Getting students to become excited about taking composition courses has always been challenging. I provide everyday and real life examples to my students about how my course relates to their other courses. I also provide ideas to make the writing process easier, not harder.
Hi Michael,
You make a number of good points about how instructors should introduce content and encourage learning. The point about the need to challenge the thought process of students to get them to contribute to the discussion in the classroom needs to be highlighted. This is very important for individual and group learning to take place. The more of this that goes on the more opportunities there are for personal growth.
Gary
Hi Joan,
I like your idea about using the "free parting gifts" as a hook to get students to see value to what they are learning. Little things like your educational morsels help to build a foundation of success for your students.
Gary
Hi Peter,
I agree. Everyone likes to see someone that is excited about what they do. Students that see an instructor that cares about the field and is excited about teaching it helps to keep students engaged in the learning process.
Gary
Hi Maureen,
Good way to give students a holistic picture of where they need to be when the project is completed. This way, as you see they see the end dish in their minds and then work toward the successful completion of that dish. If they miss the mark they can see where next time they will not make the same mistake again and improvement occurs.
Gary
I love this comment! Enthusiasm is a huge factor in the classroom or even the online setting. Most students notice an instructor's enthusiasm. I am really happy when student tell me that they love seeing me be enthusiastic about a topic! By doing this, I believe that the students "buy-in" to what we are trying to get across.
One of the key ways that I have used to motivate learners is informing them that I am with them for the entire time. In addition, I share with them that if they succeed, so do I. Once I let them know that they are not the only ones feeling the pressure, they tend to see me as someone who takes a genuine interest in their success.
In addition, I am also aware that students have different learning needs. Most of my students are either visual or tactile learners. Because of this, I will modify my teaching modality to best fit their learning style.
I show my students how my course relates directly to their lives now and how it will make their life easier later on. I teach them how to study smarter, not harder. We are all pressed for time and just knowing how to use the tools they already possess seems to be a great help for them. Organization is an important key for my students.
At the beginning of each session, I give an overview of the learning competencies and tell them that I will be there for them to lead them in the right direction. I also dangle the carrot of what I term "free parting gifts" (educational morsels) that are designed help students.
Course content should be selected based upon instructor experience and judgment.
I completely agree with you, combining personnel experience with lectures makes the connections with theory and real life.
Educate backwards; as a chef instructor it is imperative for the student to see the end result prior to attempting a difficult technique. That "picture" is in front of them to encourage them, challenge them and guide them as they navigate their own attempt at the technique. Should it not be achieve on the first attempt the student is praised for fearlessness and reminded in the mistakes we learn the techniques.
I love to show them how they can use the skills in their lives. I love when it all clicks.
Debra,
I think this is one more way the students can view you as a role model. By knowing you have been in similar situations and have overcome the obstacle, you can provide encouragement and reinforce the fact it can be done.
I too will often share experiences I have had in the workplace to teach. Also, I find by sharing the students will lend their points of view and own experiences which leads to further discussion of the subject matter I am trying to convey. The students can become really animated and get into in depth discussions on how to handle certain situations and will critique each other on how a problem was handled and others will debate other solutions to the issue.
First day have students write down a question about the course study. The next day collect all of them.I will read and answer all of questions to the class within the first two days.
I try to use real world sinarios as motivation and examples. Allowing students to know how course objectives will help them to become succesful in their profession.
Motivating Students:
The classroom is a unique environment in which one hopes to promote an understanding of new terms and knowledge to students. Accomplishing this task is not always simple since the student body we deal with comes from several different backgrounds and cultures. There also have to understand what the reason is for the student being in the class. Some are there to obtain a better understanding of a subject manner while others are being forced to attend class.
The task of motivating the student depends on the reason for their quest for knowledge. The student has to have a desire to learn and grow before he/she is motivated. Good instruction has to challenge the student to develop critical thinking and be able to relate to life experiences. All students seek to obtain knowledge regardless of their reasoning for being in the class.
Good instruction should be designed in a manner to challenge the thought process of the student to contribute to the discussion in the classroom. The instructor who is positive and uplifting inspires individual to think on their does so by asking the right questions and performing well in addressing the issues at hand in the classroom. Each class session is a performance in which the instructor has to step up to challenge students to grow and develop as individuals.
Explain some real-world applications of what they will be learning and demonstrate how learning about my course will aid them in their chosen career path.
Hi Sabrina,
Great points on how to get students motivated. I know it is even more challenging when you are teaching online since you can't immediately read the students' body language but have to analyze students' responses in terms of what they are "really" saying. You make a key point about when they something in anger you may not be the source of that problem so you need to sort through and try and determine what they responded like they did.
What are some things you look for when you are reading an email that has signs of obvious stress woven in it?
Gary
Explain how student's apply subject matter intuititively without relaizing it
For me, teaching is about motivation and encouragement. By combining two parts pleasing personality and approachability with one part sense-of-humor and understanding, I show students how to reach for the stars, opening the door to student-facilitator communication, while at the same time setting a successful tone for class participation and interaction.
I keep students focused on the value of education in today’s economy, and what opening doors through knowledge really means. Years of experience have shown me that students comfortable and satisfied with classroom contact and interaction are more likely to remain in school, and advance in the marketplace after graduation. Because I consider the student a product of the classroom, I hold dear, as the hallmark of a teacher’s success, an environment that perpetuates knowledge and gives the student lifelong tools with which to build success.
TRUST – Trust and respect between mentors and protégés is of highest regard. I keep my word to students and expect the same in return. The more trust and accountability I build in the classroom, the more students will open their minds to new ideas.
STRATEGIES:
1. Challenge a student by taking them outside their comfort zone
2. Maintain the student as the center of the learning experience
3. Assimilate the student to the virtual classroom by meticulously treating each with the same respect afforded to a non-cyber environment.
Because of the environment indigenous to the virtual classroom, I cannot look my student in the eye, respond to body language, or smile when the quiet one in the back makes a great comment. I have to create new ways to reach out to students and anticipate their needs based on the few typed words in an email or conveyed in a chatroom.
That being said, the online environment constantly challenges me to find new ways to challenge my student, and in doing so, I learn through each and every student correspondence. Just as body orientation in a campus-based classroom hints of a student lack of assuredness or understanding, so too are there cues in the online environment.
For instance, the angry student email often reveals a sense of frustration, failure or low self-esteem, all of which can be addressed by a teacher’s heightened sense of guidance. Taking this type of correspondence at face value is not enough and must be perceived by the teacher as an opportunity to better stimulate lines of communication and to refocus the student on productivity, completion and success.
