When teaching senior Army ROTC cadets who would (normally)become Army lieutenants within the next year or so, I let them know they were very likely to do this type of task/assignment as a new officer; and would probably have to evaluate someone else on doing the task. I tried to relate personal experience. The forum discussions I've been reading on this have been very interesting. I wish I had thought of these solutions/ideas before. They will be helpful in the instructor position I will soon be engaged in.
Hi Chrystalyn,
Whenever you vary your teaching method students appear to have more of an interest in the course. Also anytime you can share personal experience, students become really excited.
Patricia
Use engaging activities such as share personal experiences, group discussions etc.
Hi Tom,
That quote has definitely stuck with me. I love it because there is so much truth to it...it is so real. Students need to know how they can either benefit professionaly or personally or both from a course.
Patricia
Hi Cynthia,
I like your whole idea behind this approach. Early success is important to keeping your eyes on the prize.
Patricia
Hi Greg,
I know you will do well. I like to mention money every opportunity I can to promote buy in. I also like to make concepts applicable to the real world.
Patricia
Patricia-- first just wanted to let you know that I haven't really started in my new instructor position yet at the Joint Special Operations University, so my experience is limited. But as an ROTC instructor several years ago at LSU, without benefit of much actual training or experience as a teacher/professor/instructor; I probably didn't do much except some statement as to how they would actually be doing this as an Army lieutenant. I think "buy-in" is important and I'm interested in creative ways to achieve it. Looking forward to the rest of the course. It's interesting and I'm sure I'll benefit from it. Greg
As a massage therapy instructor, when a new group of students come into the program, I pair them up with those that are getting ready to graduate. It allows the new students what outcome could be achieved through hard work and dedication to the program. They receive a massage from the students and are mentored throughout the first module of the program.
I have found that sometimes the easiest thing to do to encourage buy in is to toss out some field experiences that relate to the subject matter and how a deep understanding of the material helped to formulate decisions made in the field.
This simple exercise will often lead, in my experience, to students looking deeper into the material than 'just what will be on the test'.
There are a few ways to get students to buy into the class. From my expierence, one of the most effective ways is to make it applicable in their lives and future careers. If they never use the materiel outside the class then they will not be motivated to learn. Specifically, I assigned them assignments that used the materiel we covered in their non-academic daily lives. This way they can see the practical use.
Another method is to have a guest speaker come into class and have them speak about their careers. Typically, while talking about their jobs the speaker will mention certain aspects of your class. The students will then see the importance of the materiel.
Finally, I have found the teacher should develop a repoire with the students. They will be more apt to learn from someone they respect rather than a stranger that doesn't care about their lives. A wise man once told me "They won't care how much you know, until they know how much you care."
To get a student to buy in to a course you have to first get the student to believe in that what they are doing is the right career goal for them. You should encourage them and build their self-esteem, with praise, and intrinsic rewards. Also, by supplementing the course with activities using hands-on methods, cooperative learning groups, videos, and visting professionals in the field will help the student feel they have made the right choice. Giving students in my courses the chance to actually work with children before their field experiences encourages them to believe in themselves and it gives the feeling of early success.
Hi Dana,
I like the variation of teaching methods. Students need and want real life examples so that they will know what is expected in the work place.
Patricia
I teach several courses that are easily related to real life scenarios. I use real examples and role play. This ensures students have a perceived need to learn and can relate this 'need to learn' to real life.
Hi Tracy,
I concur! Excitement really and truly starts at the top. The instructor needs to be excited about the course so that the students become excited. Excitement is a trickle down effect from the instructor to the students.
Patricia
Hi Daniel,
I like this approach! You say the magic words, "YOU WILL LEARN" and these words are positive, and you automatically capture their attention.
Patricia
Students are often anxious and unsure if they can learn the often difficult coursework. So often I hear that students "did not like" math so they did not pay attention in school. I tell them up front that they WILL learn. Just by telling them they will learn I gain thier buyin. Then, with real world examples of how each section of material can be used to solve often encountered problems,I keep them interested.
Hi Jennifer,
Anytime visual is involved, it is an easier buy in. I like the idea of you showing your students the equipment they will be working with. This is a great way to generate excitement.
Patricia
By showing your excitement to students about a subject that they may think is not so exciting, they become excited about it. Teaching good interpersonal skills is not what students want to learn. But having good examples of real life they do enjoy it. Make it fun and relevant for them and they will learn.
As I am going through the course objectives I like to show and possible pass around the room the different equipement/supplies that we will be using through the course. Knowing they will be learning how to perform particular procedures using the equipement/supplies usually gets them interested in the course.
I share my personal experience working in the medical field and relate it to why we learning these different objectives. I also encourage students to share their personal experiences as well.
I like to ask students what are their expectations for the course. Then match that to the goals and objective of the course.
I know that students who attend my courses are primarily looking for hands-on techniques of what they assume to be the "job" they are studying for. I present information early on to show them that the information they take from the lectures and books is at least as applicable to their later success than some of the mechanics of their chosen career.
