I tell them of my accomplishments in my 3o years of Esthetics. I assure them all that they can succeed and that my sole goal for teaching them is to share my experiances (good and bad) and share how they helped me to be successful. They love to see the end result of what they are studying so I show it too them first. They are amazed that at the end of this course each and every one of them will be able to do what I demonstrated. I show them the newest equipment and allow them to experiance the newest trends in skin care by touch, smell, and feel. I allow them to have hands on experiance as soon as I feel they are capable and they look forward to that.
I include stories from my past job experiences relevant to the course material to help give the students a visual of what they have to look forward to or why something is the way it is.
Hi Jennifer,
This is a great activity. The acitivity has multipurposes. I really like how students get a chance to stand based on their beliefs and there is no right or wrong answer,therefore everyone feels more comfortable participating.
Patricia
I agree with you Patricia. I teach general education courses such as: psychology, interpersonal communications, cultural diversity, and developmental English. I discuss how the course will help them with skills both on the job and in their personal life. In my interpersonal communications and psychology classes I do an ice breaker activity called Line Ups. I make a statement, and the students must respond to the statement by "taking a stand". They must go stand under one of four signs placed around the room on walls. The choices range from strongly agree, agree, disagree, and strongly disagree. I then discuss how the statement relates to a topic we will be discussing in the course. I even tell them the chapter they can go to for more information on the topic. The statements are very general and nonthreatening. There are really no right or wrong answers, so nobody feels embarrassed about their answer. This activity presents the information we will be studying and gets the students comfortable with other students. Additionally, I ask a few students why they chose to stand under that particular answer sign. Before they can give their reply, they must state their name and their degree program. Most students enjoy this activity.
Jennifer
Hi Lisa,
I like to sell my students on the course by letting them know how the course/skill will help them be successful in the workplace.
Patricia
I found if I just use humor & keep calling on the students who don't participate, by week 2, they will open up much more
On the first day of class i will Explain the course, and ask the students if they have ever had to deal with people in the industry who do the jobs I am training them for. I teach a tune up class, so most people can relate to having taken a car or motorcycle in for service work. I ask them about their experiences,and how they could have been improved. If they were already good, I ask them to explain why it was good. Then I use a couple of those examples to show the class the real "on the job" importance of the skill sets they are about to learn about.
Hi Mary,
Adult students especially like knowing the why up front. When students understand the why, they have more of an interest as to what is going on.
Patricia
Begin the class by dicussing the end. Students need to know where we are starting, why we are taking the chosen path, and what they will learn and accomplish as a result of completing the required assignments. If they know why they are doing something, they will be more willing to complete the activity.
Hi Rob,
What an impressive response! Students want to and need to know how they will benefit from the course either or both personally/professionally. Students will definitely take an interest in the course when they know how helpful the course will be in their career/life.
Patricia
Patricia
Hi Sandy,
Super idea! Whenever students realize that their personal and/or professional goals are being met, they buy into the course.
Patricia
Hi James,
Have a seasoned instructor give you a crash course so that you can fully utilize and enjoy the software even though it is going to be replaced. Your knowledge base with the current software will probably help you better understand the upcoming software.
Patricia
Yes, I have noticed that they really like the hands on labs I have created. My problem is that I have little experience with the software our institution uses and I will most likely get good at it by the end of this course. I do not have the time to spend to become an expert, especially since I have heard the existing product is going to be replaced soon. So I just create my own labs and we go from there.
Hello Patricia,
Since adult learners usually have a reason for enrolling in a course to continue their education, the most important consideration to obtain student buy-in is to link the course objectives with students' personal goals. If an instructor is able to do that, students will see value in participating in, and contributing to, the course.
To develop that link, communication must flow two ways: the instructor must clearly communicate course requirements and expectations, and then the instructor must establish rapport with students and learn a little about each one. Once the instructor learns a little about the students in the class, it is then possible to bridge the objectives of the course with the goals of the students.
Another key to buy-in is to allow students to demonstrate that they can be successful in the course. Also important is to foster a learning community by planning learning activities that will enable students to get to know each other as they collaborate. These two considerations can be accomplished together.
Finally, the instructor should be interested in the students' success. One way to demonstrate that interest is to utilize formative assessment throughout the lesson and conclude with a review of the objectives covered during the lesson. Both will demonstrate that the instructor is looking to see if anything taught actually "stuck." Students will then see the lesson focus is on their learning.
Rob
I usually begin class by asking students why they chose to pursue their particular career and then I ask them what they expect to get out of the class. The comments are listed on the board. As we go through the course syllabus we check off the board items as they are discussed.The students are generally surprised to see that the course outline covers everything they hope to learn. I have yet to have a class whose expectations were not met through the course taught because they felt that they were listened to and that the class was relevant to each of them personally and professaionally.
Dr.Sandy Gecewicz
Using a lot of class participation allows me to help students buy into the course. I also find that not being afraid to have a personality in the classroom helps a lot. I use my sense of humor, tell them what I struggled with in the material when I first learned it, and I use personal and real-life examples and stories to illustrate ideas and give them more meaning.
Hi Eddie,
I like using this approach, tell the students what we are going to do and the benefit either personally/professionally, show the students how to do it, and then let the students do it. Students tend to get it when I present the concept in this fashion.
Patricia
Hi Jane,
Students are VERY INTERESTED in knowing how they are going to benefit from the course. I can see how the dicussion can really kick off from getting buy in from students.
Patricia
Hi Ryan,
What can you do/say to make the students see the benefit/purpose of the course.
Patricia
Hi Shawna,
Students need to and want to know how can they benefit from the course either or both personally/professionally.
Patricia
