By breaking the students into small groups, and inviting guest speakers to your class.
As an instructor I find that it is extremely important to capture the attention of inattentive students. One of the ways that I do so is to walk over near where they are and lecture from there for a few minutes. Another strategy that I use is to call on someone right next to them to answer a question. I find that often times that will be enough to engage the inattentive student because he or she may think that they will be called on next.
Sometimes towards the end of class time, I will ask the students to take out a piece of paper and right down the things they have learned today, or what stood out in the lecture for them and why. I use this as a tool to see who is paying attention.
Sometimes towards the end of class time, I will ask the students to take out a piece of paper and right down the things they have learned today, or what stood out in the lecture for them and why. I use this as a tool to see who is paying attention.
To create small study groups with assigned projects.
I use a powerpoint "ice breaker" presentation that is designed to entice the students to think about our objectives in a 'big picture' manner. For example, if my point is to discuss the worldly nature of our profession I will show a slide of Magellan's journey displayed on a world map and ask the class to discuss how important this exploration was.
Student must be given an ice-braker at times. This helps with re-focusing. In addition, students learn through demonstration, also through story telling. Being able to relate the thoery and its importance to the practice will help the students understand the rationale of their learning.
Hi Casey,
These methods do work. I even stare at them from time to time to capture their attention.
Patricia
I use a lot of humor in my classes! I am English and it does add a spark to the class. I try to reach each student on their own terms. I try to find oput a little bit about each student on a persoanla level - their work, their conmmute etc. I also encourage them to share- with me any problems that might be affecting their attendance and production.
When I see students not paying attention and I have a lecture to deliver, I typically change the tone of my voice and talk really fast to make them notice a change of pace. I will also move around more and even hit the board or table in an attempt to 'wake them up.'
Hi Connie,
These are great ways to capture students attention.
Patricia
a guest speaker is a good way to bring out the excitement and help recharge the students interest in the class.
I paint a picture literally - a quick oriental brush painting to illustrate design principles when plating food emphasizing clean lines, restraint and positive and negative space. I really have the students' attention when i do these.
I like to try and keep class as upbeat as possible. I let my normal laidback personality and sense of humor keep class loose and I feel that the students stay more involved. Whatever we are lecturing that day I find a real world example to talk about and we use that as a learning tool to retain the information
Review my presentation to see if ther is something that may not be capturing their attention. create smaller groups make sure everyone has an assignment within the group. greate a seating chart and move the student(s)to the front of the class. move to the area whe the student(s) are seated make my presence known to them. Meet with student to discuss what the problem may be.
Hi Derrick,
How do you feel this captures students attention?
Patricia
In environmental science, I may create a scenario where each student needs to describe a symbiotic relationship in a population
and label that relationship( competition, parasitism,etc.,)
Hi Derrick,
Smart tactic! Questions are great attention getters.
Patricia
I try to relate real work experience and how they will use the info!
During lecture, it is important to mentally engage students by beginning with a question.Encourage all
students to think about the question.
