Have you
ever been in a class or a meeting that seemed to drag on forever? Or, one that
seemed to pass in a flash? As a teacher, I would want my students to feel that
my class seems to pass in a flash because they are so engaged in the lesson
that they forget about time. Here we are talking about the issue of pacing,
which is simply the speed at which we move through a lesson. In chapter 12, Routman
makes a special note about the importance of keeping a lively pace in the
classroom.
Pacing is a way to keep students
engaged in learning. Routman cites recent brain research results that indicate
we have students' attention for less than ten minutes before they need a
"cognitive rest" (206). This result means that we must allow lots of
time for students to process and digest new information. When the work is
interesting and we move along at a fast pace, we keep students engaged. A
good-paced lesson appears to unfold more quickly and helps students to feel
that they are moving along.
How to create that lively pace? Routman
says that she is always looking at her watch when teaching. She times every
activity, keeps it to a short period, makes her teaching points, and moves on.
She argues that when we try to "stuff" our lessons by trying to do
everything, we lose students' attention and we tire them out. What a good
teacher will do is focus on one or two important teaching points, and do them
well.
Another way to create the illusion of speed is to use a variety of
activities to accomplish a single lesson objective and to create structures
that maximize participation. When we change the type of work or activity, the
method of presentation , or the way students are grouped together, we are
changing the pace. When we create structures that promote maximum participation,
such as student-led groups, discussion groups, shared reading or partner reading, students
tend to be more engaged and they learn more.
At our community college, a
typical class lasts one hour and fifty minutes, so it is critical for
teachers to use good pacing in order to engage students throughout the entire
class period. My understanding about pacing is that it does not mean you present
material at a fast speed, but rather students feel that you are moving
quickly and students like to think they are going through a lesson quickly.
One challenge I have faced with
keeping a brisk pace in my teaching is classroom management. This summer semester
I have a rowdy group of students in one of my college success skills classes.
It has been very difficult to move smoothly from one activity to another
because I always have to stop and control the students before starting again.
You would assume that these are adult students and they should have known how
to behave in a classroom. But boy, I was wrong! To keep a lively pace in the
classroom, the organization and management of students is just as important
as the organization of instructional materials.
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I like how Routman defines PACING by linking it to the brain research. She also adds very practical activities to do that. It is advisable to give students some reflective time to think about what is being learned & to prepare for the next activities. When teachers do so, this will facilitate the next learning easily and create news minds.
ReplyDeleteI agree that we should worry about pacing, keeping the students interested and ready to learn. But on the other hand, I also think we need to be flexible. Sometimes the best lessons and discussions happen when we least expect them. These can be very powerful learning, and our flexibility in pacing can allow these to happen.
ReplyDeleteYes flexibility is key when unexpected learning or teaching moments occur. Pacing is important to engage students and keep them in the learning mode. My book also talked and emphasized reflection of students and teacher to increase solidifying knowledge in the brain so information can be pulled again the next day or in the next activity.
ReplyDeleteI am not surprised that adult learners do not know school behavior and that classroom management is still needed at the college level. I know of a GED teacher who could not control and gain respect from her students that she just ended up quitting because the students had control in her classroom and part of her situation was that she assumed they had the skills and strategies to read and study but sadly they did not.
Just like eating, right? Our bodies purportedly do better with several small meals then larger meals, the food is digested much easier and delivered to the parts of our bodies where it is needed in a much more efficient manner.
ReplyDeleteI am surprised to hear of your problems with management in your classes...they are ADULTS! Wow!!! You would think they could rise to the occasion.
I know that I find myself terribly bored in EVERY once a week class I have ever been in, especially if there isn't a variety of learning modes happening...sitting and "talking" for 2.5 hours is difficult, even for a doctoral student. Pacing is critical, absolutely.
You bring up a good point.Organization and classroom management are crucial to being an effective teacher. Someone can have the best activities and lessons but are unable to do them because 1. pacing and 2. classroom management. I think these two things take time and experience to get a good grasp on. However, I think this is also something that should be taught more in education programs at universities because these crucial components to teaching always seem to be left out.
ReplyDelete