Teachers who are experienced in GL have had students who don't want to cooperate and who complain constantly. It's easy to lose the motivation to try these techniques when this happens. Before starting a GL activity in class for the first time, tell the students that you plan to use these activities regularly because research shows that students learn better by doing than by seeing or listening.
Richard M. Felder, from the department of Chemical Engineering at the University of North Carolina, and Rebeca Brent, from the School of Education at the East Carolina University, suggest that teachers reinforce this idea by incorporating one or more of these (Felder and Brent, 1994):
♦ “They've had the opportunity to experience sitting down at a lecture where the teacher is the only one speaking, and they think they understood the subject. But then, when they try to do the homework, they realize that they didn't really understand. By working actively in class for short periods of time, they can start doing the homework because they understand the lecture as it's being given."
♦ “Even the most dedicated students have trouble focusing in a class for longer than 10 minutes. Their attention starts decreasing, first for short periods of time, and then for longer periods. After 50 minutes, they remember less than 20% of the content. Exercises done in small groups during class reduce boredom and increase the amount of information they pay attention to."
♦ "If you ask any professor, "When did you learn... (a certain subject)?", in most cases the answer will be "When I taught it." Let's suppose you're trying to explain something and your classmate doesn't get it. You try to explain it in a different way and then you think of an example. Then, you might make an analogy with a familiar subject. After a few minutes, your classmate might still not get it, but you will."