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Teachers sense when students are bored in the classroom. Eyes glaze over, their minds drift off, and a pall descends upon the class. The tendency is to drone on, repeating your points, perhaps ev...
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"Today’s students are also finding it increasingly intolerable because virtually everything outside of the classroom is on speed dial and “teacher talk” seems to be in slow motion. It’s also clear that engaging student minds is getting harder and that boredom is becoming an unfortunate and pervasive stressor that can have significant consequences for future health and well being.
Although it’s clear that boredom can be a serious problem, the scientific study of boredom remains an obscure field, and boredom itself is still poorly understood. Even though it’s a common experience, boredom hasn’t been clearly defined within the scientific community.
Psychological scientist John Eastwood of York University and colleagues at two other universities, Waterloo and Guelph, are emerging as leaders in the new field. The September 2012 issue of Perspectives on Psychological Science featured their latest study. It was designed to understand the mental processes that underlie our feelings of boredom in order to create a precise definition of boredom and to begin looking at how teachers and instructors might respond with new strategies designed to ease the silent pain endured by boredom sufferers of all ages."