You should clearly communicate policies that promote learning and minimize distraction, such as not using cell phones or other technology for non-learning purposes. And how you communicate those policies also matters. Syllabi that focus on negative behaviors and their consequences can send the message that you are expecting students to engage in inappropriate behaviors, which may not help you establish a good rapport with them.
Instead, make a positive statement about how much you value a learning-focused environment and how you take your role in creating and maintaining this type of environment seriously. Providing students with a rationale for the policies can promote a respectful relationship while also increasing the likelihood that they will follow those policies. Deal with off-task behaviors when they occur. Despites such efforts, some students may still engage in behaviors that distract others. A powerful, nonverbal way to address that is to walk closer to the student who is behaving off-task, making eye contact.
That is not the same as calling students out for their behavior. Discuss the detrimental effects of multitasking. Most students do not realize what a problem multitasking can be in the classroom.
But using phones, tablets and computers for social purposes is a normal activity for most of us, and it can be challenging for students. Review with them the research on how important attention is to learning and how distractions such as cell phones and laptops can have detrimental impacts on their success and the success of their classmates. Engaging students in activities or discussions about studies such as these at the start of the semester can help them understand the importance of being on task and focused during a lecture.
A few minutes of class time can have a long-lasting, positive impact on the learning experience for all your students. Identify the big ideas. Prior to each lecture, identify the three most important concepts and then develop a plan to emphasize those points. One strategy is to write the big ideas on the board or put them in a PowerPoint slide so students know to look out for them during the lecture.
Some faculty members might worry that by identifying just a few big ideas, they may be minimizing the importance of other content. Providing students with assistance in determining the most vital points will lead to more, not less, learning in the long run. During the lecture, we can inform students why we are using this strategy and how knowing the big ideas will serve as a springboard for them to take in more detailed information during the lecture and reading.
In other words, we can help them understand that the big ideas are a great start to learning the course content, but they are expected to dive much deeper into it and learn more specific material as well. One of the simplest strategies you can use to emphasize what is important is to simply tell them what is important. Plus, why does it have to be a mystery? As students learn more about the discipline, they will be better equipped to identify the key concepts without as much support.
Use a hook or a cue. You might use a second activity, or hook, based on content. Or you can establish a cue that you use consistently to emphasize the importance of a concept.
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Some examples of hooks are an interesting image, question, story or statistic that you communicate in a passionate way. In the beginning of the semester, you can explicitly describe such cues with your students, but as the semester progresses, this verbal explanation will no longer be necessary. Be passionate. Showing your passion about a subject matter is an excellent way to capture attention. Students respond positively to professors who are excited about the course content, and your enthusiasm about a topic can certainly communicate importance. Although you may naturally talk louder about content when you believe it is particularly exciting or important, consider developing an intentional plan to use your voice to draw attention to the crucial points.
Talking more loudly or more softly will often capture the attention of your students. Use gestures or symbols.
You can use them a couple of different ways to emphasize importance. For instance, you can explain to students that you will wave your hands above your head before presenting the big ideas. In essence, that serves as a retrieval cue, making it easier for students to extract information from long-term memory when it is needed.
Another related strategy is the use of symbols. A star next to a concept would be one example. You can also use symbols consistently when discussing a specific concept. That symbol will remind students that it is a cognitive application of a given theory. Think about how well we -- and our students -- know the simple icons on our smart phones. Images are powerful learning tools. Teach students how to read and highlight effectively.
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When students read the textbook before class, they can be better positioned to differentiate between the important and less important content in a lecture. But that is only the case if the students understand what they read in the textbook, and unfortunately, they often fail to report a high level of comprehension after reading a textbook chapter.
By teaching them a few basic tips, we can help them extract key points from both the text and the lecture.
One helpful approach is the 3R or read-recite-review method. When using it, students should first identify a manageable section of the chapter to read. After reading it, they should close the book and make notes on that section, using their own words to summarize what they learned rather than simply copying text from the book. Finally, students should reread the section and fill in their notes with any missing content. Students can use their highlighters because they now possess some knowledge on the content and will be better able to identify the most important points.
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Firstly, the children are not bad but they are not taught properly by their schools and families. Since the children are too young to distinguish between good and bad behavior, they copy all behavior from the people surrounding them, such as their parents and neighbors. Secondly, the students may exhibit bad behavior because they have problems with some subjects and become frustrated or bored. It is apparent that most bad behavior comes from students who also study badly.
In my opinion, there is no common solution to make every student better. However, the schools must analyze every case and have appropriate actions. For example, if a student had bad behavior because of his bad scores, we may help by having his teacher or friends teach him and explain what he has not understood. If the bad behavior comes from a student's characteristics , we should let him take an important role, such as a leading position, in his class. This will help because with this new position, that student may think that he is a useful student and consequently, he will avoid trouble to keep the position and make the class better.
If a student is affected by his family, we should have a meeting with his parents and ask them to cooperate with the school to make their child better.
This solution will work because all parents love their children and want the best thing for them.