It is common for students to get bored by mid-semester and they will talk during class more often. I think this is common as most students feel the strain of school requirements at this point in the semester. I experienced an increase in student inattention this semester. Lang's/Boice's comments about the structure of the course are well taken. It may that I am not giving them enough of an opportunity to express their thoughts, as well as the normal mid-semester "doldrums" that may be at least somewhat unavoidable. To address the problem, I am spending a little extra time planning out interactive activities/discussions for class. I have also rearranged the class (about 38 students) so the students are sitting in different spots and therefore interacting with different students. They wondered aloud what was going on, but that in itself made them pay more attention. It was not a perfect solution but it did make a big difference, and it did seem to add some energy to the classroom.
A lot of times the rude students are also struggling in the class. They often ask about how they can do better in the class or if they can do extra credit. This sets up a good opportunity to address their in-class behaviors, in addition to their study habits out of the classroom. It is less confrontational because they have come to you for help. I have also found that I can prompt these rude and struggling students to ask for help by addressing their performance on tests (i.e., "It seems you are struggling with the tests or assignments. Is there anything I can do to help?"). You can then address their behaviors in class and suggest a link to their test/assignment performance. They might even be able to offer me suggestions as to how I can reach/motivate the "unmotivated" student. Or at the very least I might understand why they are acting in that manner (i.e., they just don't care).
Another issue is the use of cell phones for texting while in class. I have seen many students try to hide the cell phone under the desk and use it while I am lecturing. Group work and discussions don't seem to curb their texting frequency (it might even increase). At this point I do not address this issue in my syllabus but I will certainly do so in the future. To address this issue I have sent out emails and made general announcements in class on several occasions. This has helped but has not completely solved the problem. I have politely asked a couple of students, as they are walking out the door at the end of class, to not use their cell phones during class. This has always seemed to work out fairly well and is non-threatening for both student and instructor.Student Outcomes (Course Title = Obesity and Diabetes)
1. The student will be able to define obesity and diabetes in terms of anatomical and physiological terminology.
2. The student will identify proper current research related to obesity and/or diabetes, and apply the research findings to their own behaviors and the behaviors of their family and friends (i.e., case study).
3. The student will identify the short-term and long-term health consequences of being obese and/or having diabetes.
4. The student will identify and apply how to use goal-setting and decision-making skills to enhance healthy food choices in relation to obesity and diabetes prevention.
5. The Student will evaluate the effects of advertising, media, technology and social norms in the prevalence of obesity and diabetes
I like your idea to switch up the classroom. It sounds like it was effective and easy to do. Providing more time for discussion and including more interactive activities also sounds like a great way to get students more involved in class rather than each other/their cell phones. Mid-semester seems to be the time in the semester where motivation is the lowest. Students are tired of doing the same things, not as excited about their classes, and ready for break. I think you are right to set aside more time for class preparation during this time. Another option for future classes would be to put the most interesting/different/novel topics of the class in these low motivation times.
ReplyDeleteAs far as texting and other disruptions, I think talking to students individually would be very effective. (I know it would be for me as a student, anyway.) I have also had professors include disruptive behaviors in the participation grade so that coming to class and being disruptive might actually cause someone to receive a lower grade than if they would not attend. This seems harsh, but it is also effective in ensuring that class time is devoted to class topics.
There are times when I just feel so darn “out of the loop.” True, it has been a long while since I was an undergrad (nearly a couple of decades!) and my memory may be terribly inaccurate – but – I do not recall --nor do I currently experience -- anything like “mid-semester doldrums.” University course work had always been over-the-top fascinating and INTENSE for me. Perhaps that is a commentary on my k-12 education in rural Minnesota… In any case, I feel rather mystified about this topic, and I am clearly missing something because it is deemed so pervasive by so many teacher trainers, as well as by your own experience, Jeremy! The idea of needing to manage disruptive students in a college classroom is also feeling quite odd to me. I expect my experience next semester will begin to bring me up to speed a bit more on this, however, I did teach an undergrad course this past summer and the most disruptive issues I was faced with were those associated with discussion facilitation. Namely, how to help the garrulous ones' self-monitor their own wordy natures!
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