Very near the beginning of the first class, after introductions, distribution of the syllabus, etc., I relate my personal story of the different pathways our chosen career has afforded me that lead me to the place I am standing before them. Having written the course objectives on the board I then point out that there is an implied contract inherent in the objectives, that I will promise to teach and they will promise to learn. Before going over the syllabus in detail, I enumerate my expectations of them, some of which are spelled out in the syllabus, some not, relating to professional conduct and dress, on time arrival (if unavoidable to text or email), new vocabulary as the language of their profession, expectations for class participation relating to future job performance, my concerns if they should fall behind and how to avoid that eventuality, and that my classes are open to discussion of any aspect of their chosen profession.
I try to bring some of the more interesting aspects of the Electrical field to the students by sharing some of the job I have worked in the past and some of the new thing that are just now comming into use.
Hi Christopher,
When students understand how the course is going to help them in their career, they buy in to the course. You do a fantastic job of making the course information applicable to the real world.
Patricia
Hi Eunice,
Students love it when we make teaching real/practical by sharing our experiences/stories.
Patricia
Great idea Patricia! Thank you for sharing this tip! :)
One of the ways I try to get students interested in the class is to relate some of my experiences (especially those that are humorous, bizarre, or really gross) to capture their attention. I then ask them what do they think they would do in that situation. I think this gets them thinking about actually working in their chosen field and needing the knowledge they will gain in the classroom to deal with different types of situations.
Obviously each medical assisting class presents its own unique opportunities to get buy-in from the students. Sometimes I’ll ask them to talk about their most recent visit to their own doctor’s office without revealing any of their personal information or the name of the doctor. We discuss the various activities that happen relating to the visit, discuss what they believe should have happened, and talk about applying the objectives of the course to that situation to improve the overall experience for the patient, the medical assistant and the Physician.
In pharmacology class we may discuss some of the medications the students may have been prescribed, what they’re for, side effects, actions, dosage, contraindications, and how the medication does administered. Then we relate those experiences and information to the course objectives and how the medical assistant could have provided better information to the patient regarding their medications and why this information is important to the patient and the medical assistant.
The most important thing is to demonstrate to them how this information is going to help them do their future job.
I do like to share my career history with my classes. I always tell them a little about my career life before I became a teacher. Then I let them know what impacted my decision to teach. This includes positive and negative incidents that I was confronted with in the workplace. I let them know how each situation was resolved. We do an exercise (ice-breaker) called HABE (Habit, attitude, belief and expectation). This helps the student know what I expect of them and gives me a ideal of what the students expect from me.
I teach at a school for audio engineering. Many of my students are interested in learning certain skills not just for professional but also personal uses as well.
On the first day of class I like to engage them by giving examples of scenarios that most audio engineers commonly encounter when they're starting out. I will even go as far as to act out the frustration of certain situations, in an attempt to bring them back to those moments where their productivity was hampered by simply not knowing where to go next, technically.
I then give them a general idea, a brief run-through of the solution to these problems. This seems to work really well as far as getting them interested and getting them to come in the next day.
I also like to make it very clear that I am not there to trick them or to be some sort of gauntlet they have to fight through, and that they can email me at any time if they have questions. This seems to create an instant connection with the class and I feel like they can see that I care about them learning.
Hi Coleen,
Employment opportunities is a big biggie to get buy in from students. I like to bring in current classified ads in the field to generate buy in from my students.
Patricia
Hello!
One of the first things that I tell them to get them to "buy into" the course, is that there are vast career opportunities in this field. Then I ask them to name some examples of different occupations or specialties that they feel they could enter upon graduation. Next, after they have listed the few that they can think of amongst themselves, I tell them of the numerous other positions, and or places they can also think about for employment opportunities.
I first find out what they want from the course. I then make an individual "journey" for them to focus on, highlighting the assignments, etc that will get them there!
The main thing I do to get course buy in is to really emphasize how the information and skills gained in the course are going to directly impact and benifit their career. A lot of the time in some classes students fell that what they are learning dosen't have a real life application, i know i did in some courses i've taken. Even if it's the most basic course if you make students understand why it is important to their education and how it will be used in their career field they will see that it's not just a class that they have to sit through as part of their schooling.
Here, it is the rigor and relevance that needs to be applied. If they understand the theory taught then they will understand when, where, and why to apply it and more. It's learning to use the 5 w's and sometimes how to advance the diverse situations they will face on a daily basis. Teach them how to genuinely think on their feet, in a consistent manner of complete trained effective and efficent practices. Continue growth will always be needed for the variety of challenges not yet taken on. If you are a true IDE, than, they will become a true EDE, and employee delivery expert.
I like to use several ideas connected with, "Applied Academics". Student desire to know how instruction, concepts and theoy apply to them individually,as well as, the whole in the career place. They expect to be trained in a manner that they can relate to the purpose and direction of their job, and how to continue to grow, learn and strive toward excellence in the workplace. They truely are looking to advance their job and career to realistic opportunity. This can only be built through the classroom of training to relate the reality of the workplace.
Hi Pete,
Great words to motivate yours students and to get buy in from them. What you tell your students is so true.
Patricia
I teach Medical Assistant classes and point out that it is constantly in the top 3 – 5 jobs currently hiring across the country for a 2 year degree. Then I point out that the more they pay attention in class and the better they do will help them when it comes time for them to take the National Certification test.
I ask them open ended questions. I have them debate. I also have them write minute papers on what they thought was important.
Hi Robert,
Students like when we have practical examples, stories, experiences, etc. to share as applicable to the lesson and the real world.
Patricia
Listening,relating, engageing
and hopefully giving them a reason to find their passion.
