well i seem to have sucess by chalenging the students with memory games they seem to get excited about the material and motivates them to go to the next level
I worked in a large, world-wide company in the field in which I train students, so I use a lot of workplace examples. They can't seem to get enough of "real world" situations and problems. I also return papers quickly with grades and a personal note or comment. I also require a job shadow for my career development class. The students must arrange and complete a job shadow in their field of study. This has been a tremendous success over the years.
Carol Silvis
I know several of these techniques have been mentioned in the reading. I always try and give grades back within the week if I am giving a writing assignment. Usually the assignments I give are sent through email so I am able to send them their grade and additional comments that are personal to them. I always try and empathize with the students. I have a rule about missed class. If someone is absent I need for them to bring in documentation. This way I do not have any biases when it comes to grades. This also seems to help with motivation. I have seen people complain that a student missed numerous classes and received a high grade simply due to their test scores. It creates problems for those who are attending the class regularly. By keeping this rule it allows flexibility, but also holds the student accountable. I try and keep a consistent schedule. Short quiz in the beginning, short lecture, hands-on activity. Attention spans can be short so if I keep the activity towards the end it seems to keep the motivation high. sKeeping them
One technique that I use are my own experiences, not only in the field, but in life. As we have seen in this module, most students have different reasons for taking a course, but they (usually) all want to gain skills or knowledge that will benefit them. By giving them real life examples and explaining how they relate to the lesson at hand, they begin to see how to build on their own experiences.
Thank you, Gary. I try to learn with every class - just as my students do!! (I, also, find myself doing the assignments along with them - sometimes. I think it helps to 'keep me grounded' and in touch with my students, their needs, and their concerns.)
Hi Andrea,
You listed a number of very good strategies for use in your classes. Keep up the good work. I know your students are benefiting from your efforts.
Gary
So true, Ken. Relating students' jobs - as well as my own - to topics and class discussions helps to both clear the air (if they are having a difficult day) or reinforce the ideas I am presenting in class.
I try to play different games that help with retention, I try to vary the structure of the class session so that students do not always know what to expect. I like to 'keep them on their toes', but make sure they are comfortable enough to voice their opinions and share ideas. I often ask them about their days, then tie their responses into lectures. Extra credit always helps and/or suggesting that they contribute to a lecture (such as teaching a short segment, creating an activity, etc) also keeps them motivated and interested.
I have had group work in my speech classes to get students comfortable with expressing themselves; I have offered extra credit for those who complete assignments early, and I have, also, encouraged students to get to know their fellow students. In one of my speech classes, students are required to give a 'how-to' speech, where they demonstrate a skill. They seem to get to know their fellow classmates well - and they have fun in the process.
I have found what works for me is to find out what their career intentions are and try to find challenging ways that caters to their goals. They soon see the direct links that I am making and seem to really focus.
have the teams perform a given task, as fast and efficently as possible but above all as safe as possible. And compare to the other teams.
Hi Charlotte,
Good suggestions for using your students as resources. By sharing your career experiences they can see how you have been successful plus interject themselves into the situation so they will know how to handle these types of issues when they come up when they are out in the field.
Gary
In the clinic that I instruct I like to use the challenge technique. I like to have my students show me how precice they can be taking thier time and using their efforts to produce quaility work not just a bunch of jumbled numbers,and or poor or inconsistant dyno runs. I like to see them achieve the best possible results that can be found from within themselves.It then turns to a student to student challenge.They set thier own bar height, but of course thats always high to produce excellent results and ultimatly an excellent grade.
Telling them strories about the feild and ask them questions about the lecture to reasure them that they are learning.
I love to describe situations I have faced in the workplace over the years and ask students how they would handle the same situation. Sometimes I am surprised by their insight and the great suggestions they come up with, some of which I didn't think of myself.
Field trips into the actual work situation are also always very motivating and can sometimes spark someone's flagging interest.
As instructors we have to find our students currency in order to effectively motivate them. What drives the student? Is it money, time, family? When an insturctor can identify the students driving factor they can then use that currency to motivate the student and maintain their attention.
Hi Michael,
You are doing a good job at being an innovative educator. Since you can't reward with things like food you have found that you can still keep your students' motivation levels high by offering praise when deserved and spreading that praise around so all the students have the benefit of your experience and expertise.
Gary
Hi again Gary, As we all know the letter grade is the major motovater, however I often try to motivte my students by recognising those who succesfully complete the project first, I do this with positive reinforcement loudly enough to make sure the other students hear it, I am however careful to not prase one student like that more than once or twice. I dont want the slower students to feel like thay cant do as well.
I would enjoy provideing a "prise" of a token such as food or small items, however this is not permitted in my situation. Sad but true.
Quickly begin to link the topic to the real life issues the students will encounter.
I use real worl examples of how I used this particular skill. I also tell short and often times funny stories of how this skill benifited me.
