Attention, Please: Keeping Students Listening
When beginning a new lesson, I describe the geographic features of a continent, for example, Africa. Twenty minutes later, all I get for my eloquent exposition are blank looks. Finally, a hand pops up and a voice says, "Is Djibouti even a real country?"
Some students do not respond to the fact that the material may affect their grades or that the principles go further than the classroom in preparing them for future service for the Lord. So how do we reach those students?
Problem:Students do not see the relevance of the information being taught (or if it is not on the test, there is no sense in paying attention).
Solution:In each lesson, usually near the beginning, I describe the application of the lesson to the students’ lives by showing them how it relates to the world around them. I am constantly looking for current, vivid examples. Before each class, I search for any breaking news about countries being discussed that day. For example, the day I finished teaching about Canada, I heard the announcement that elections were to be held for a new prime minister. The next day in class I discussed the reasons for the election and how it could affect the government in Canada.
Problem:Students think they already know the material.
Solution:If students seem to think they already know the material, I use higher-level thinking questions to dig deeper or to kindly show them that there might be a few things they could still learn. But sometimes a student may know more on a particular topic than I do, so I use that to my advantage. I ask the student to share what he knows with the class. As an example, I have several students from South Korea, and I like asking them to explain their culture and customs.
Problem:Students are preoccupied with other thoughts: tests, friends, lunch, or home situations.
Solution:One of the most important jobs of a teacher is to block out as many distractions as possible. During the lesson I try to spot those who are working on other subjects, so I can take away the materials in question as a deterrent to others. Also, I try to be careful in choosing illustrations, such as steering clear of food illustrations right before lunch.
At times students may not be getting enough sleep because they work latenight jobs or because a parent may be suffering from an illness. When I am aware of this, I call the student aside after class to see if there is something I can do to help. Sometimes I talk to the parents to get their viewpoint on the matter.
Problem:Students may think that if they are quiet, they do not have to pay attention.
Solution:One of the easiest ways to involve students is through illustrations. But even the best illustrations will not communicate the intended meaning to every student. So if I know a student is struggling or is uninterested during the lesson, I use my knowledge about that student and incorporate his hobbies and interests into my illustrations. Or I may ask the student to come up with an illustration or an application.
Also, activities get all students involved. For example, when I explained the medieval concept of feudalism, I divided the students into two groups, and I picked two students who would benefit from being in the top position and made them the kings. The other students were the knights and serfs. Throughout the lesson I placed the two "kingdoms" into different scenarios, pitting the one side against the other. The students realized that feudalism was like a giant game of chess with kings, knights, and pawns, or serfs, fighting each other to gain power.
After teachers use every trick in the book, some students will still not understand or care to learn, but we should never give up on those students. We must take our example from our Lord, who does not give up on us, and pray for them every day.