When I walked into a classroom at the beginning of each rotation, I can “feel†the attitudes of my students flying off of them. If these feelings could talk, these are some of the things I would hear:
• You can’t teach me anything!
• This is so boring!
• Electrical is too hard!
• I don’t even need this course but I have to take it.
I like to keep them off balanced and not be anything like they expect. Over the first couple of days, I ask their opinions and input. I talk about subjects that I think are interesting and ask for their help in coming up with activities. I also ask them about topics that they are interested in learning about. Then I try to come up with activities to teach these topics and still meet my goals and objectives. If the students have something vested in their learning, I think they will put more energy into learning. Maybe you can’t veer off the required topics in the lesson plan. Then it is time to lay it out on the line with the students and have them help with the planning of the topics. If students feel they have some control, I don’t hit so much resistance to the work.
Usually by the end of every 3 weeks course, my students are energized about learning. They still say the token responses but they don’t have the power behind the words. I usually have students who start talking about new topics and ways we could learn more about them. Some students actually collaborate with each other and try to come up with new approaches. I ask them to write out their proposal so we can look at it together. This helps them think the ideas through as well working to make their thoughts clear enough to communicate. I ask them to write in their proposal what the topic they want to learn more about, give a reason (which could just be that they find it interesting), and some activities that will help the class learn about it. Then when we discuss it as a class, we might brainstorm more activities that the curriculum department did not think about and we add it to the list.
I take these activities and choose the ones that I think are appropriate and fine tune them so they are learning skills that I meet my course goals and objectives. It is really not hard for me to adapt these lessons to include electrical, fuel injection, carburetion, suspension tuning, or especially racing. The students actually look for ways for me to incorporate them in the topic because they know that I have to justify teaching them this topic if an education manager walks in. These students feel like they are included in the planning process.
Since the students helped plan these future units, I do not hear as much grumbling about the work they need to do. Sometimes the activities are divided according to different ability levels and different interests. Then they love to share their results with the class as a whole.
My students don’t ask for much free time because they were doing many things they want to do. I guess this is more like a compromise than making a deal. They understand that we have a job to do but if they could do it in a way that is more interesting to them, it helps them feel better about it.
For students who like to talk during a lecture,I will move closer to them, that seems to help. But for "chronic" talkers, I will simply stop talking. I will stay silent until those who are talking realize the class is silent and look up from their conversation long enough to figure out what is going on. The first time I do this the talkers take a minute or two to quite down and the rest of the class can't quite figure out what is going on. When I have everyone's attention again I continue on. If the talkers start again, usually by the next class, I will do the same thing, only this time other students are wise to it and they control the "talkers". So my pause is brief. After that I usually don't have any trouble because the classmates control each other if talking during a lecture.
Asking them directly a question pertaining to the lecture that I know they can answer. That way they feel part of the group and smart.
One way is to walk by or sit by the inattentive student.
Another method I've found that works out well when an entire class is rowdy is to just stop talking altogether. It's funny to watch the group dynamic and the sense of discomfort as everyone slowly realizes that you are just standing there, not saying anything at all. Be content to wait until the entire room is completely silent, and then continue with the class.
I'm a big fan of sauntering over to an inattentive student while I'm lecturing, touching the back of their chair, leaning on a table near them. The instructor's proximity definitely redirects their attention. I also make eye contact, and sometimes linger until I get some sort of non-verbal response, a nod or a smile.
Group work is great for inattentive students, it breaks up the lecture and keeps them engaged with the change of pace.
A good way to capture attention of an inattentive student is to try and change things up. Some ideas that I have used are moving around the room, creating small discussion groups, student presentations etc.
Hi Vanessa,
Volume changing has always been a good way to capture attention. I also like to walk around the room and teach from different places in the room to grab attention.
Patricia
Moving around the room is good, but you have to keep in mind those with visually or hearing impairments. I have had deaf students in my classes and if I move where they can not see my lips moving, they can not "hear" the lecture. I have also had students with vision impairments and quick movements may make it difficult for them to see me or can cause the student to lose focus if they keep trying to find me in the classroom. However, what that said, I do like moving back and forth in front of the classroom. It keeps me alert to what students are doing if they are not paying attention to the lecture or discussion.
I do move around the front of the room often. I also call each student by name and use them as part of my example. I point in the area of the student then say their name and continue with my example. For instance, (pointing in Mary's direction) "Mary is saying yes" or "John looks like he agrees with me". I find that using the Student's name makes them feel like they are PART of the conversation. I attempt to use as many student's names as possible during each class.
Hi Scott,
I need you to be just a little more specific as to what type/kind of examples are you speaking of. I typically use a variety of teaching methods, and I share a lot of professional experiences and sometimes personal stories as they apply to the lesson.
Patricia
Hi Lorraine,
Teaching variety is certainly a great way to grab students attention. I like the idea of the play. Some of our students are very creative, imaginative, and artsy.
Patricia
Thank you Lorraine! I am going to implement some of your ideas in my class!
Relevance. When I am able to connect classroom experience to students' futures, I have a much more engaged class.
I've recently begun using software that permits me to poll students in the middle of lectures. It permits me to assess student understanding of concepts as we discuss them. In that way, I am able to ensure understanding before moving on to other concepts or topics. I've found that engagement has increased. I believe this is because more students understand concepts before we start building on them. It must be terribly frustrating to see the class moving on while you're lost. Once you're lost, paying attention seems futile.
hi Scott,
Thank you for your interest. I let my students do a formal presentation which will include a visual aid as well and sometimes depending on the topic and course I will let them format a sort of a play. This way they can really get interested in the topic and the class enjoys it as well.
as a follow up, what are some examples of activities you give your students. I would love for you to share some examples!! I am excited to hear from you soon!
hi Lorraine, i agree whole heartedly with you. i plan a variety of fun and, sometimes, intense discussions with my students in small groups to keep them interested. learning doesn't have to be boring, right? thank you for taking the time to reply to my post. have a WONDERFUL day :-)
Hi Rhoda,
Great way to involve everyone! This is an excellent approach for classroom involvement.
Patricia
Depending on the subject you can do a hands on assignment so that all students are engaged. Give them a topic that they can interact and do a presentation on.
