One thing that works for me is that I demonstrate a lot of energy in class. This means a lot of moving around, one liner jokes, and variation in the voice.. Other tried and true methods are to play card games when I teach math, and have them work on their assignments in groups.
I hate a bored class as much as students hate a boring class. Paying attention to body language and where the student's eyes are focused is the way I know whether they are with me or not.
Something that I've found that helps with inattentive students is attempting to pique their attention with something they may not have considered before. I also will bring up a controversial subject that they may not have expected to talk about in a "boring" business course. Sometimes with students like these, you have to be creative in making school exciting and informative, without catering to their inattentiveness.
Bobbi Bricker
We have a no cell phone policy during class (you may step out in the hall, etc...) if they are using their cell phones I tell them to step in the hall. The phone gets put away quickly and I usually only have to do that once in my class and no one takes out their cell phones. Now if students are day dreaming, I usually ask a question to the class that involves a poll. How many people, etc...Also making groups and making them the group leader so they have to deligate to the others the items.
Capturing the attention of students is often refered to as the "Hook". I approach each class with my own personal challenge of having a "hook" to draw attention to the subject matter. By using a variety of teaching methods (from guest speaker to a story, to a challenging question the introductory delivery is paramount in setting the stage for getting students attention and involved in the class. It is important that the so called "Hook" has relevence ans can be tied to the learning process.
Several approaches may capture student attention:
(1) a warm up activity related to the lesson;
(2) a projected visual on the screen to introduce a topic.
(3) a visual PowerPoint presentaton rather than the traditional text-oriented type.
(4) a dynamic, energized delivery of the content.
By asking them a poited question from the lecture. Making sure that he understood the demonstartion given for his practical application. Follow up on his assignments and have a 1-on-1 discussion about class contents and how he is doing.
During demonstartions, if I see a student not engaged, I ask them to come up and assist me. I find that it works well.
Giving information in a story telling manner allows me to get future employment related information across in a way that feels more relevant.
Role playing on live workplace examples are also extremely helpful.
I'll call them out by name in an almost unnoticeable manner, with no hesitations or pauses - almost using their names as just random syllables in the middle of my own sentence. It's just enough of a wakeup to get their attention, but since I smoothly continue with my own thoughts, not nearly as embarrassing or humiliating as if I was to bring my lecture to a grinding halt so all heads can turn around and stare at them.
If I have an inattentive student named, whatever, Joe Springer, I'll just continue my lecture:
"...So, as you're deciding which two sentences you might want to connect, Mr. Springer, you're looking at how long each sentence is already before evaluating the overall rhythm that you'd be creating by combining them. That means..."
Mr. Springer hears his name get mentioned, so he instinctively perks up - and he knows very well why I mentioned his name. But because I've continued to deliver relevant lecture without pausing to humiliate him, it's (hopefully!) just enough reminder to him that he needs to get back into the class material and he doesn't feel the need to defend himself with a joke or response or an apology (which would, of course, distract from the lecture and change the subject completely). Usually the reaction is a quick embarrassed grin to acknowledge that he was Busted!, and the issue is resolved with minimal fuss.
I try to stop after each section of reading and give a relatable example. While sometimes it is challenging to find a topic due to the possible age range of students you will need to give a very mainstream example that will cross age gaps. I also like to ask questions that require more than a yes or no answer and have an element of critical thinking (what would you do if.....? etc). Also by planning out your breaks (if any) you can revive the class by allowing them to use the restroom/stretch/snack/etc during a low point in the lecture or presentation.
Hi Dianne,
Smart strategy! Students like to be regarded as leaders. Let them have a leadership role every chance you get.
Patricia
Hi Mary,
I like how you are straight to the point. You are all about business. What great ways to bring about success.
Patricia
I find that making reference to something that student did, in the past, that was positive and tying it in, helps to get their attention when they here their name. I find there is always a way for me to make mention of them and make it relevant to the conversation or topic. Students love to hear about themselves, especially when it is something good being said.
I use a class calender as a handout which is also posted on the portal with topics, due dates and values. I also write the day's objectives and due dates on the white board to emphasize their importance. I also have ungraded quizzes that are given at the appropriate times so the students can see what to study for. These strategies allow me to move the class along to whats really important and not be bogged down with housekeeping or bargaining.
Despite their lack of involvement in the class during lecture i will point out to the whole class what I thought that student did today that was good. Set them up for positive praise to see if that will light a fire in them. I will also give them more of a leadership role with guideance in the kitchen (like a sous chef) to see if that will help.
You can move to their area and let them know your are aware. You can call on them to answer a future question. For example you could say "Bob, in a minute I'm going to ask you to review the four basic types of forcemeats", then do your section on forcemeats and get back to Bob for the review. Also you could hand out 3x5 cards with topics on them, have each student research about the topic for 5 minutes prior to lecture and then call on them randomly to answer the questions as they come up during lecture.
I think that they do care if you can make it relevant. My students know what I do for a living. I let them know that what I pass on to them comes from the real world. Showing them an EMMY that I earned gives it credence.
If you can show that you are for real, and that you want them to succeed, I believe they will want to know about your personal experiences.
I explain how doing things wrong in the field can have an effect on everything from the worker to the customer
In addtion to the forementioned--physical presence, small groups etc.--
1. I would also ask them to share their opinion/experience on the subject--which generally breaks their preoccupation
2. Assign each student a question, which is based on the lecture/presentation.
