Hi Alethea,
Students need to know that we are there for them. We truly should have our students success at heart.
Patricia
Hi Joel,
Students need and want real-life examples so that they can understand what's going on in the workforce.
Patricia
I am the dental assisting program supervisor; we have the students start day 1 in the program with hands on learning in our simulated dental office. I also have the students go out into the community (elementary school, health fairs) to help with oral hygiene instructions.
Sometimes I feel that it’s hard to keep some of the students on task.
How do I keep them going the whole time?
Give students real-life examples of how the course material applies.
I show them directly how it will impact the workplace and their role there. I give them personal examples of successes as well as failures and tell them that I will help guide their path to success through the course content. They seem to like that I put myself at their level and show them how it will impact them and help them to succeed in that situation. I always give them some alternatives as well, so they have choices.
Attempting to get people excited about anything is an individual feat in and of itself. finding the key that triggers the ah ha moment is what we all search for. Evaluate the psycho-social enviroment from which one comes and the individuals self expectation vs. their actual ability is often the down fall for maintaining a high level of excitment.
Hi Anece,
Students get really excited whenever they can see what products/equipment they will be using in the work force.
Patricia
DEMONSTRATION OF WHAT TYPES OF PRODUCTS THAT ARE USED IN THE CLINIC. MY EXPECTATION FROM THEM WILL BE THEIR EXPECTATION AT THE END OF COURSE.
EXPLAIN AND IDENTIFY THE SUBJECT MATTER WITH CLARITY OF THE STUDENT END EXPECTATION OF LEARNING IN THAT PARTICULAR SUBJECT MATTER.
I get the students excited from Day 1. We do a very unique icebreaker on the first day where we do a "Fun Job Interview". The students will pair up with a partner, ask them the "Fun Interview Questions" and then the students will introduce their partners to the class in the front of the room. It's a funny activity, because nobody wants to stand in the front of the classroom. They learn about each other, and handle the diversity aspect well.
Hi Ellen,
Thanks for sharing. At my institution we play Jeopardy the old school way. I will definitely check this out.
Patricia
I found this through Google:
http://www.classroom20.com/forum/attachment/download?id=649749%3AUploadedFi273%3A256838
It took some practice to get it to work right, and it claims that the dollar amounts disappear after you click them, but they didn't for me. I drew a dupicate board on the white board and crossed out amounts as the students chose them so there were no repeats.
Hi Ellen,
The feelings are mutual. I have been teaching for 22 years, and I absolutely love it! My students can tell my love for the profession. I have students tell me all the time, it is obvious you love what you do. Your excitement for the course content can simply get your students excited about the course content.
Patricia
Hi Beth,
If the instructor is bored with the content, then more than likely the student is going to be bored with the content. Instructors must do things to generate as much excitement as possible. No one likes being bored. There is nothing like meshing fun while learning.
Patricia
Hi Blanca,
Students want to and need to hear about how theory will help them with the hands-on portion in the class as well as in their careers.
Patricia
Hi Ellen,
Super! Jeopardy is a great game to generate excitement. Where did you find out? Please share.
Patricia
I totally agree. Using multiple teaching strategies not only keeps the class interesting but as an instructor your able to meet the needs of the various learning styles that are in your class room.
I found a template for PowerPoint that was on the format of the Jeoprdy game for review that my students loved. It has sound effects and everything.
I actually explain how the clinical work ties into the lecture. I also explain how important understanding the material in lecture will make the clinical experience more enjoyable. I talk about the games we play,extra credit and how I adapt to changes in the schedule regarding the class.
I have a mixed age group of adult learners ranging from 18-65. I find that I can get certain groups excited, but other groups have the "blow off" mentality. I have been trying different memory games (medical terminology) and it seems to capture the whole class. I think that we, as instructors, need to think outside the box and keep going! If we are bored with the content, why not jazz it up so the learners are seeing the "fun" we are having with them.
