Get Your Students Hired
If I finish a lecture earlier that planned, I show a pre-selected TED Video that relates to the topic(Technology-Education-Design) For example, a TED video that works well with my textile class features a young designer who creates fabric from micrscopic bacteria that feed on a tub full of water, sugar and yeast. The students are engaged and entertained at the same time. These videos are usually 20 minutes long and approved for classroom use.
Due to the nature of my classes I rarely have extra time and usually have to make sure that we stay on task. I will use a variety of methods of getting students involved in the process including reviewing the syllabus and writing key topics for that day on the board. If we get too far off I can always point to the board and say we have to get back on track.
I have had instructors like that in the past... and I sat there thinking "I could be doing this at home in front of the TV!"
As I teach in a culinary school, and the food indsutry is based on deadlines, I teach a number of different techniuques to help them stay on task.
A concept called "Mise en Place" ( everything in its place)
Requires an understanding of what needs to be done and when it should be completed, as well as what is the aniticpated outcome of this event.
It includes:
Prep lists
Production timelines
Rubircs for qaulity check, etc.
These same theories work very well for Lesson planning.
I utilize several "example" stories of real life experiences in my field. These help the students understand the relevance of what they are learning to what they will be doing when they find employment in our field. These are used as fillers when my lessons go faster than planned. I also give the students a brief (5-10 minute)time to read over their notes and ask questions of anything that is not clear. If a lecture runs longer than planned, I then restructure the next day's lesson, and limit any example stories until we are caught up.
I spend at least 1 hour before class organizing my lab ,making sure I have everything in its place before students come in and I have students assist me in the class set up to make them own the class!!!
Chuck,
Many instructors have a similar issue, in regards to running longer than the scheduled time of the class session. To rectify this, it is a good idea to add additional content (that is not covered in class) to the student portal, for students to review "outside of class".
Tremayne Simpson
Good time management skills is very necessary to being an effective insturctor. I plan ahead and prepare additional assignments to be utilized if I finnish early. This way there will be no idle time for students.
We take a break every 50 minutes so I have things planned in 50 minute increments. I understand that it is a must to plan your time wisely. I always have additonal assignemts and so forth that I can distribute to the class if I finish early. Otherwise I try my best to stay on task.
Time management can be tricky I have a habit of running long on a regular basis
I always have more information than time allows
My students always want more information and I could (show-explain) days beyond what time we have
Stacey,
This is an effective time management strategy. The students know when an instructor is attempting to "keep them" until the end of the scheduled class time, therefore it is important that there are valid activities used to fill the time. Providing mere "busy work" and unnecessary assignments, is about the same as letting the students go early...which is not providing them with a memorable learning experience.
Tremayne Simpson
Once you have been in this type of situation, you take measures to assure it does not happen again! I lecture for about 15-20 minutes, and then do some kind of classroom activity. And then generally repeat. If I find myself with class time at the end, I will generally allow them time to work on their term project, or make sure that everyone has posted to the discussion forum. We are not allowed to let students out early, so it is important that class time is filled with learning material.
When I start a lesson, I have an idea of how long each segment will take to deliver. I then string several cohesive ideas together that form an hour of class. Then it's break time. My students can be assured there will be a break on the hour. With the segments and the break in mind, it's easy to keep on track.
My classes are very fast paced and deep material. It gets very complicated to cover the material. I have my students bring in their books and workbooks, and I focus on the more important parts of the chapter, and then take breaks and allow for Q & A sessions, while giving them time to work in their work books. When it gets "boring" for the students, we head over to the lab so they can have more hands on learning. It all depends on the different types of students, especially with their varying ages.
olaolu,
What are some examples of the games you have used with your students?
Tremayne Simpson
Lani,
I agree. In addition, "repetition" can come in the form of an assignment or activity. Instead of verbally repeating a concept, create an activity that enable the students to apply what they have learned.
Tremayne Simpson
I try to makethe topic interesting to the students. If in case they can't comprehend I don't mind repeating it until everything is clear to them