I follow the same format. Mixing it up can really keep people focused. Also I found that asking a question during the lecture to any random student is very helpful in keeping them focused.
I agree whole heartedly. I have instructed both day and evening classes. There is a definite difference. I find that it is critical to refrain from heavy lecture. Discussion and group work tends to be much more productive. If a lecture must occur, I have found the 10-15 minute highlights with time allowed for lab or group work, before the next 10-15 portion of lecture is delivered, is most effective. The students seem to be happy with that as well and have commented that it helps them to focus after a long day.
Hi Cheryl,
Good comments. The key as you have indicated is to be receptive to the differences between classes, students and time of day. All contribute to making planning critical in order to reach each student with the needed instruction that day.
Gary
Yes, sir. I have the same problem and have found that I have to have more energy and more animated. Don't fall into their energy level, reenergize them. Also I have found that taking them on a break outdoors or teaching outdoors where you make them get up and move around will help keep them from fading out. You can teach outdoors in short segments. (Weather Permitting)
Evening classes are brutal, because everyone is tired and just want to go home after a full day at work. Towards the last two hours of my evening classes, I usually find some form of activity for my students, depending on the course I am teaching. However, most of the activity that I have given usually includes some form of competition between selected groups or individual students. I found this to help the students stay awake and it also eliminate students complain and the time passes really quickly.
I found small group activities with report outs tend to be effective. Have them discuss a case study, solve a problem or create a new product. Use the report out to maximize the learning.
I have often been criticised for my... "long-windedness" by other professionals.
However, I have given many two-hour lectures with one five minute break halfway through... and had mostly positive results.
In fact, the only negative point that comes to mind was when one sharp minded young lady of sixty asked me "where is the porch? cause you big dogs are running me off my feet." and mentioned that she never knew a computer class over spreadsheets was an olympic qualifying event.
She was joking... and carried the joke into her graduation speech. But, then went on to say that even for her, it was much more effective that the ways she had been taught in "Moses' time" as she phrased it.
In short... oops, too late...
I became multi-media.
I use music in every class as a counterpoint to the lecture. This CAN cause some problems with volume levels... until you get the situation adjusted for the new class. ((Note: it is more important that the music fit the task than it be someones favorite... i.e., speed metal for a data entry exercise... but, arena ballads for key points... etc.))
I adjust the lighting to lower levels... in fact have been accused of running a night club on one occassion.
I use candles and other scents. Generally, making sure that I stick to "homey" scents reminiscent of baking.
I throw SOME visual demonstration on the overhead projection, and jot notes on the board for visual learners. Speak clearly for audio learners. And have them work the lab simultaneous with the lecture for the kinesthetic learners.
During a "lecture", the students recieve input from multiple sources and with enough variety that... so THEY say... they look up startled when it is over that so much time has passed.
I teach evening classes from 6:30-8:30 pm and by that time, some of the students are mentally drained. I engaged the class in group activities and I would also try to change the tonality of my voice.
Our classes begin at 6:30 am and end at 8:15pm, instructors use multiple state changes to keep the students and themselves on their toes. Some classes will also be taught outside on the lawn in nice weather to keep the mind groovin.
Hi Joseph,
I hear you about needing to keep student interest. I teach from 4 until 10 after my students have put in a hard day's work. Many times I think I am trying to nail jello to a tree with my efforts, since my students are so tired. But with enough effort and a wide variety of teaching techniques I get to enjoy student "as-ha" moments and this is why I still love teaching.
Gary
Knowing the energy level of the adult students and adjusting the pace of learning mixed with hands-on activities seem to keep the learning at a goodpace for me. It also helps to anchor around some of the motivated students who also continue to energize the rest.
Hi Bipin,
Good comments about reading the students and what they need to engaged in the learning process.
Gary
I can agree with you 100 percent. I teach day and night classes. My students who come at night are tired and have families to go home to. I think having students switch activities not only help students to stay focused but enables the students to learn more than perhaps daydreaming or occasional nodding during intense lectures.
Hi Jahnitta,
Well said. Variety and change of pace will help to engage students. I teach from 4 until 10 so my students are just like yours, dedicated to improving their lives but faced with the realities of life. It is tough for them so I try and keep things moving and offer them repeated changes to move around and get the blood flowing and brain recharged.
Gary
The students that I instruct run in age from 17 to 60+ years,all mixed together. There can be some real challenges when it comes to keeping them focused. One on the things I sometimes do to get their attention is "get quiet" speak low and slow. Most students are used to having an instructor talk loud, so their voice carries and everybody can hear them, when you are "quiet" they have to give you more attention.
Asking random questions out of the blue also helps to "grab" their attention as they seem to have a fear of being called on next.
Hi Julie,
Thanks for the suggestions for working with diverse students. I am sure they will be of benefit to other instructors.
Gary
I instruct along those same lines,we are set up so we can go to lab or pull out additional training aids if need be.Anything to keep the class interesting and up beat.
I think that one of the most important factor to keep in mind is "what is the energy and motivation level" of your audience. If it is a morning class things will be quite different as if you are delivering lecture to an evening class.
If I am teaching a lab class it is easier for me,I just switch from lectures to lab.work
For my nonlab classes, I always have to make the class interractive.Examples;group work and presentations,Q & A section,worksheets etc.
