Getting buy in from students, for many situations would entail first accomodating them Most specifically with adult learners it is important to take into consideration all those things that lead them to the instution, the program and the enrolled class. Their experiences, they bring to the classroom and that is to be a consideration. Their background and practicality are other considerations. Above all, respecting them as students and individuals will help in building a relationship and obtaining the buy in needed for instructional success.
I plan on bringing in other subject matter experts from the field to address the class. Many times students will respond better to hearing information from a different source other than the instructor, even if the information is the same.
I will also provide some "tie-ins" to real world experiences I have had. In the several years I spent in the work force of my field, I have experienced many things that can help students tie the information that I am presenting with real world experiences, thus helping them "buy into" the coursework.
I start my class with examples of what the course has to offer in the career of their choice. Example of this might be in Medical Assisting, naming instruments and positions Doctors' want the patient in. Then I proceed to tell them you will know all of this by the end of this class.
I also go through the syllabus, break it down for them, and let them ask questions regarding material. I let them know of all activities I have planned so they can get excited about the course.
I also give them my back-round and how I used material in this course everyday in my career.
Hi Patricia,
Showing interest in the student is a great buy in as well. Students need to understand why they are taking a particular course so that buy in is promoted.
Patricia
You know now that you mentioned it, I think the course materials need to go hand and hand with what they are going to be doing out in the real world. Tests and quizzes are okay ways to measure, but really they need to be doing some sort of application.
I try to show the significance of the information to their course of study. Once they ask a question and I answer it, I try to relate it back to the overall outcomes and show the relevance of their curiosity to either this specific course or future jobs.
Another way is to show them that I am interested in what they have to say and build trust. I give them examples which in turn gets them talking or at least asking questions. Engagement is the ultimate buy in.
My strategies usually begin with getting to know students personally early on through an icebreaking exercise. I try to talk with each student as much as possible individually before class, during breaks and after class, making sure each student feels comfortable approaching me with questions and concerns. Once I know my students better, I am usually able to get better involvement in class discussions by asking questions that are more personally relevant.
In order to gain "buy in" from students, I do my best to establish dialogue with each and every student on a one-to-one basis. By doing so, I am able to let them know that I believe in the"sacredness" of human dignity, and that I will never knowingly treat them in any manner that goes against this belief. When students hear this, barriers that may exist often start to come down almost immediately; especially if the individual student feels important and believes that I am really interested in seeing him/her succeed and in helping each and every one of them reach their short-term and long-term goals including career aspirations.
I believe that if I can first and foremost get students to buy into "me", then as we dialogue, they will also buy into the course- even if it is merely buying into it as a "means to an end" with that end being simply passing the course.
Another strategy that I use is one of paying keen attention to the "group dynamics" that are taking place among the students. Usually, as is the case with most groups, there are key players within the group and if I can gain "leader" buy in, the rest will usually follow.
After going through the syllabus, I like to give a quick assignment of each student summarizing the objectives, and then share it one by one with the class.
Getting buy can be gauged by student interaction and engagment. The more students are engaged it is seemingly the case that they are as well learning. The instructor sets the tone; from day one the tone should be one that is inviting and welcoming. Students well receive the opportunity to reflect and be expressive but also are most appreciative of a student centered environment.
Hi Patricia: You need to show your own excitement for the subject matter, and that you've already "bought in" to the course topic yourself. If there are any certifications involved with the course, the positive impact on the student's career of attaining such certification should be emphasized.
I engage the students by relating course material to their everyday lives.
For me, the buy in comes in different ways. I always come the first day prepared with the syllabus, course schedule, and any additional information I want the students to have to be prepared for that class, this gives them a secure feeling of, 'my instructor is organized and prepared." I go through the syllabus step by step making sure the students have a good understanding of what the late assignment policy is, grade breakdown, course objectives, etc. I give them a highlight of activities we do to make sure we grasps all the objectives. Being prepared and organized helps the students WANT to come to class instead of feeling like they have to and they don't know what is in store for them that day. I also take the time to explain to the students what my expectations are and then also give them a chance to share what their expectations are of me. I want them to know that my classroom is their classroom as well. The more comfortable they feel, the more they are likely to come back, to listen, to engage in class discussion, to study, and to ask for clarification if needed.
A good way to get buy-in from students is to relate the general education courses to what they already know. So here at the chefs academy when teaching math, we can easily relate it to recipes.
We deal with this all of the time in culinary. We do demos all of the time and that usually gets them to "buy in."
Example: Hollandaise can be tricky to make, but when we show them a few tricks it makes it easier. If someone breaks their emulsion, we show them how to fix it. That makes it "legit"!
I like to give real life examples as far as what I have experienced in the different pharmacy settings, which gain interest from my students. I also like to break the ice with an exercise as far as them introducing themselves, telling me why they joined the program, what they expect to learn, and pharmacy setting they would like to become a part of at the end of their education.
Hi Roger,
Wow, you have an exciting area where students tend to come in being interested because most of them know the importance of computers in the workplace and home.
Patricia
Hi Sheretta,
I get buy in from my students by sharing with them how the course is going to be beneficial to their career.
Patricia
I thought I posted the other day to this discussion and my post is not coming up. Getting the student to see the importance of the topic is so important--I teach keyboarding and I bring up how much they will use this skill in school, but also out of school. On the internet, applying for jobs, buying on e-bay, doing online banking, acquiring information on the web, the list goes on and on. I always let the students contribute to that list too.
