I try to let them be a part of the decision making process. This works well in my Concept Design class. I presnt the class with some options for the theme of our concepts (Norse mythology, Camelot, Ledgends of the Old West, etc.). They then have to vote on wich one they want to do, and all of are designs will be set in the concept theme. Even though they are all working on their individual projects they have to understand that it is when all of their individual efforts come together that we have afully realized "world" concept for our game, movie, etc. The whole class is a group project to create a fictional world.
Hi Jacqueline,
Thanks for sharing this great ice breaker. What a great way to start the class and help the students get to know each other better. I am sure you get some really interesting things that the students have done of which they are proud.
Gary
Working in diads and triads helps this tremendously. Its far less intimidating.
My opening day Get-to-Know-You activity is for each student to write down 3 things they've accomplished that they're proud of: each on one sheet of paper. They then mill about the room and read everyone's accomplishments. They can take ones that appeal to them or inspire them from others- making sure they have 3 by the time they sit back down.
Then we share the accomplishments we have and why it was appealing- and the person it belongs to shares the story behind it.
I teach English and Communications classes, and as such use group work activities at least 3 times a week. Being in smaller groups facilitates deeper discussion amongst the students on the topic at hand as it is less intimidating than speaking in front of the whole class. After some time spent in the smaller groups to generate ideas and complete an assignment, we share as a class.
By assigning random groups from assignment to assignment, students get to know one another better, and come out of their cliques.
As a general education instructor, sometimes I envy the lab instructors who get to work so closely with the students as well as have smaller class sizes. It can be a challenge when you have a class of 40 students to help them all feel part of the class. Here are a few things that typically work for me.
To begin, I try to group the students more closely together when they choose their seats on the 1st day. So often, the students gravitate toward the far corners, but I tell them the corners and side rows are off limits. By physically having them sit as a group, it helps set the stage for a social psychological perspective.
In addition, I frequently have students complete activities in small groups during class. I am always finding ways to mix up the groups - from assigning numbers to drawing numbers for a hat to having them rotate seats, etc. I want to make sure that students have the opportunity to work with different students and get to know all their classmates.
Another tactic that I use includes creating a forum on the on-line classroom portal. I post a brief bio of myself which includes hobbies and interests and post a personal picture. I then show students the forum in class and then ask them to contribute as well. Typically, I get a good response and many students post bios and pictures. It's a great way to get to know students/ classmates on a more personal level.
Thanks. I truly believe that this is particularly crucial in the career college setting.
Hi Jeffrey,
Well done. This strategy really helps the students to "connect the dots" of what they are learning in the classroom and what they will encounter in the real world upon graduation.
Gary
As a beginning accounting instructor I like to discuss the many differenct career opportunities accounting knowledge can provide. I ask the class members how they may use the information we are learning. There are no right or wrong answers and it allows for a wide diversity to be accepted amongst all of the students. It also gives me as the instructor more information to build my rapport with each student.
Debi
In my teaching of paralegal students, I turn each class into a mock law office in which the students and I are working paralegals -- and therefore colleagues. This setting and atmosphere helps each student to assume ownership of the class and feel a part of it.
In my teaching of paralegal students, I turn each class into a mock law office in which the students and I are working paralegals -- and therefore colleagues. This setting and atmosphere helps each student to assume ownership of the class and feel a part of it.
Hi Judy,
Good points about helping students to develop as leaders and contributors. I like the way you have those students that are a bit more shy slowly work their way into the leadership position while developing self confidence. This will really help them when they have their own kitchen to manage.
Gary
I have student sous chefs everday. They are incharge of keeping the class on task in regards to maintaing the lab. If they see dishes dropped off or mise stations a mess they have the authority to stop class and get people cleaning. At the end of the class they give tasks for clean up and have the responsiblity to sign off on specific work areas to make sure the lab is clean. The class answers to the sous chef and the sous chef answers to me.
Some times over zelous students take it too far but the the best is the shy students who get to be leader with no risk.
I believe they look forward to their chance to be in charge
Welcome each student as they enter the room. Call on all students for responses, not just those that volunteer. Also, if they are uncomfortable, provide a topic that may make them feel more comfortable in speaking about.
Hi Jennifer,
Quit students are a challenge because you want them to be involved in the course but sometimes this requires a lot of effort.
In addition to the strategies that you shared with us I also use student panels. By assigning students to a panel of 3-4 students where they present on a topic I get my quit students involved at a higher level and for longer periods of time. When the student panel presents I have them sit behind a table. Being in front of the class behind a desk with other students really helps quit students to feel comfortable yet still a part of the class. They don't feel the spotlight is on them when they are presenting because they are sitting down behind a desk with 2-3 other students. This way they can be themselves and share the knowledge they have acquired on the topic.
Gary
One of the main challenge is to get the participation of the silent, quiet students who sometimes have great ideas and reponses but are afraid of exposing them to the class.
As an instructor, it is important to show them that their role, presence and contribution is an added value to them but also to the whole class.
I try to involve them in the discussion, ask them a direct question to give them a chance to express themselves on specific topics. By leading them this way, I try to build up their confidence and potentially have them open up to the dynamic of the class.
I always teach online, so the personal greetings are a little harder to achieve. I always have a Meet and Greet discussion area in my classrooms that I require students to post in when they first start the class. This discussion serves as an introduction to each student. I follow up on these discussions and greet every student indvidually so they feel welcome in the class.
In many of my classes, I also call every student at the beginning of the session to introduce myself and to answer their questions. Students generally really appreciate this step because they can put a voice to my name and it makes me a lot more real for them. They also then feel much more welcome and part of the class.
As the classes progress, I send announcements and emails during each week to update students on their progress and to keep them active in the classroom. As with the phone calls, the students appreciate this contact on a regular basis.
Kurt
Hi Bruce,
Thank you for sharing your strategies for learning names and getting to know students. I know these will be helpful to other instructors.
I can appreciate where you are coming from in relation to teaching online. It is much harder to "read" your students but it sounds like through your years of experience in working with people, both military and teaching you have developed such expertise that extends even to the online setting. I wish you much success in your teaching efforts.
Gary
Hi Ben,
I like both of your strategies. These are great ways to check for learning plus allow the students to "show off" their newly acquired knowledge and skills.
Gary
Hi Connal,
I like the idea of encouraging the students to share their newly acquired knowledge with their classmates. It also helps build self confidence in students as they develop their communication skills through the demonstrations. Good strategy, keep up the good work.
Gary
