I do class questions in the beginning of class and if students answer the questions at the end of class and get them correct, they get extra credit. Students are always looking for this before class begins.
I have also done the minute-paper technique.
I also have them find relevant topics in the news about what we are talking about in class.
Hi Patricia,
Great way to get students involved, yet you are still instructing and in full control.
Patricia Scales
I let them do the pp, and I sit with the students, asking them along the presentation and/or explaining the subject.
propinquity. moving closer to them often has the effect of re engaging.
The instructor will gain knowledge regarding each students situation in life, as the class progresses. For example, did the student work late? Does the student have five kids to get up each day? Do they have other issues effecting their ability to pay attention in class. With this knowledge, the instructor can walk around the room, change the tone of the lecture, incorporate stories of interest, and seek eye contact with the student.
I have shifted by lecture delivery to prezi (prezi.com) which, unlike powerpoint, is non-linear and helps hold their attention. Like Jeremy, I also incorporate video when I can. Finally, I have the added benefit of being high energy and putting myself physically in the area of the student works really well.
I am in a similar situation. I teach four hours biology class and sometime it is really challenging to keep students attention after first two hours. When I see that some students are starting to drift away, I stop lecturing and either engage students in group activity or I show them short interesting video that is followed by class discussion.
Have students get into small groups for discussion.
Hi Shakil,
Enforcing rules is a must!
Patricia Scales
Hi DONNA,
I have found that students really enjoy it when we give them the opportunity to regain their energy level.
Patricia Scales
In addition to the on topic discussions I also use personnal experiences as an example and ask if anyone has had similar experience. This has lead to some interesting discussions and questions.
Discussing real scenarios relevant to the topic help students put the information into perspective and helps them see the importance of learning the material
What I do in case students were not paying attention in my class is that I call their attention to the fact that they will be asked to do the same things at work and answer the question of What's in it for me. I notice that I immediately capture students' attention when I equate their activities or inactivities with money.
giving them class calender seting rules and expectations and sticking to rules
If they are disruptive, I usually stop lecturing and wait for them to stop talking. If they are quietly inattentive, I will ask them how they are doing, if they understand the material, and then in the next classes, I will ask them direct questions about the material.
Still, the best strategy I have found, I work hard not to give them a reason to be inattentive. I work to find many ways to make the material relevant to the students and engage their interests. It is difficult to reach 100% of the students 100% of the time, so I try not to be too rigid if they are sometimes inattentive.
I have my students get up and stretch. They do some arm stretches along with neck rolls. The students seem to love this, as it helps get them to participate and re-generate themselves.
I use various methods to get the attention of inattentive students. For example, i can move closer to them or ask them if they understand the concept, exercise, or whatever i was explaining. I may even ask them if they are okay because they seem to be distracted. This kind of stuff will let them know that i have noticed that they are not paying attention.
Amy, I have 2 1/2 hour classes at my day job and 5 hour classes at night. I find I have to shift activities often to keep (or get) students engaged. I use powerpoints a lot, but always keep the lights on. I always embed interesting cases or videos in the slides to have a ready resource when I feel student attention lagging. Or make unexpected and shocking statements relevant to the class (not hard to do when teaching A&P). Or spontaneously divide the class into small groups for interactive work or problem solving. This is one instance where creativity enters into teaching and makes this work fun and different from day to day!
I have in the past stopped lecturing and if that does not help I will flip on a set of lights and ask if everyone is ready to move on. If they need a brain break then I give it to them.
Imparting more knowledge and making the lecture more interesting by giving some common examples.
