Engaging learners in the classroom

Teaching is a rewarding experience, but it can also be demotivating at times. When you notice a lot of students dozing off or seeming absent-minded in the middle of a class. Now is the time to meet with your colleagues and study your teaching methods. There are a variety of ways to try marijuana to improve your learning attitude. We use everything to get and hold focus, including random videos, time-consuming tools, and unnecessarily complicated activities .How then do you  best and easily  increase student interest.

 Apply what you've learned in the classroom to real-life situations.

To ground the teaching in "the true world," use case studies and real-life examples from outside the classroom.

 Engage the students' passions.

 Find out what engages the students already and incorporate it into the learning process. You might, for example, have students chart their progress in a video game over the course of a week or even teach some content online using mathematics as an example. You might also play a game with your aspiring social media influencers. Knowing what interests the students does more than just keep them occupied. You'll also develop good relationships and rapport.

 Collaborate and function in groups.

 Collaborating in small groups provides a welcome break from solo bookwork for students. They'll learn from each other's experiences and willingness to express themselves verbally.

 When it comes to coordinating group work, trust your instincts and your experience of who gets along with whom. Allowing students to collaborate with friends can create the buzz you need for more productive action, while engineering the groups may prevent problematic partnerships.

 Encourage students to regularly present and share their work.

Giving students frequent opportunities to express their ideas and show their learning in front of their peers has two effects on engagement:

 • it instils responsibility in students

 • It gives them the opportunity to learn from someone other than their instructor.

 Combine presentations with group work if the students are nervous about speaking in front of the class. Here are some suggestions:

 • After a group assignment, have students present in groups.

 • Allow students to share their work in small groups before asking them to choose one piece to present to the entire class.

 • Allow students to sit and read or present their work. It alleviates the stress of having to "stand and deliver."

 • After the debate, ask each group for one contribution, with each group naming a "spokesperson."

 Above all, make giving presentations and exchanging information a daily part of class activities. Your class will become a more equitable and stimulating environment in which every student's voice, not just yours, is heard!

Give the students a chance to speak up.

Allow your students to tell you how to involve them if you don't know how. Allow your students to participate in classroom activities by:

 • offering a variety of events, such as community work

 • obtaining student feedback on assessment design (e.g. students can choose a final product, provided it meets the criteria)

 • regular check-ins to keep track of the delivery's progress (e.g., "do we need to go through this a little more slowly or are we feeling pretty confident?").

 Giving students a preference enhances their sense of control over their education. They'll move from being passive users to active participants in classroom activities.

 Encourage the students to move about.

Start the students going if they can't sit still for an entire class. All of the pent-up energy can be directed into a learning experience that gets them up and moving. Give the following a shot.

 Invite students to the front of the room to collaborate on a whiteboard.

During an activity, have students move between various stations around the room. Students should be divided into classes or arranged in separate areas of the class.Take a stand: ask students to move to a specific area of the room to express their opinions on a topic (e.g., “everyone who believes x, move to the right side of the room; if you believe y, stand on the left”). Students who are slow or tired react well to movement. They would be more alert for the next step of learning if they engage in any light physical activity.

 Look around the room.

It's time to change things up if you're losing students to doodling, off-topic chatter, and the ubiquitous "need to rip and ball up little pieces of paper." If the activity is dragging, cut it short, explain directions if there are any misunderstandings, or turn to a more student-centered activity to increase participation. Remember that it's hard to keep every student fully engaged all of the time. The next best thing is to recognize and react to disengagement as soon as possible.

Breakdown tasks into checkpoints.

If you give students all of the directions at the beginning of a lesson before letting them loose on an activity, they will most likely become confused and disengaged. It's for this reason that it's important to break down larger tasks into manageable measures. Both of these can be separated by brief “checkpoints” of instruction that reorient and inform students of what they need to do next. They also act as a periodic wake-up call for students who are prone to getting off track.

 Pose interesting questions.

If you ask good questions of your students, you'll be able to generate rich, stimulating conversations that are open to all.

Good questions to ask are:

 • open-ended: to prevent simple yes/no responses

 • fair: willing to consider answers of varying depth and complexity

 • genuine: you asked because you want to know what students have to say, not because you're looking for a right answer.

 Engage with students' responses when they answer a question. Recognize their initiative, even if it's incorrect or inaccurate, and use it to refine the question (e.g., "you're on the right track, but should we also consider...").

Change it up a little.

 Predictability is healthy, but it can become tedious after a while. From time to time, mix up the standard teaching techniques with new practices. For suggestions, talk to other teachers. You'll not only increase student interest, but you'll also show them what it means to take a chance and try something different. It's much easier to distinguish the teaching if you try out some new pieces of the instructor toolkit. A new activity or delivery method could be the key to engaging the difficult-to-engage student who has been a thorn in your side all year.

Allow  brain to rest.

 Enable students to take brain breaks on a regular basis. These are quick exercises that give students a chance to stretch their legs before returning to class.

 Be approachable.

Relationships and rapport are the foundations of long-term commitment, and neither can be achieved without being personable. This entails getting to know your students as well as allowing them to learn about you. Your smile, laughter, and interaction will attract students every time they step through your classroom door, even if your excitement for the learning material ebbs and flows.

 Encourage friendly rivalry.

 To engage students in friendly rivalry, use in-class sports, quizzes, or gamified learning programs. Live quizzes, for example, allow students to compare their mathematical abilities to peers in their class or around the world in real time.

 The word "friendly" comes to mind here. Make sure competitive events are low-stakes, and focus on learning rather than winning.

Be humorous.

 Using humor to lighten the mood and make the experience more enjoyable is a good idea. Laugh with your pupils, and don't be afraid to make them laugh at you!

Use a variety of media.

 Present information in a range of formats, such as film, audio, and digital resources. Using such technologically advanced resources is appealing for two reasons. It's a refreshing change from the stacks of paper that our students are used to, and it creates a clear and relevant link with the modern environment in which they live.