week 4 dq post

I come from a Polytechnical background with a strong theater and performing arts in effect minor. Everything is about “getting and maintaining their attention”. Nothing makes an audience become bored faster than a detailed technical lecture (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). I could talk or write about various subjects for hours and days on end, but I know as a matter of fact that in some crowds what I find fascinating they would rather have oral surgery without anesthesia.

But at the same time, some of the subjects they could spend an entire large sequence of time doing I would seriously consider the oral surgery thing myself. I have a group of people I know in Florida where I lived for 12 years about 5 years ago that can spend huge amounts of time talking about a subject I could hardly find more boring. However, to each their own.

But in a class the key to it all is engagement (Landis, Altman, & Cavin, 2007). To keep them interested, to keep their attention, etc. The videos presented are all various techniques on how to keep the students interested. From some level of humiliation to generalized group activities and actions.

In general, what I would do is to start a group activity which is what the videos presented. Group activities have everyone engage. Example

Ok I have a question; everyone raise their hands. Only put your hand down if this sequence of questions do not apply to you. Then go into a basic sequence of questions, to start. Those being disruptive and distracted, will have to pay at least some attention. As they are asked questions and are forced to raise their hands, the students around them will get their attention and they will either participate or they will refuse. After a few questions they are ignoring their fellow students getting their attention to raise their hands, it could be time to take more drastic actions. Asking the students not paying attention specific questions, person x what is your answer (Zajacova, Lynch, & Espenshade, 2005).

In the online environment the situation is entirely different (Stavredes, 2011). You can only hope they listen and pay attention, mostly they are adults dependent on the fafsa, so they have every need to pay attention and do the work. But being disruptive in the class, handle it privately. A nice, but firm, short note saying their acts were inappropriate. Stay with G ratings and stay on topic.

The point is to make it fun. In college most students want to be there, those that do not want to be present could be a problem but asking them to leave is as easy as having them leave in parochial level. The point is to make it fun. As the first two videos presented, make it group activities and make it fun.

references

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.

Landis, B. D., Altman, J. D., & Cavin, J. D. (2007). Underpinnings of academic success: Effective study skills use as a function of academic locus of control and self-efficacy. Psi Chi Journal of Undergraduate Research, 12(3), 126–130.

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706.