Why is this lecture so boring

The issue seems so burning that students even brought it up at Quora where their peers shared practical suggestions on the subject. As is evident from the foregoing, many students value their time and do something useful for their education and self-development during boring lectures.

You can find some studies or news articles on it beforehand to see if you have something to ask a professor on the topic. Moreover, it could be interesting for your peers, too. Your professor might speak with a monotonous voice, which makes you bored, but try thinking of him as if he was a computer reading you something.

Concentrate on the subject and focus on the information. This trick helps to limit boredom and distraction. They should be doing this anyway. But of course, do it in a polite and well-meaning way. Practice tests are some of the most productive ways to spend your study time. In fact, doing a study practice test during your lecture will further help to simulate study conditions. This way, you can obtain the information in small, bite-size chunks.

Sitting in lectures is depressingly passive learning. You have to just sit there and listen to an old dusty professor talk on and on about stuff. Active learning can involve doing work experience, talking with friends or conducting experiments. You can try to write about the topic in the lecture in a way that you think is more engaging and entertaining. Use this time right now to set one up. Head over to wordpress.

If you explain it clearly, people will log on and read your stuff! So, have a think: what other interests were you considering studying before you selected your current degree or major? For me, it was European Languages. For you, you might jump from a Social Sciences to a Humanities major, or a Psychology to Chemistry major.

Do some research, ask friends, and see what strikes your interest and what career prospects there are for each major you look into. If you find university boring all the time then maybe you could consider an alternative career path? And the reality is, some of them will end up getting you equal or better pay than if you got a college degree.

I print the lecture slides and scribble notes all over them, then store them away for when I need to go back and study them. This causes tons of problems. Do-eared papers, notes shuffled in the wrong order, and a lot of loose paper lying around.

The most common thing I do and often in the middle of lectures is to type up all my notes that were hand-written so I can go paperless as much as possible. I find that the additional benefits of typing up the notes that I hand wrote in previous lectures are:. Simply get out your diary or calendar and block out some time to study! I aim to block off at least an hour, preferably two hours, at a time to really get stuck into my work.

Do you have an hour or two between classes after this lecture? I got a message that I had to go and pick my sick niece up from her school. I take a lot of pride in getting a good review, and professors do take it to heart when they get poor feedback.

So, consider going to Rate My Professor and dropping a negative review of them … but only if they genuinely, really suck. It could help the next student avoid selecting this class and getting as bored numb as you. Part 1: Productive things to do in a Boring Lecture Part 1 of this post gives you 21 productive ideas to make sure you survive a boring lecture and leave feeling like you did something to help you learn.

Scroll down to get started with all 21 productive tips for boring lectures. Go to Part 1 now. Part 2 will provide you with ideas for passing the time when bored in class. All these ideas were crowd sourced from my friends. Go to Part 2 now. Ask a Relevant Question to get the Teacher back on Track The first thing to do would be to try to right the ship. The professors speak in slow monotones.

The content is dry and disconnected from real life. I hate it! It is such a waste of your time and money! Your question might be something about: How does this information relate to the assessment?

Technology can make good practices easier, like the use of polls and break-out rooms and timers. Technology can even open new possibilities and paradigms for teaching. But there are no guarantees. The list of ed tech failures is long and dismaying. Examining what goes wrong, we see some common misunderstandings. One of these is that adding technology equals enhancing teaching.

Technology carries no inherent pedagogical value. Swapping an iPad for a lectern does not, in itself move learning from a boring, didactic experience to interactive, lively engagement. Just like lectures, our uses of technology and the resulting impact must first come from thoughtful commitment to improving both teaching and teacher. Technology can never substitute for critically reflecting on the pedagogical value of our practice.

And that is the problem - lecturers tend to prepare too many slides, pack them with too much information, and whizz through them in a manner that obliges students to spend most of the session attempting to copy copious amounts of text from the screen, while bypassing active processing of the material.

We might expect more hands-on practical sessions to be more engaging but, surprisingly, lab work and computer sessions achieved the highest boredom ratings in our study. One of the problems with lab studies is that the experiments the students conduct are often just controlled exercises where the results are already known. Computer sessions, too, have the potential to be stimulating or tedious; this study suggests too many fall into the latter category.

This could be due to the manner in which sessions are conducted are the tasks relevant and interesting? Does any of this really matter? Might students just accept that the world of learning, like the workplace, is always going to include some elements of boredom?