In my last grants class, I had one gentleman go on ESPN and trade players for his fantasy football team. I was at the back of the class, lecturing, observing this behavior. I waited til break to tell him that I loved football as well, and asked him who was on his fantasy team? He stammered out a response- but I let him know that I knew what he was doing during my lecture. From that point on, he was attentive in class.
Also, for the grant class, I would lecture for 30min and then put the class into groups for class projects. At the end of the class, the groups had to present. This made the class listen during the lectures, read the materials, and participate.
By having them break up into groups and work on a presentation they will become more actively involved with what is being learned.
Use some outrages behaviour or language shockes the class and leaves them waiting and litning for the next outburst.
Sometimes the voice of the instructor can become mondane and it is good to have someone come in to reiterate what we have been discussing. Not to mention an unfamiliar face will draw the attention of the students because they are curious about what the speaker will say.
I personally utilize examples that al of my students can relate to. Giving real life examples causes the students to stir and give feedback on how they handle the situations being disucssed. As an instructor we must meet the students where they are in order gain their full attention.
I agree guest speakers are great students relate well to their peers
begin lectures/lessons with examples of the content real life applications.(photos,slides,videos...when possible)
I often see success when I involve the inattentive student in an ongoing conversation. It needs to be non-confrontational and, if possible, relate content to the student's real or potential life experiences.
Hi Brian,
Great variation of teaching methods. These are certainly ways to hold your students attention. I try to go in every day with a positive and enthusiastic attitude to help capture attention.
Patricia
Holding a students attention can be difficult.I try to have many activities prepared for class. I teach at night. I watch for signs of fatigue and try to change the work up. We get up and walk around, go to lab, have discussions and work in groups.This has helped.I also try to keep activities short and changing.
Hi Jeremy,
The student also needs to understand how they can beneifit from the lesson professionally.
Patricia
Small group discussions. Move the seating positions around the room
I think the best method for capturing student attention is by knowing the student and making sure the information discussed in class has real application to that individual. Why would I care about channels of distribution if I hadn't asked myself once how the clothing at work got on the shelf? I think this is the best method to grab interest.
For the culinary classes we are both instructors, larges classes (over 30 students). we separate them in two groups. Students pay more attention and it is better for us to manage them
Change things up every 15-20 minutes, i.e. do not lecture more than 15-20 minutes at a time. Between short lectures, throw in a small group exercise or two, video clips, et cetera. Ask the students to write down what they hope to get out of the day's class; this empowers the innatentive student insofar as he or she plays a factor in the content of the day's class. Perhaps even rearrange the seating in the room, e.g. move the inattentive student(s) closer to the front where there is, generally, a diminished number of potential distractions.
In teaching a general education class required by all different types of majors, I like to get everyone from their major add something to a topic. For example, how would this concept apply to your major.
On the first day of class, I have each student share a bit about themselves, why they chose their major, and what they would like to do with their degree when they complete their schooling. I make notes on this as they share, and will refer back to the students by name during discussion times, linking the material with something I have learned about them. This brings the inattentive ones into the discussion, gets them to share more, and helps establish a strong rapport.
one thing we have found in our classes that works really well with all students is our question of the day.(being an automotive instructor), we post an A.S.E.question on the board every day.I allow students to attempt to answer it, but hold the correct answer for discussion to the end of class.this allows those students who are unsure ample time to find the correct answer,and also explain why it is correct. this serves two purposes, it allows me to call on the quiet or inattentive student,while also taking note of who skipped out early.
I will call on them when asking questions. When doing group work, I will "randomly" choose team leaders to present information and I will choose the inattentive ones.
I agree. If we're demonstrating a dish where the technique is similar to something we've already done, I'll go around the room and ask the students to instruct me on the procedural steps to execute the technique. I find this helpful for student engagement as well as knowledge retention.
