They don't like the subject I teach
I find myself challenged by the fact that I teach a course that the students have to take but most of them don't really like. Looking for ideas to transfer my enthusiasm for the subject onto them.
The students tell me that the class I teach is all review of other courses. I tell them much of it is a review and then I challenge them to find something in the class they didn't know. Most of them find this by the third day of class.
I have to agree that you have to project how much you like the topics/subject matter. If you are the expert regarding a topic, and the students sense that you do not enjoy covering and talking about the topic, they will not see the need to want to listen and/or follow you in your lesson. Right now I am teaching 5 sections of the exact same course (Mathematics Foundations), and I have to approach the 5th class with the material the same way I approached the first class - same energy, the same enthusiasm, the same interest. Since it is a general education course, and no one comes to my school for math, it is even more important to show that enthusiasm for what is being taught.
Michelle, OUTSTANDING and 100% on target. Those that can communicate effectively will make more money than those that are hindered by the communication process. For some students they just need to hear the raw facts about the importance of general education courses. The more you know the further you can go! Thanks for sharing and keep up the great work.
James Jackson
Bottom line. Hit them where it counts: how do I get my dream job and make more money? I teach English Lit & Comp in a culinary school. Take these folks out of the kitchen, and they are unhappy. I explain that my job is to teach them critical thinking and problem solving skills, jot just where to place a comma or how to read Shakespeare. These are things they need regardless of where they end up. By learning how to improve their communication skills, they not only are able to write more effective resumes, but they can better communicate with their colleagues, superiors, etc., which will hopefully make them better team players and improve their chances for success in the workplace. We need them to be life-long learners. No matter what subject matter we teach, we cannot give them ALL the knowledge they will ever need, so we have to teach them how to learn on their own, without instructors and facilitators. That is my primary focus and one I share with my students from the first day. Once they understand MY motivation for teaching and learning this material, then they have an easier time assimilating it into their own.
You make it rushed, hit the important cover the tested and relax
I have the students personally relate the class on how it will be used in their professional field. Many times I will assign then a personal interview to discuss how the field relates to their profession with a person currently employed in that field. That helps build a bridge between the material and the student knowing the purpose as to why it is important to learn the material.
I teach an "everything you need to know in pharmacology in 5 weeks" course. The material is dry and can be boring. I have tried to relate the material to situations in practice, along with pictures of the disease processes the drugs treat and the drugs themselves. I talk (audio input), show ppt slides (visual input), ask students to share their experiences in practice, and try to share more esoteric situations from my personal experience. I am constantly looking for that "hook" to get them to link things together to learn them. I feel my success or failure is dependent on the student's intrinsic motivators. Those that just "want to get thru it" usually do and learn and retain little; those that i can help realize the value of the information "learn it and keep it"-they seem to make links in their head to remember it.
I think that can be a huge motivator for student. Showing them how much you the instructor enjoy the topic, and enjoy teaching it, can really rub off on to the students
I am in the same boat as you. I teach "basic" electricity, a subject that has a reputation as a very difficult, hard to grasp course.
I am constantly looking for ways to keep students motivated, reward success, and still stay within the guidelines of the course.
The amount of material covered during the course is a giant burden on students, and many students enter the course with a sour tase already in their mouths, based on rumours that they hear from other students.
Now that fact is that the pass rate for the class is on par with most of the other courses in the school, it's mostly a matter of perception.
I often wonder how to change this. I have diligently worked within my means to attempt to take the "fear factor" out of the course, but have only had minor success with this.
Brian, great topic. Adult learners need to understand the relevance of what they are learning. How will they apply what they learned and what risks do they run by not knowing the information. A solid understanding of adult learning theory can be very beneficial in how you deliver a lesson plan.
James Jackson
I teach a class on service opertions many students feel it is a waste off time i have tried many ways to get them to understand it is something they will in in the marine feild. One of the best ways that seems to help them like the class is to sell them on whats in it for me and how is it going to help in my career.
Frantz, I have taught several writing classes and get the attention of my students when I tell them how much money I make writing business plans and project plans. Without writing skills or math skills I would not be able to bid on such contracts. I have had students ask for me by name to attend my writing courses. This is not about me but my point is I make a very clear connection between my class and their potential bottom line benefits to learning what I love to teach. Please come back and share the results of your implementation. I am sure many others will be interested in your comments.
James Jackson
I work as instructor in a technical institute preparing technicians for the automotive industry. It's happened to me that when the subject is relate it with cars or trucks, almost everybody enjoy the class because most of the student are intrinsically motivated. But, if part of the subject or explanation involve math or physic or electrical skills, they, in general, show a lack of interest or they don't give too much credit to that part because is too much theoric for them. That type of behave automatically tell me that there are a weakness of knowledge on those area.
What I do is create a connection between mechanism, system, with the real life and making diagrams that connect the mechanicals things with hydraulics and illustrate how all are control by sensors and actuators. Also, during practice or hands on classes create a connection between all those sciences gives to the student the real values of the math and physic knowledge's making measurements that are crucial for diagnostic and final results.
People try to find short cuts and if more easy pass over the hard road but there isn't short cut in some materials. If the instructor create real life connection between the root of the knowledge with the top, student will cash the whole picture and these strategies more likely motivate them to keep going, even during less enjoyable part of the class or classes.
When time is a negative factor, I support the weak areas with after class lectures or short list of tests. If the student (adult) is really motivate, for sure will use this after class assignments to increase ability.
Regards
P Lopez
Good point. I guess I have to show them that even though it may not be the most popular subject, many concepts learned from it can be applied in their professional careers and has helped many successful people. Thanks!
Frantz, what connections do you make to your students in how your topic relates to their career path? What is the value proposition for them to master your subject matter? For some students just understanding how your topic can be of value to them can be a great motivating factor.
James Jackson
Brian, great post and provides a great tip to other instructors. First question to ask is do any of your students meet with success with your methods. If the answer is yes then the next hurdle is to figure out how to get more and more students to be successful. Each student may need a different type of push or motivation but if you can find that spark each one needs, they will all be successful. This can take more time on the instructor but the rewards are well worth the effort.
James Jackson
David, excellent technique. By observing what they avoid you get a much better picture how best to get them engaged. You can also begin to develop a series of great talking points and classroom discussion topics. Having students share their likes and dislikes with their peers can be a very powerful way for all students to better understand how important each subject is to the overall program and eventually their new working environment.
James Jackson
Joseph, great topic. Case studies can also be a great resource and allows for a lot of different student engagement opportunities.
James Jackson
melanie, my suggestion is to get more involved in discussions like these. There are so many instructors with similar experiences and they all have very different approaches with very positive results. MaxKnowledge works in coordination with many institutions and organizations to sponsor the Career College Lounge (http://www.careercollegelounge.com/). There are many instructors that would be happy to share their experiences with you on how they manage short duration courses that require a lot of material to be covered. Take a look and let me know how you like the experience.
James Jackson
