Engaging, practical, relevant
In the case of the violin teacher, my engagement and interest was achieved by allowing me to choose the pieces I was working on from a range of possibilities and by demonstrating (modelling) the desired effect or technique. Of course the nature what I was learning (how to play an instrument) was inherently practical and hands-on. However, areas of learning that are more theoretical or abstract offer a greater challenge in the gaining and maintenance of learner engagement. The solutions are often not complicated though, for example, the university lecturer who, when teaching about the statistical validity and reliability of an occupational interest inventory, gave us the questionnaire to complete and interpret in class so that we had our own thoughts about its validity.
In my own teaching experience I have had situations where insufficient preparation and/or unfamiliarity with an activity have resulted in a less than ideal outcome and minimal learning value. Or, I might be well prepared and familiar with the activity but lacking in confidence. Learners can sniff out a lack of confidence in a teacher very quickly and the session can rapidly deteriorate. In such circumstances I have found it necessary to take action and perhaps restart, modify or shelve the activity. From such situations I have also learned that it can work a lot better if one simply gives written instructions to the students in small groups and invites them to work it out themselves (as long as the instructions are full and clear).
There is a fine balance required when facilitating practical, hands-on learning opportunities. The facilitator needs to be well prepared and well versed in the use of the activity, and the activity must suit the learners. I recall a different lecturer who once facilitated a class through a practical exercise/game based on a role-play auction. The rules of the game were not well explained and it proceeded in a haphazard way, with the participants going through the motions without really knowing what they were trying to achieve. Afterwards, insufficient time was given to debriefing. It was potentially a good activity but the participants really needed time to discuss the purpose of the exercise and explore learnings.