I was discussing while I knew ( or believed) (s)he was listening. If the student answers correctly I thank the student for the valuable input and tell the class that the input we just heard was exactly the type of discussion I would expect. If the student cannot answer the question I ask for another to volunteer the answer. After the class I ask the inattentive student to stay for a minute. I speak to the student directly and ask him/her what (s)he would like to see done differently in the class to create a more involved atmosphere. I usually tell the student that class participation and engagement are critical to learning and helping others learn. I speak in very clear straightforward language ( based on the personality of the student) and remind him/her that class participation is 10% of the overall grading process, which is a full grade. A student with an "A" average can receive a "B" in the course if (s)he chooses not to be a productive participant in the class. It is important that the students understand how participation is graded. I tell them it involves attendance, promptness, class discussion, contribution to group activities, and being attentive. I will advise the student that, as I had in the beginning class, no answer or comment is a "dumb" one. I also seek other faculty who may have had similar students and ask for their feedback.
You can call on the student to help you answer another students question or a question that you have. You can simply walk over towards the student while still speaking to the class.
Hi Bonnie,
If there is a small setting, it is always better to make the students come closer together; better participation/interest is generated when students feel as though they are a team.
Patricia Scales
Hi Hope,
A great way to generate discussion is to share a personal story/experience that is applicable to the topic. Students are amused by our experiences.
Patricia Scales
I was loosing a majority of students in a lecture on the immune system. The next topic I had to cover was holistic health. I stopped the lecture, put the tables into a triangle and had a 'holistic health forum'. They perked right up, every participated and we learned a little more about each other. Bringing the group closer as a whole/team.
I have open up and gave life experiences, that they might learn from, and that peeks thier interest, and opens up questons for discussion.
Connection is key...If you don't have this they often will not respond well
Hi Ivan,
I too enjoy having competetions with crossword puzzles to create a fun, yet learning environment.
Patricia Scales
Patricia,
Great points. I try to incorporate different instructional methods to reduce zoning out from students. My students tend to like educational games such as "Medical Jeopardy." A little bit of competitiveness seems to always motivate and capture their attention.
I try to incorporate real world events (current events, trends, music, etc) in my lectures and some times I do role playing exercises involving various areas of the law. I participate in the role-playing and pull the students in as well. Both of these things breaks up the lecture into things that interest the students and get them back involved in the class discussion.
