I am fortunate to have smaller class sizes in that it is easy to remember names. I do not agree with calling people "honey or dear". I know some people are okay with that. I know personally, I just don't think the person remembers who I am. Any thoughts?
Andrea,
I like your approach to teaching. You are engaging your students right from the start and helping them be successful even when they make mistakes along the way. As you say they won't make those mistakes again and will remember for years to come procedures required to be technically sound in their field.
Gary
Gary Meers, Ed.D.
This is very important. I like to acknowledge students as individuals with unique interests and experiences.
I also think it's important to point out to students that they can learn a lot from each other. The program I teach in has a few different career paths students can take and some students may already have a bit of experience with those paths which can be influential on other students.
As many others have replied here, I make sure to memorize my students names very quickly to create that early relationship. I also teach in an environment where many of the first lessons are very 'hands on'. They will be learning then doing very quickly within the first day of class. This helps to apply the knowledge, and gives them a focus of that lesson immediately. By doing a combination of lecture, then demonstration with them each participating, the attention is to the task very quickly. I also make sure to give very detailed written feedback to each assignment in their first term. They have a very clear outline of what they did right, and what they did wrong.
Now, I teach photography, and many students have some very major technical problems at first, but I have found over the years by me just saying simply to them, 'well, you got that mistake over with...you'll never do that again!" can turn tears into laughter, and the student relates it to a learning experience versus a tragedy. I let them know that I did that, too- and next term when they see someone else do it- they can share their new expertise with them.
Elmer,
Good point about student motivation. Seeing the results of their creativity and effort does get them ramped up and excited about what they can accomplish. As the learning leader you are directing these efforts and get to see the benefits of all your hard work.
Gary
Gary Meers, Ed.D.
It seems to make them very motivated when they see how each students work of art is displayed and looks so great, I find it helps to motivate all my students to really do their best work. Plus when they see what they have made they are sometimes surprised themselves which gets them really excited about the whole class and eager to learn more.
Ricardo,
This model of student engagement is a great! I like the way you involve everyone while supporting their instruction through application. They get to show off their efforts with the central display. This is rewarding and fun for the students. Thanks for sharing this strategy with us.
Gary
Gary Meers, Ed.D.
Firstly I always make an effort to remember all my students names.Since I am a Pastry Chef Instructor I like to always take one or two students who will assist me in my demonsrations and get them to repeat straight away any new techniques I am showing the class. This tactic seems to work well, keeping the students interested and motivated. I will always change who I have to assist me, they seem to respond well to this and when they do a great job it makes them feel good and more motivated to keep focused on the items they are learning.
Another motivation tool I use is when my students have a practical test for example Wedding cakes , I get them to create a display area in the middle of the class room, using tablecloths, etc. This display area is where they each set up their final products ready for grading. It seems to make them very motivated when they see how each students work of art is displayed and looks so great, I find it helps to motivate all my students to really do their best work. Plus when they see what they have made they are sometimes surprised themselves which gets them really excited about the whole class and eager to learn more.
Gladys,
I think these one on ones are so important for the reasons you state. You are encouraging the students as you talk with and review their progress thus far. This helps them to see the value of why they enrolled in the course in the first place.
Gary
Gary Meers, Ed.D.
One method I use is to remind students why the enrolled in the courses. I have short meetings with students, one on one, and review their academic progress. During this review I remind students of the reason they enrolled. I doesn't take a lot of discussion or time to do this, but it does seem to have the effect of improving student attitude and effort.
Lawrence,
You have done a great job of explaining why certain concepts and content needs to be retained and repetition helps to keep that content alive and in the memories of the students. Later when they are out in the field they will appreciate the fact that they have this information in their working memory.
Gary
Gary Meers, Ed.D.
I like to teach through repetion. Some of the course material has to be seen, spoken, written done, and presented many times to grasp the concept. I am always including learned information from past terms into future terms to make sure important information is retained and not put aside in the learning process. I look at it as pieces of a puzzle. Sometimes you have to see and check the piece several times before it fits in place. Once the piece fits or makes sense you retain it.
Micki,
This is a great ice breaker for starting off a new course. I know your students appreciate your collection of this information and then highlighting it during the introduction session. This way everyone gets a better understanding of who is in the class and why they are there.
Gary
Gary Meers, Ed.D.
Sheila,
Good strategy for your faculty to follow. The more we can use their life experiences to reinforce our content the greater their connection is going to be to their courses and the college.
Gary
Gary Meers, Ed.D.
I spend a few minutes asking students where they would like to work after graduation, and then we try to focus on some things that will apply to that particular field.
I have a 'meet & greet' session on the first day of class. I give each student a 3 x 5 card and ask them to put their name, hobbies, family info if they would like to share, and their reason for furthering their education. I then have them ask a question about me, their instructor. I think this is a way to let the students see that I am a person too, not just an instructor. I then collect them and look them over. One by one I then call out their name and ask them why they chose the field that they did, what is one of the things they would like to accomplish when finishing their education, and then after going thru all of them, I will answer their questions about me so as not to draw attention to them individually.
As a program director in a career college, I encourage faculty to build on student experiences - they can bring a great enrichment to the class. Faculty complete a short survey of students at the start of class that assists in determining learning styles and motivational interests to assist them in the course delivery.
Vennetta,
This is a good strategy to use because as you mention when they start to wear down you can have them pull out their goals and see how far they have come so far and how much closer they are to achieving their goals. I have found that my students get worn down just after the mid-point of the course and this is when I need to pull out the goal statements and get them ramped up again so they can finish the course with vigor.
Gary
Gary Meers, Ed.D.
Freddie,
Good for you. The learning of student names early on in a course is a way to earn their respect and establish you as the learning leader. It is a building process from there.
Gary
Gary Meers, Ed.D.
I make sure I have students fill out a summary of their "goals" explaining why they decided to pursue a career in the field. Whenever I feel that the students are less motivated,I encourage them to refer to their "goals summary."
