Since I teach special FX for movies I like to motivate students by bringing in varios props I have made for popular movies as well as bring in past graduates currently working in their field.This is usually more than enough motivation to get them excited and also if I feel its wearing off at any time , I will bring in another prop or show them "top secret " techniques .
I agree that a lesser emphasis on grades is important. I would rather a student understand the material than memorize and forget the material immediately after the test.
The first day of class I went over my expectation for attendance, tardiness, and leaving early. The problem that I had is that the students that did not show up the first day or arrived late missed the lecture.
Students are often reticent to begin research papers. I like to encourage students by helping them find topics that interest them. So many students like the overly popular topics ( abortion, death penalty, legalizing marijuana). It's encouraging to show them that they can find a topic that interest them that is also manageable in content. In this way, I think they are more excited rather than hesitant to begin a large project.
I teach an Introduction to Computers course. I have tried many things to get my students excited about computers. I have done visual presentations, hands-on activities, group activities, and team challenges. Even though I use a variety of teaching techniques I find it hard to get some students interested. The main problem I have is my class has so many different types of students. I have adult learners, recent graduates, students that have not touched a computer before, students that are really advanced in computers, and than student that just know the basics. I have tried to adjust the content to include basic to advanced computer techniques I still feel that I cannot get everyone to be excited about my course. Does anyone have any suggestions?
Hi Bobbi,
When students feel as though they have a sense of ownership in the course, they gain great excitement. It is nice when students feel like their opinion really matters.
Patricia Scales
I found that by keeping the students engaged with hands on activities works well. I also like to tell them about upcomming projects that may interest them to keep them lookinjg forward to class. Sometimes I will allow them to tell me something that pertains to the class that they would like to do. By involving them in the making of a project they stay more focused and ready to learn. :)
Hi Shannon,
You are on point! Students like to understand why they are learning particular information. It is always good when you can get students to see how the information is applied to the real world.
Patricia Scales
The information learned within a program directly relates to the career field chosen. I relate the information as best I can to experience in the field and provide scenarios to show relevance between what is being taught and why it is being taught.
In order for a student to get excited about whatever course that is being taught, an Instructor must also be excited to teach the course. Motivation is the key!
I try to get the students to relate to the material. This way they can see how the content is going to help them in their lives and careers. This can be done by giving real world examples.
I try to use real life situations in their area of study. I also try to learn a student's background and draw them into a class by them sharing their "real life" experiences.
I also try to incorporate "case studies" so the students can work in groups and offer their ideas on the subject matter.
Hi Dorothy,
Super idea as to how to get students interested in writing! Students are more excited about doing work that they think will prepare them for the real world.
Patricia Scales
You can get students excited by applying course content to career goals. Also, balancing your class with cognitive,social,and psychomotor behaviors helps students stay engaged. Also as discussed in the Harvard videoclip, students will become excited and share ideas when the instructor "sets the expectation" and helps the student expand on an idea. As noted in this videoclip, the student can then freely share ideas without "expertise" and still "feel smart".
I make it real. One of my classes is a night class, so if I don't make something valuable and worthwhile and applicable to their life. They had a writing assignment, in order to learn the writing process and their assignment was to answer interview-style questions they may encounter as they are looking for jobs. They were not excited about writing, but they were engaged in figuring out their answer to those kinds of questions and preparing for a potential interview.
Hi Laura,
I love the idea of the mock trials and short case scenarios. These are real world happenings and students really do learn from these fun learning activities.
Patricia Scales
I like to employ short case scenarios at the beginning of the course. The students predict the holdings of the cases, but as the course continues, and we cover the specific law, we then read the case in its entirety. The students then go back to see if they predicted the oorrect decision. We also hold mock trials with students receiving different designations (ex: judge, prosecutor, jury, witness, defendant, etc.). They really enjoy acting the part. It's a terrific learning tool and it fosters healthy competition.
Hi Daniel,
Students need to and want to know how they are going to benefit from the course. Tell students the benefits of taking the course.
Patricia Scales
How the content of the course has real life application in the field. Also showing students skill sets they can expect to achieve by the end of the course makes them excitied to reach this goal. Focus on the WIFM and the synergy of the class is always improved.
Absolutely. The best instructors are the ones who involve experience in their lectures. One other thing that helps is to also create enough discussion so the students don't feel like they are being lectured.
