Hi Melanie!
I am convinced that if a student cannot relate to real life experiences, they are not learning.
Good job!
Jane Davis
ED106
Richard--I agree with you that it can help "normalize" the classroom situation for students by sharing stories of previous successes and failures. And it does make most sense that we begin the process with ourselves. Modeling is crucial in all instructional situations I believe.
What I'm picking up in this module three component seems to be to take it one step further. Whereas I do try to glean as much as I can from students in our first few classes by way of our introductions, I realize that I haven't, really, fully utilized the situation most effectively as of yet.
For example, it occurs to me now that I would like to begin to ask each of my incoming students during those initial classroom introductions which of their previous job or school experiences do they think will be most beneficial to them in our study of English Composition. And I would like to draw out their answers as comprehensively as possible--an example of further application of their "success" beliefs....This, I can well imagine, will be quite a challenge, learning exercise for myself as well.
Great comment!! I think it is very important to make the classroom more approachable and accessible to all student by recognizing that everyone has knowledge and skills that are valuable to all of us. I am a younger teacher and often work with students that are re-entering school after having a career in another field. Many of my students are older than me and I think that creating an environment that honors everyone's life experiences makes for a safer learning space, in addition to leveling the age barriers that many people feel in a diverse classroom.
The students seem to enjoy the relating to you as "real" when you share life experiences including successes and failures!
Bringing life experience to the classroom helps the students relate to the fact that what they are learning will be relative to the career field they are entering.
Personally, I like to use the mistakes I have made in the field to help my students. I gladly reveal my "rookie mistakes" to my students. I feel like thats one of the advantages that a tech-school graduate has over someone who enters a field as a "helper".
When my students are able to become a "resident expert," they beam! It can be tricky to play the line, though, as I have had students whom want to become THE expert and try to correct me. I think that outlines the disconnet between "the right way" and "the industry short-cut." In these situations, I always take time to show that the student isn't wrong--but we have to teach from a certain level and then learn the short cuts. I then ask other students to share their experiences with alternate methods, etc.
The effectiveness of sharing experiences has a great deal to do with the credibility of the Instructor. Students are aware of the old adage, "Those who can't do… teach!" Hence, the person in front of them (who is sharing life experiences) must clearly be there because they've had their time of "doing" and are now enjoying giving something back... someone who does in fact command respect, gives respect in return, and is very, very credible.
Sharing life experiences in the classroom gives students clear/realistic direction of their individual goal. Additionally, student are motivated to reach their goals and are more likely to do better in class.
It can help them identify with some of the other students, as well as boosts confidence when their experiences are helping others learn.
Sometimes I enjoy offering life experiences; however, there are also those times when I feel a bit like a parrot... citing the same examples term after term, albeit to a new audience. On occasion some gem of a memory, long forgotten, is triggered by an activity or discussion in the classroom, and those moments can be reflective and heartwarming.
Sharing life experiences in the classroom not only helps to make the information being covered "real" but it also helps the student feel comfortable with their classroom environment.
Since adult learners are focused on the "relevance" of their learning, it makes sense that they might feel a sense of affirmation when they convey a relevant life experience.
It helps them to associate with what they are learning so they could make a connection and make it easier to remember. It also help them see the good or bad sides of previous experiences to hopefully make a difference and not be one more in the pile.
Adult learners use life experiences to gauge success of past motivations.They know if they were successful in the past because of hard work and motivation that if they apply the same to a career college they should get the same result
My students have often expressed that the real life scenerios I share in my class helps them to understand the material in their textbooks much better. I have even heard them say, "Wow! Now why couldn't instructor soandso have explained that the way youd did. I would've understood it better."
It is important to teach from life experiences. It show the students that you are an expert in your field not only by your degree but how you might have worked the field in which you are teaching.
It helps the students to see that they too can succeed. Especially, if the teacher connects with them on a personal level, they will soon realize that the same accomplishments can be obtained by them.
I agree, that is why I try to bring in life experiences as much as possible.
Life experiences help them apply what they have learned and it helps with retention.
