I like to have activities, both group and individual, during the class period. It may be as simple as assigning key terms from the assigned chapter to each student to research and then define for the class. This way every student has the opportunity to participate and become more engaged.
To grab the attention of an uninterested student begins in the very beginning. I believe at the beginning of each lecture you need to grab the students attention by making a dramatic statement of utilizing material that will create curiosity. It's true that when a student is in uninterested it could be the result of our teaching techniques. We as instructors have to engage all the different types of learners, and that takes creativity and planning.
Sometimes is better to create a more interesting atmosphere by including multimedia, videos, and topic related presentations that could enhance the learning experience by making it more appealing.
Use different activities to engage and capture students attention. Simply lecturing is not good enough; get a class discussion going. Keep things lively.
I am agree with you i do the same also they help me toread sometimes the power point during my lecture so they always are alert .
Walk around the room a little keep the eyes on you. teach from the area they sit in and ask them questions to gain involvement
I believe everyone is different so you would have to evaulate each student and choose their best strengths to have them be more attentive in a way they can understand the work.
I would engage them in conversation about the topic we are discussing
Hi Priscilla,
It is great to keep the classroom highly interactive so that students do not become bored. Try using hands-on activities, games, simulations, case studies, mock learning, role playing, etc.
Patricia Scales
Hi Maryellen,
I like the exercise. It really forces the unprepared students to be prepared the next go round. No one likes getting caught off guard.
Patricia Scales
Hi Jacquie,
The round table is a great structure to make every student feel apart.
Patricia Scales
Especially for the student who has been working, sitting in a classroom for long hours can be challenging. Having opportunities to move around or stand up can help students re-focus their attention.
If I assign a reading chapter and I am pretty sure that some of them did not read it, I will divide the class and this half will talk, and teach pages 12-30. The other half of the class will have to ask questions of that chapter. I make sure that the students who were not paying attention or read the assignment are in the teaching group. Working with a partner who is not prepared is usually peer pressure enough to not let it happen again. I do not tell them ahead of time that this class activity will happen.
Sometimes when I see students are drifting off or not paying attention I will stop the lecture for a quick 5 min think break. During this break I ask the students a critical thinking question pertaining to the field to get them motivated about the course again.
I like to change the sitting structure of the classroom to an unconventional arrangement. For example, I like to place all seats in a circle if possible therefore class is more like a discussion and I can get students involved.
looking straight at them while i'm still lecturing , increase my tone of voice of my lecture while having an eye contact with that student, and switching the lecture to an experience based lecture.Using alternative methods but still focussing on the topic will be a good approach to capture not only the inattentive but the rest of the class
Be creative .Ingage them in groups and give them a fun activities
Hi Kevin,
Normally when you get close to the student, they get it that they need to pay attention.
Patricia Scales
An effective method to capture student attention is to teach with the brain in mind. This means discovering the physiological basis of brain-based learning strategies. For example, limit lecture time to a maximum of twenty-minutes, integrate small group activities, make learning fun, offer opportunities for students to contribute their experiences or provide examples. The aforementioned examples are not based on opinion they are backed by data and research that provide increasingly higher outcomes in student performance and retention. If we do not have the attention of our students in class than we are not making the material meaningful enough.
The number one thing I do is walk over to them and begin to lecture next to them. Or call on them 2-3 times in a row.
