I typically stress the relevance of the courses I teach in the "real world". Most students don't want to take the courses I teach (Gen Ed.) so I have to relate to them why they need them.
I think by showing students relevance to what they are learning and how they are going to use it in their career really engages them and then they start to ask more questions when they see they will use it in the future. I try to tell past experiences to help them to see it will be used and how they can help clients or their patients well.
On the first day of class after i have discussed the syllabus and requirements, i sometimes give them a pep talks and i also talk about my experiences in my field of expertise and let them imagine what its like on the job and also set their goals. I found that students are quite curious about what its like to be in the field and where they see themselves after they graduate from school.
Encourage class projects, group activities. Students love role reversal where by they can act as the teacher. This gives them a feeling of fulfullment in what they have learned and promotes buy in for other students
Like many others who have posted about their methods for getting students to buy in, I like to show how the course material is important to their career goals. Generally, this involves giving real on-the-job examples from the different career paths they are on. I will find out which of the three different career paths they are on and chose my examples so that all students enrolled in the course will find a connection.
I like to show them or tell them a story how this course relates to their chosen career. The tools they will learn how they will use it in a everyday situation. It generally will result in questions which then I have to gauge is now the time to discuss or wait until we address that topic but it motivates them and they can see how this class will help them to graduate and use the tools everyday.
This is easy. Relevance. That is an elementary question.
Ask, "What will be different in your life when you complete this course?"
Hi Jeremy,
I like your idea of being proactive to the question "When am I ever going to use this?" Students get to see the relevance of the course from Day 1.
Patricia Scales
I remind them of the fact that I was told by my doctor that I could no longer do the labor that being an HVAC/R technician required. For many people that would have been catastrophic, but because I have always been a sponge for information and techniques to better perform my job I am able to now work as an instructor. I didn't see any of this coming, but this gig is awesome! I've never had as much satisfaction come from any job I've ever had. I'm very grateful, but I earned it by learning it.
I try to continuously remind them that the information in my class will directly apply to their day to day operations. By giving examples of my own professional experience and success I personalize important points in lectures to prove that their is a real need to know status attached to the material. I try to answer the question, "when am I ever going to use this?" before it even gets asked.
Hi Jeremy,
You are a great role model for your students, and they should want to be just like you! :0)
Patricia Scales
Hi sara. I like it and I'm going to use it. If I get a feel for what everyone wants to achieve I can then point out in the syllabus where the info they're going to need to achieve those goals will be covered. From that they then individually see a personal value in my content and have a direct need to pay attention. Sales rule number one, "create value." this helps answer the popular (WIIFM?) question.
I tell them my own personal experience and how I essentially learned everything the hard way in the field by just simply doing it until I figured things out. That's one way to learn, but considering I teach refrigeration classes somebody just "tooling on it" without proper training has the real potential of hurting people, getting you sued, or fined. Lets face it, knowledge is power. The power to write your own check in life simply because you know something the next person does not. I jokingly ask them, "you wanna be just like me don't ya?"
The students have to percieve a need to know. Their interest will be peaked if they visualize themselves in a professional position in need of knowledge and know-how. For example, if a family membr has an illness of some kind, you want to know all about that illness out of concern. Your desire to know and gain knowledge increases with personalized experience.
When I present to the students the syllabus and discuss the requirements of the course, I ensure that I have specifically spelled out what the students need to do and different ways in which to accomplish these requirements.
What I have found is that if you have provided detailed directions, the students seem to respond better, as they know exactly what is expected of them, reducing the likelihood of confusion or students saying that they did understand resulting in them not doing the assignment (however there are always those that do this anyway).
Plus, I continue to talk about the different assignments and reminding them verbally when things are coming up, etc.
During the first session, I like to use an ice-breaker activity to relax the students. One such activity is the Peter-Paul ice-breaker. I broke the class into group of twos and give each student a form to fill-out by asking their partner questions about them. Then I have each student stand up in class and introduce their partner.
After the ice-breaking activity, I present the class syllabus to the students, explain every section, and answer their questions. I always remind them that they start the class with a grade of A and they can easily maintain this grade by following all the class requirements.
I demonstrate to them some of the works they will produce in the class. I show them professional web sites that use the same set of skills. I also emphasize the importance of learning those skills to be successful in their college path and to enter the work force.
I basically use discussion, examples and varied presentation based on what is working for they at the moment. The dynamic of the group is continuously changing and I attempt to keep on top of it.
Hi Camille,
Anytime we can apply the course to the real world students buy into the course.
Patricia Scales
Hi Deborah,
Discussions are good activities to get input from several students.
Patricia Scales
