Glenn,
You have hit upon a number of key components of comprehensive educational support for students. The more the students can connect with their learning leader, the instructor and relate to their fellow students the more they are going to be engaged. You have set such a stage with your comments about how to motivate learners. Thank you.
Gary
Gary Meers, Ed.D.
In order to help student motivation and get students excited in course content it is important to understand their motivation. This was touched upon during this module and can be expanded to include Maslow's Hierarchy of Needs. When applied to education, instructors and administrators must consider the student needs and their hierarchy of order. A safe and secure environment must be established, as well as, cultivating a sense of connection early on in the course. Throughout the course it is important to show the content relevancy to student's work and personal lives. To emphasize this, using prompts for students to reflect on their own on how the content is applicable can help improve the motivation and excitement in the course.
Jill,
I think you are on the right track with your approach because you are showing them multiple examples of how to develop and use their communication skills. In the past I have even used role playing in class do illustrate how skill in research writing can be of benefit to the career development of dental assistants. We have had some fun with researching and taking technical terms and explaining them in alternative ways to other students that play the role of patients. This becomes a game and it increases the engagement of students.
Gary
Gary Meers, Ed.D.
Gary,
These stories and examples increase the value of the content being covered. They show both application and relevance to what is being studied and this increases the ROI for students. Keep up the good job you are doing in sharing your own work experiences.
Gary
Gary Meers, Ed.D.
I'm finding that one of the challenges of teaching at a career college is how to make the general education requirements relevant to their choice of profession. For example, how much research writing will they actually be doing as a dental assistant? I'm trying to talk as if they will all be authoring articles for a professional journal at some point because, hopefully by the end of the class, they'll have the skills to do just that. Another approach I've found is to use the class as a place to vent some of their more creative urges. While their other classes are more based in memorization and measured by Scantron tests, what a great opportunity to have a class that doesn't confine students to multiple choice tests.
I have found that sharing personal/work experiences and relating to the students is a great way to motivate them and get them engaged. I had a student who was an avid golfer, so I was able to use the example of buying golf equipment to illustrate good customer service. The particular student became very engaged in the discussion and was motivated to learn the theory.
Martin,
This has been my experience as well. Making such applications brings value to the content and increases student buy in through their seeing of the relevancy of what they are learning.
Gary
Gary Meers, Ed.D.
I have found that once I can apply the learning to a real life experience that they may have, creates more motivation and the granting of "ah-has" moments.
Dawn,
You make a very good point about the need to be prepared. It is relaxing to know you are ready to teach when the class starts. The use of humor to engage students is an important teaching tool that you bring to the class each day. Having passion for your field and enthusiasm for teaching are two great ways to get the attention of your students and be the learning leader you need to be.
Gary
Gary Meers, Ed.D.
Being passionate about the subject and well prepared are essential. Students do reflect the energy of the instructor - and the instructor the student energy. Often the instructor needs to bring extra energy to the students, but when that energy is given back - it multiplies. I have told classes that are having low energy days that I can only reflect back to them what they give - and we BOTH want to make the time together as enjoyable as possible!
Joking and bringing laughter to the classroom is one way I bring energy up. The occasional random ppt slide with a joke or funny cartoon that was not included on their handouts almost always stirs up at least a little energy.
Being prepared makes it much easier to bring a relaxed and passionate attitude. If I am spending all my time worrying about what to do next or stuttering through the material, all my energy is focused on that task with none left to give to the students.
Jessica,
Key word in your comment is "ownership". This is so important for students to acquire since it is their future they are preparing for. In this age of entitlement students sometimes fail to see that if it is to be it is up to them.
Gary
Gary Meers, Ed.D.
Jason,
All good elements of instructional planning. By using these different strategies you are providing content and examples that increase the value of the course to the students.
Gary
Gary Meers, Ed.D.
I agree that loving the subject that you are teaching is very valuable. I also believe that it is important to relay why this subject matter is going to be important to our students. Then they will want to take ownership in the learning process.
I think that the best way to motivate learners is to take the courses and teach them in a way that the students see the relevancy to the work force. Using real world problems and examples will help the tie in the subject.
Sara,
You have a great professional development plan operating. Keep up the good work. Even though you are a department of one you are reaching out to other professionals to expand your expertise in instructional delivery.
Gary
Gary Meers, Ed.D.
Though several people have mentioned this already, I agree about showing students how the information you're presenting is relevent to their lives. I do a session on using the school's research catalog and databases, and make sure the example keywords used during the demonstration pertains to their coursework. I emphasize how the resourses I'm talking about will help them develop academic-level research skills. I'll also point out how it saves them time, as doing open searches on the Internet produce thousands of results to sift through (this last point is meant to appeal to students balancing school jobs and families).
In my situation, networking with peers is done online as I'm a department of one. But through this communication I find new ways to present the information I'm giving (i.e. a tool I just learned of, that allows you to liven up a resource guide with a customized cartoon). I think if I remain excited by what I'm presenting, someone out in the audience will take notice and use the resources I'm talking about!
Aneesah,
Good to hear about how you enjoy your course and teaching. By having passion for your field and enthusiasm for teaching you are serving as a role model for your students.
Gary
Gary Meers, Ed.D.
I really enjoy the course I teach. My students can feel how excited I am when I come to class. I always share stories from my experiences. I have found that really helps them engage in the subject we are discussing.
Carla,
So true. Students like variety and change of pace and the more we can do either of them the greater their engagement is going to be.
Gary
Gary Meers, Ed.D.
Good suggestion. The more you can make a lecture become activity based on real life events and problems, the more you have taught the students something useful, special, and practical! They will definitely remember that exercise when they enter the work environment.
