long class periods
Some of my classes meet at night once a week. Classes run from 6:00-10:00. It's tough to keep a group of students who have either worked all day or been in class for most of it engaged for the entire time. I try to mix up activities, but sometimes find that my students are just worn out by the final hour of class. Ideas? Are there certain activities that are better left for the end of the class?
Adrienne,
I think students can learn an awful lot from discussion, and it would seem that reserving the last 20, 30 or 60 minutes for this kind of activity might be most beneficial. Sharing stories or work situations is a comforting way to end a long day of work and after-work class work.
Barry Westling
Some students can focus maximum up to an hour while others can not focus even up to half hour therefore long classes is not a good way of teaching mix and match with different activities is a preferred method of teaching.
This has been a problem with me as well. My class runs from 5PM to 9PM. The students come to class, many after working all day, tried, bored and hungry. I have found that giving various activities during the class has helped alot. Also I give a break in the first hour of class so they can get something to eat. I would appriciate any other tips.
ATUL,
"Chunking" is a term used sometimes to describe providing instruction in segments or "chunks of time" to keep the interest and avoid loosing focus. Breaking up the class session into segments, even if that means interrupting a lecture, then coming back to it later in the class is a better idea if it tuurns out the students will pay more attention that way. I aways as myself, "What's in the best interest of the student?"
Barry Westling
Thomas,
In an ealier p[ost, I suggested to consider doing discussion near the end of class, as tired students will likely be more willing to think and talk more than doing much anything else. Short 5-minute breaks are effective. Also, I would consider doing your heavy cotent first, lab or skill devlopment next, and discussion near the end.
Barry Westling
In the nursing program, particular the skills lab, break-out-sessions are ongoing. The students have an opportunity to engage each other in a skill, learn it, do it, and teach it. The student does also engage in role playing, especially when the skill incorporates a particular disease process.
Mary
Mary,
Great. Also, I find discussing case studies in different roles (family member, MD, social worker, nurse, etc) helps give a deeper dimension of the patients difficulties.
Barry Westling
I use a mix of media and course presentation. My classes are a three hour block. My students get antsy and I read their body language and switch up to another subject that is in the lesson plan. I don't teach any one style of media for more than 15 minutes. If I use ppt, then I switch to walking and talking, then video, then discussion, then back and forth.
You need to have that Plan B in place also, in case things just stall and you need to change it up.
James,
All of these strategies are helpful and effective, both to keep the attention of students, and to keep the pace and tempo upbeat and fresh. This, along with an enthusiastic and passionate instructor can make even the most dry material come alive.
Barry Westling
Night classes in particular are tough. Student may be working all day and by the time 9 pm rolls around they are done.
I plan my night classes with a fun activity with a short break at about 8:45. This normally lets them refocus.
Make sure the temperature and environment is comfortable, cool rather than warm. This makes it easier to focus.
James,
Keeping attention after a full day of work is a challenge. Making the class interesting is one way. Also, if topics keep the career goal in mind, that helps reinforce the reason they're attending. If time allows, discussion near the end of class is a good technique because it keeps students involved without requiring as much effort as the class winds down.
Barry Westling
I have the same issue. I started putting my agenda on the board and crossing the items off as we complete them. This helps keep the students focused and on-task. I also found that it helps keep me focused and remember that I shouldn't overload the agenda--4 or 5 items per class period is good. If your students have questions about the material, like mine often do, have them keep a list of their questions/comments to discuss at the end of class. They will be motivated to keep up with the pace so they can ask their questions/make their comments.
Brandi,
This sounds good. I think instructors should always have the daily class topics stated so the students know what's in store. I also think having a time near the end of the period for discussion, review, Q&A, summarizing, or preparing for the next day's activities can be beneficial use of class time and diminishes student feelings of being overwhelmed with too much information.
Barry Westling
Adrienne,
My classes meet in a Lab setting two nights per week from 6-10pm so I can tell you from experience that by 9pm they are getting tired and unable to keep focus. It seems to help if they clean up the lab around 9:15pm and then they all sit down and we review for upcoming tests and/or review vocabulary words.
I teach the same type of class and have had the same situational difficulties. In order to keep attention level and energy level of my students high has been to only lecture fo short periods of time, then introduce videos at proper intervals. If I feel their attention waver, I open up the topic for discussion, create a game so they can retain the knowlege, or quickly review on previous information on the current topic. Games have been my saving grace. Especially toward the end of class!
Juliana,
Yes, it's important to break up the daily lesson into digestible bits, as studies show this improves the attention span and ultimately retention of needed information. I'm cautious with video's as even a 30 minute professionally produced video can have some students zone out. Sitting and watching is passive. What I've done is stop the video, have the students practice what is being demonstrated, then retun to the video. Another idea for video is to use something from the internet (You-Tube, etc) that is only 1-2 minutes in length.
Barry Westling
I do games and try to keep it fun. can you give me examples of the activities that you have
Teresa,
Splitting the room into two or three groups with competition between the groups (who can get the most correct answers) is one way to encourage participation, critical thinking, and have fun in the process. In a lab setting, sabotaging operational aspects of equipment or missing components to see what groups or individuals can correctly identify what is wrong, is another example.
Barry Westling
