Having students discuss their expectations on the first day sets the stage for how they attend to, and feel about the course. We periodically review these to show relevance, and that they had good questions!
I try to motivate students by explaining to them how the objectives of the course are building blocks to the next level and ultimately applicable in their career. I try to utilize real life examples.
I usually like to share some of my real experiences in the field along with my experience while in school. I explain some of the projects we will be conducting and how relevant they are to their career.
I tend to use a variety of methods to create excitement about the course content. First, I engage them in discussion about what they THINK the course is about and why THEY think it's important. This allows me to engage them in a discussion where they know there is no wrong answer; the conversation is based solely on their perceptions. This tends to work well because as they come to my classes with a clinical background, this conversation allows them to think about the business aspect of the dental office and how both the clinical and business offices work together. The students really enjoy this dialogue, and when we then work through the detail of the syllabus, they become very engaged when realizing their perceptions and course expectations are very much aligned with the course content. They already feel empowered to participate and begin to realize the value of the course content.
Once we've discussed the syllabus and course outline, we develop a class expectations list which incorporates what THEY expect from the class in addition to what I expect from them as students. They each sign-off on these class expectations and I use them as a guidance tool during mid-quarter reviews.
Other tools I use include sharing my own personal experiences from the field. Students LOVE to hear real-life situations and how the course content is actually applied. I also incorporate guest speakers and field trips into the curriculum.
Hi Dan,
Super idea to help determine how much each student knows about computers. I have found that many students know a lot about computers, but they do not know the terminology at it applies to various courses. They cannot speak the lingo properly.
Patricia Scales
Hi Patricia,
I teach Computer Literacy classes in a Career College, Adult Learner environment. As part of my class introduction, I invite students to share their past experiences with computers, both in a vocational setting and at home. This helps draw them out of their shells and gives me an idea of their proficiencies.
The first day of class I explain what the course will be about. I teach transport refrigeration and many students are intiminated, due to low confidence of refrigeration understanding. I take the class out to the outside building air conditioning units and explain how the building air conditioning units is very simular to a transport refrigeration unit. We get out of class and discuss on this subject. Students start to engage into the subject activity and I can see how the students feel at ease with their learning experience on their first day.
I'm lucky. I teach in a field that the students already have a passion to learn more about. I let them know what they are learning at the moment can and will be proven in the same day. That as a "team" we will not overlook the importance of any information.
When you are excited about course content and can show its relevancy to real life work world, then the students will be excited about your class.
I teach Medical Terminology and a couple of methods that have worked for me consist of group discussions. Each student is given the opportunity to speak aloud about what they know or think they know about the course and its importance. I'll ask engaging questions that requires some thinking....this gives a individual picture about each student and for me as an instructor. As a group we also play MT Wheel of Fortune. Everyone plays and work together to solve the puzzle. This brings out their creativity in how they will solve the puzzle and also it puts each student in a place of involvement, teamwork, and they see how working together brings about success.
Be excited yourself about what you are teaching. Show relevance of subject to their desired work world.
When I start a class I alwasy give example of how they will relate the class to the job field. From talking a patient that has a fear of the dentist through treatment. What class did they get that skill from was it customer service or psych or perhaps a combonation of both classes. This will really bring things into perspective.
Hi Elizabeth,
It sounds like you are excited to give your students what they need in order to be successful in the workplace. Continue to produce quality graduates so that they can strive on the job.
Patricia Scales
We are always learning. As our respective fields grow and change, and new information is integrated, we are responsible for keeping abreast of that knowledge. The basic skills and knowledge that students receive serves to get their foot in the door; it is the experience that comes afterwards that helps them to thrive.
I tell them what they can expect to learn from the course and what they can expect from me as the instructor. I try to let them know that I'm there for them.
Hi Amber,
I agree! Students want to know and need to know how learning applies to the real world or their personal life.
Patricia Scales
Hi Marisa,
I like how you are honest with your students, and the approach that you use is very unintimidating.
Patricia Scales
Hi Brittany,
Variety is a nice change. Too much of anything becomes old.
Patricia Scales
Hi Curtis,
Great explanation to share with students. I am sure they get because they fully understand this simple explanation.
Patricia Scales
Hi Elizabeth,
Students want to know how learning applies to their career.
Patricia Scales
