sleepy students
what can I do to capture the full time working at night student?
Hi Tami,
I teach full time working students from 4 until 10 pm so I understand your situation. In order to reach and engage these learners you have to keep things fast paced. Never lecture more than 15-20 minutes without changing the flow of the class. I may lecture and then have a small group activity, lecture and have a game, lecture and do a case study, etc.. The key is to offer variety and diversity to your delivery and the evening will go much quicker for everyone.
Gary
Teaching working students who are tired is a challenge. I totally agree with Dr. Meeks when he says, "variety and diversity." Keep the pace moving, change the tasks and be an understanding but in charge instructor.
In addition to what Dr. Meeks shared, I occasionally use what I call pattern interruption.
I may quietly lecture from the side of the room or back of the room.
I might increase the volume of my voice for a while and then suddenly lower my voice so that they have to strain a bit to hear me. Can't do that too long or I may put them to sleep.
I may walk up to a student, look her straight in the eye and ask a question of a student elsewhere in the room.
After an intense discussion of the Bill Of Rights, I may seriously ask who can tell us about the Larry of Lefts? Every student looks stunned. No one knows the answer. What had they missed? Then slowly one by one the light bulbs turn on and they realize that their instructor is being absolutely ridiculous. The laughter that follows helps clear our heads.
Recently I gave a night class three weeks to complete an assignment. One week later the class was becoming sluggish so I reminded them they only had a week left to complete their assignment.
What uproar as they tried to correct me and I protested. The noise died down as a student (George), who usually tries to hide in the back row, stood and slowly walked the length of the class room and handed me a piece of paper. It was the paper that I had handed out giving the date when the assignment was due. They had two more weeks.
They were animated and enjoyed catching me. I told them that they were sharp and wouldn't let me get away with the date change. I also said that we have admire George's style; he nailed me with written evidence.
We stayed alert and completed our class work.
It helps to be able to laugh at yourself.
I try to remember to get the students eyes moving, use the whiteboard to showcase your horrible artwork, move around the room, whatever it takes. Your energy is infectious! Also, coffee is the lifeblood of classroom.
Hi Allan,
Thanks for sharing this strategy with us. I know it will be of help to many other instructors as they strive to keep the attention of students. You are right about students liking to "catch" the instructor in something like moving up a due date. They may be ready to slip into comas but you mention a due date and they are wide awake and ready to make sure that the due date remains where it is.
Thanks again.
Gary
Hi Nathan,
All great strategies, I really agree about the coffee. It is the lifeblood for both me and my students. Keep the excitement going. Your students are really benefiting from the enthusiasm.
Gary
Frequent small-group discussions or using the Think-Pair-Share model not only works well for the classes I teach, I appreciate it in the classes I take. (I'm nearly done with my Master's degree.) Asking students to discuss an answer to a problem, to write and share a short essay, or to speak their opinions about something to others in the class changes the texture of class and encourages students to wake up enough to speak to each other.
I also look for ways to get students out of their seats once in a while--even if it's to get up to sit with a group on the other side of the room.
Hi Jill,
Congratulations on your Masters. I know you have acquired a lot of valuable content as you have been working through it. I can see from your comments you know how to engage students and get them to share information about the topic.
The little thing like getting them to stand up and move to another location is a great way to get the blood flowing and let their minds reset so they will be ready for the next class segment.
Gary
Thank you so much for the information! My courses are primarily in the evening and I'm constantly looking for opportunities to keep them engaged during the course.
I love the Larry of Left! I try to throw in oddities to see if they catch on. I tend to be too serious, so I have to work hard at showing them a funnier side. The movement around the room is very important; both theirs and mine.
this is a problem wiht my students as well, but coming from the flip side. I teach at 6 in the morning and many students have to wake up extra early to commute then go on to work after making for long days. I appreciate all your suggestions and agree with the need to keep their eyes moving if you can not get them moving. Teaching culinary arts is a pretty hands on job so on particularlly sluggish days i sometimes start out with streaching or simple ways for correct prosture to avoid fatigue while standing long periods in the line in a kitchen. it gets them moving and imparts some good tricks for later in their careers.
Hi Christine,
Good way to relate the time of day and class situation to a teachable moment. By getting them involved, moving and engaged you are able to keep them focused on the course content.
I have a hard enough time teaching my classes from 4 until 10 pm and I cannot imagine having a group of students ready to learn at 6 am. I wish you much teaching success.
Gary
Movement is very important, slight breaks, and standing up for a time helps.
These are all great ideas. It's easy to get bogged down and focused on getting through all the material in a timely fashion, when it would be more useful to break up into small groups and process the information. I definitely need to incorporate this technique on a more regular basis.
