making students feel comfortable
what are some other ways to make new students feel comfortable?
Hi Richard,
I like the way you are using the introductions. This is always a challenge when it comes to getting students to target their deliveries in a concise way. This is why the elevator pitch is so effective. "Say and sell it." Good training for them.
Gary
I have found it very helpful to utilize instructor/student introductions every time I teach a class for the first time not only as an icebreaker, but also as an exercise and demonstration of the importance of networking and building relationships.
Given that the entertainment industry is my particular field, I have had great success in turning these introductions into an initial lesson in developing a "30-second elevator pitch".
The students are able to recognize how formulating their own concise introduction becomes the key to opening doors as they progress in their personal and professional development. They immediately acquire a critical degree of self-confidence and we all become better acquainted and a more cohesive learning community.
Hi Mitchell,
This approach will do much to help the student to be more at ease as they get ready to take the final. This way they can see the value of the final and that it is an opportunity for them to demonstrate what they have learned over the past few weeks.
Gary
As I read your comment, I am realizing that my accounting students, who are nearing the end of the course, may be feeling pretty apprehensive about the final exam and testing. I see that I need to talk about my expectations, and solicit their feedback so that I can clarify where needed and in doing that, let them feel more comfortable that they are on track.
I agree, explaining that I was once a student in their same situation goes a long way with putting my students at ease. They see that I have not only succeeded in their field, but that I did so after starting from their same position. It not only puts them at ease but also reassures them that their tuition is well spent!
I try to strike a balance between creating identification with me as "a real person" and communicating authority. I disclose a carefully measured amount of personal information that simultaneously pertains to my expertise in the field.
I encourage students to talk about what worries them about the course on the first day. That way I can address the concerns and make note of them for the future when we hit parts of the course that may trigger those fears.
Like the other respndants, I briefly introduce myself and discuss my relevant professional experience, then turn it over to the students. I ask them to introduce themselves and say why they are in this program, or taking this course. I enjoy the variety of the answers I receive.
I see the value of creating an esprit de corps with some of the suggested ice-breakers, and I'd like to try them sometime, but I see one major draw-back to all of them: they are extremely time-consuming. I teach a course (Medical Terminology) that is jam-packed with content. It's designed as a 12- or 16-week course, and I have less than 10 weeks. I just don't have time! Any suggestions?
I introduce myself and greet students by their name. Then I ask them to introduce themselves openly, trying to create a friendly environment, so that they would be feeling confident. I remind them that I would be available during the course for help.
I like to let the students know that a little over 12 years ago i sat just where they did, and I felt scared and unsure, but I had instructors that were there for me and motivated me to complete the program. I also let them know that I never forget how difficult it was to be a student, and that they can approach me with any problems they might have. I let them know to discuss issues with me as they arise, before it's to late to take care of the problem.
Hi Michael,
Open the class with ice breakers. Greet each student by name and ask a few questions about their day, lives, work, etc. Create a connection between them and yourself. Let me know you are there to support them and that they can talk with you about any concerns they have regarding their efforts in the class.
Gary
