Both stories with positive and negative outcomes work well for me. Some students will come in with the belief that anyone as old as the instructor would not make mistakes, which of course is simply not true. Being able to laugh at yourself goes a long way in humanizing life.
Lance,
Each day is a new chance to add a bit more to the motivation guage. Good job!
Jeffrey Schillinger
I typically have been speaking about the big picture and motivational speech during the first class. I believe I'll put it into the beginning of each lesson.
Stephanie,
We have had great luck with former students talking to our students. We sometimes have students who are nearing graduation talk to struggling students as well as brand new students.
Jeffrey Schillinger
We have found bringing in past graduates to share their experience can invigorate motivation when they are hitting that hump in the program.
I always talk to students on a personal level, sharing with them stories that they may relate too or that demonstrate something they are showing concerns with.
To develop students' emotional intelligence, I strive to be dependable, direct, and honest. I strive to maintain a good attitude and encourage self-efficacy. I encourage students to focus on their goals when they face adversities, be adaptable, and maintain professionalism in all circumstances.
Erin,
Thank you for this reply. These are very good strategies that should help your peers who take this course. The idea of making the extra effort to mix up groups is a very good one.
Jeffrey Schillinger
Specific group tasks I may use are in the laboratory setting. I assign groups at random and they have a series of tasks they need to perform as that group, such as taking a radiograph. I change the groups often in order for each individual to become more involved in the groups by learning their group members. They eventually find that they may need to be more of a leader than a follower and also once everyone has had several experiences I see more cohesive teams.
Another way I help students build self-efficacy is to review with them how clinics are going periodically. We do have a clinic coordinator but I see the students on a daily basis so showing an interest in what they are doing or asking them about what they see out in the field involves them in the lecture. They share their experiences and encourage each other to try new tasks because of listening to each other’s success stories.
Erin,
It soundslike you are doing a really good job at simulating a work environment to prepare your students. What are one or two specific tasks/assignments you have your students complete that help them to build self-efficay?
Jeffrey Schillinger
I try to develop my Student’s Emotional Intelligence by stressing Self Efficacy and working as Team Players. It is important especially in areas of our clinical rotation, a setting where we try to encourage the student to always ask to try new experiences. They need to be proactive in their learning environment to achieve the goals set before them and to show potential employers they want to make things happen and get better at the task.
Team work is a huge part of the end course all students participate in and I work as a part of that team to help guide the student through the course. I prepare them for the course by doing several group projects through their previous terms. They learn to work with other students with different leaders in order to be prepared for the final course that is more stressful if you can’t communicate to your group members.
I would help and coach the students in a few areas. I would help teach them about always having a good attitude. If you smile and are friendly people will smile back and treat you the same. We are in a customer service based industry so being honest, dependable, and professional will get them far in this business. I would lead by example so they have something to learn from while they are my students.
Suzie
I've learned that the students want to hear about previous experiences (either mine or someone else's) while we are in the clinical area. I try and think of stories to tell them that coincide with the clinical experience for that day. They've told me, "it helps to hear the story while actually seeing it at the same time". I also let the students share their stories/thoughts with the group during our post-clinical conference. I think this helps them feel like a team and helps to motivate them for the next time!
great motivator when students come in to "visit" & talk about their successes.
I agree. Letting them know that you understand and have been through tough times makes it seem more attainable for them.
Making sure that they know each student and are staying involved in their learning. They make sure to talk to students so they know if there are any problems they should know about and ways we can help them.
Amber,
What are a few behaviors that clearly identify a teacher as "supportive?"
Jeffrey Schillinger
Terrance,
Sometimes that "someone" is the teacher. Many of us have been where the students are now. We can show them that we are a "similar other" that has been successful and that they can also.
Jeffrey Schillinger
I incorporate some of my experiences during my externship to students. I have found they will listen and even ask questions. I make sure to tell them that while learning there may be some mistakes made. Learn from it and move forward.
I try to be very supportive and believe in them, as well as helping them believe in themselves.
