In college, the professors are facing long class times with students as well as more intense information. My favorite professors were always the ones who found a way to present information in new and exciting ways. I did better in classes where my professors made me a part of the learning process. What can you do as a teacher to keep your students engaged in your lectures? Here are some things that my favorite history professors did in college that always kept us engaged.
Tell a Story
By the time they get to college, students know about the landing of pilgrims on Plymouth Rock. How does a professor keep students engaged in a lesson that they know the ending to? My professor would find a way to tell a story about events that we might know now about. When I was hearing the story of colonization again, I learned that the pilgrims didn’t bring enough women along in the beginning and that for a long time; the colonies were under the threat of simply vanishing because their population was not growing. This story made a subject that I knew a lot about seem fresh and new.
Don’t Rush to the End
Encourage your students to participate and engage in the conversation. If you are rushing through the slides to get a good handle on the information, you miss a huge chance to pull your students in through participation. Dr. Carter of European History always encouraged us to ask questions, present discussion topics, and weigh in on controversial statements. As we made notes, we could ask him at any time why a certain decision was made versus another.
Wait to Give Out Handouts
Instead of handing out a copy of notes or the slides at the beginning of class, hand them out as students are filing out of the room at the end of the day. It will keep students from feeling like they can “check out” of the conversation at the beginning of the lecture because they already know what you’re going to cover. The professors I had never did this. They didn’t want us to check out as soon as we walked into class.
If you want students to stay present in lectures you have to give them lots of chances to get involved. These are some of my favorite professor’s tactics that even eight years later, I remember so well, and they are still some of my most enjoyable classes.
I put my fingers in my ears and sing La La La La to keep from getting information I do not want to know. Or, I just hold out my hand and repeatedly say stop it, stop it, stop it, in hopes of drowning out sounds. I use these tactics when I do not want to hear an ending of a movie or am in a haunted house. Probably not the most mature response, but it works when you are on the spot. Effective, sometimes funny, but not the right etiquette for work.
Over a phone conversation, it’s hard to gauge interest and engagement. You cannot tell if your clients have their fingers in their ears or their mouth partly open trying to find a point to interrupt. Are you answering their question or are you giving your answers?
Good way to test it is to stop talking and listen. If they have called, then they have something to say. If it is more than one request, then have a means to write it down without interrupting them. Once they finish speaking (there will be silence for a couple of seconds), I go over the points or questions and answer them one by one, making sure that they have received a complete understanding and a clear answer before moving to the next one.
Did that answer your question? Does this help to understand how it works? Is this the service you were looking for? Do you have any questions on what we just reviewed? I find this a more of an effective way then interrupting or answering before you know the question.
As Judge Judy says, "You have one mouth and two ears for a reason". We are all experts in our fields. To be better influences, determining what they know versus what they need takes the power of listening.