Encouraging and asking students to participate in the class. My students seems to show interest in class when I ask them questions, or when I give examples that they can relate to. Lectures can be boring a times, so I try to make them short and ask students to give an example situation of the topic.
I was very frustrated because I felt I was not getting through to my students the first lesson--and foundation of the course. If they didn't understand this concept, the remainder of the term would be a nightmare. It finally occurred to me that I rely too much on "lecture" mode, which is death to an instructor dealing with students in creative fields. I decided to add a visual component to the session--and the visuals are being provided by the students. This approach worked beautifully; the students got the opportunity to show off their portfolio, I was able to better understand their business focus by viewing the work, and we were able to discuss in an open forum how the visuals connected to the concept. It was such a relief!
Some of the things that I can help to motivate my students to learning are the following:
A) Provide examples of some of the benefits of becoming a VN such as high pay, good benefits, helping other people, and many opportunities for career advancements.
B) Provide extra learning activities for the students such as field trips and guess speakers
C) Allow and expose students to more hands on activities to enhance the students' learning abilities.
Hi Thomas,
This is a challenge that faces all of instructors. As far as I know there are no magic solutions but by using common sense and developing activities that have students draw from the textbook in order to complete the skills portion of the course. I put my students into groups assign them a project/case study and then they go to work. I tell them where the information they need is located in their texts. They then use the text as a reference guide and information source for the hands on. This really helps them to see the value of both the formal material and the application connection.
Gary
The course I am teaching requires both textbook knowledge and lab applications and hands on skills. The students are highly motivated to learn the practical application of the material, but really struggle with the acceptance that the textbook knowledge is equally as important. I have been trying to carry one over to the other and provide examples of how learning the textbook material will benefit them in many ways, including the speed and efficiency at which they grasp the hands-on portion of the course, but it is a struggle. Suggestions?
Also a good idea to share bad experiences - it is always easier to learn from other people's mistakes, and gives the students a dose of reality.
I think the most important way to motivate students is to reinforce why they need to know the information being taught in the class, and how they will be using in their future careers - this is something to keep reinforcing throughout the class.
I also share my good experiences in the real world to he students.
One way I motivate students is by encouraging them to share experiences in class. This helps them get and give positive and/or constructive feedback. I also give real world examples of application and how they have to potential to have a real impact on people's lives.
Having students involved in the discussions where they are able give feedback on the topic at hand. Another way is to have the students break up into groups to discuss a scenario that they are put into and utilize the subject matter that was taught to them.
Hi Tamara,
I agree with you. Sharing career experiences gives students examples of what they will face in the field but also lets them know you have had experience and possess the expertise to their instructor.
Gary
Create fun group activities that will re-enforce the lecture objectives and show students what they can expect
I have 14 years experience in the field. I give them example everyday about real life experiences. I take them on field trips to clinics. I also show them negative aspects. I let them know on day one that I have made mistakes in my career. When we come to a topic where I have made a mistake, I let my students know of the mistake. I let them know the outcome. I let them know what can happen in the field if they let their guard down. They seem to like the fact that I don't try to hide anything. I don't try to pretend that I am perfect. They get to see what it is really like in the field.
Also, on the first day I made it clear that they were allowed to ask me any questions that they wished. If the question was relevant to the course/field, I would be happy to answer it. Yes, sometimes my lectures do take tangents because of it, but the students are not afraid to ask about my career experiences. I truly believe that career experiences are just as much a part of learning as text books.
Sheri,
I agree with your statement. Today's student is very observant. The instructor's non-verbal language is just as important as his/her verbal exchanges. Motivation begins with the teacher.
ajames
I find that students respond positively to immediate teacher feedback. When possible, this strategy decreases the anxiety that may result with waiting for test results. ajames.
I tell them what they will be able to do. Then I teach them how to fo it.
Get them involved in the discussion of the topic.
I agree Jackie and have learned to pause for as long as it takes to allow the students to share what they know. When I first started teaching, I would quicklygive them the answers if noone jumped in right away - now I know if I give them the chance, they will share. They also have learned that I am patient and they may as well answer so we can move on :)
Toni
I try to let them contribute to the class structure by identifying what they want to learn, how they want to learn it (lecture, presentation, group projects, service learning) and how they want to be assessed. It helps when they feel they have some ownership in the decision making and I get to set the major parameters for assessments boundaries. I also try to engage the students as often as possible with question/answers sessions and always reaching out to them first for answers to student questions. The last thing is I have learned to be "me" in the classroom and focus on my strengths which makes my classes very open and comfortable.
First of all, one (the instructor or self) has to have knowledge of their own skills or abilities and for that matter, their own deficits. Self-awareness is crucial. In that same vein, yet pertinent to the student or audience, is gaining an understanding of the types of learners one has before them and the era or generation they are in (or from). Most important, in order to motivate, you have to have and display energy, interest, and competence.
