Crazy Teaching Methods
I have been an instructor for many years now but when I was new to teaching, I was shadowing another instructor who used the "crazy" teaching method and the students seemed to really enjoy the whole learning process and they were having a lot of fun in doing so. Over the years, I have developed several other methods of teaching but I find that students benefit most when I use the crazt teaching mathod.
Bakhriya,
For me, using variety and unconventional activities that are disguised as games or friendly competitions can be very effective learning strategies. Engaging students oftentimes requires innovative and creative ideas to get through to students.
Barry Westling
i never use crazy teaching method and i prefer to follow traditional method of teaching
Jennifer ,
Recently one of my instructors divided his class into two groups, asking questions about the topic, alternating between groups. When the correct answers were totaled he drew a large dartboard-like target on the white board, and the two groups took turns shooting a suction cup nerf dart at the target. The extra points earned were added to each groups total to raise (or lower) their final score. There was much friendly competition, laughter, cheering, and enthusiastic energy in the room for the entire activity. Surely a memorable experience, and a productive review session.
Barry Westling
Making learning fun is keyy so that you keep your students interested
Alana,
For every lesson, there are many variations, amplifications, and change ups that add variety to the classs sessions. Most students won't find new activities uncomfortable if they are interesting, engaging, and contribute to the main topics or objectives. There are lots of ideas both in the lessons herin, and in the forfum discussions. I encorage you to review these for ideas.
Barry Westling
I am a very routine person but not all of my students are. I would like to incorporate more "activities" into class but feel as if it may make some students uncomfortable to break out of the "routine" which then makes me uncomfortable, so I tend to do the same things, class after class focusing mostly on lecture. I'm searching for not only some suggestions for activities but some advice on how to not feel so 'empathetic' with the students that are uncomfortable with new and different activities. Any Ideas?
Rebecca,
I have only been in the teaching environment for 2 short months and am in the process of learning my teaching style etc.
I hope to be able to have my passion of the material shine through so that my enthusiasm will rub off on the students.
I hope to be able to incorporate varioue methods to keep attention on the subject and to promote learning and retention.
I would be happy for any advice or examples of methods that have been successful in your classroom.
Billie,
I completely agree. When we present our topics grabbing our students attention, incerting our persionality and love for the content does always seem to be better received when we show that we are not afraid of being a little crazy. I love visuals or analogies that are so different from the content but that clearly conect with the subject. Showing that we are human and not afraid of getting a little crazy, while balancing professionalism teaches our students balance in the workplace.
Rebecca,
True. Humor, being animated, using games, having fun, being flexible - these attributes contribute to more interesting classes and probable better learning retention.
Barry Westling
I agree! Students enjoy an instructor with personality! Being able to have a little fun with the information you are delivering will help your students to better retain what they have learned. When they think back to why they remember a certain piece of something, they will say "Hey, I remember this answer because she was so animated when she talking about it."
Jeanine,
Great example of something "non-traditional" that makes for a teachable moment!
Barry Westling
My students respond very well to different methods of teaching/learning. We were discussing goals and how important they are. I used buckets and tennis balls (I found the suggestion in a critical thinking book) to demonstrate having measurable goals -short, medium, and long range - first they threw the ball at the first bucket blindfolded, representing the fact that you can't achieve a goal if you can't see it. The activity went on from there demonstrating trying to achieve alone and in a supportive environment through some tweaks to the exercise. It turned out very well.
Adrienne,
I might substitute adjectives such as "silly", "childlike", "playful", or perhaps "non-traditional, "outside the box", or even "unually creative"! Also, as you say, to be credible requires a sincerity in doing some activity that has the student's learning in mind.
Not that I recommend the following, but once I stopped mid sentence and said: "hey, everyone stand up, turn to your right, and massage the shoulders of the person in front of you. After 30 seconds, turn around, and have the person behind you repeat this". In less than two minutes, everyone was invigorated, blood flow stimulated, and a break in the flow of instruction was inhanced by a simple engagement activity. I teach in a medical specialty where lots of "laying on of hands" is very appropriate, so I don't feel like I violated anyone's personal space. Students always reminded me of "remember the day you ...etc., etc? (i.e., they liked it and had positive memories of that day).
Barry Westling
I guess I'm not sure what you mean by "crazy." I do think if you can make classroom time fun for your students, they engage more. I am much more comfortable with a workshop atmosphere in my own classrooms, so students are free to jump in with questions or comments, we do group exercises, brainstorm together etc. I have also been known to make stupid jokes if the class gets too quiet. Is this crazy? I'm not sure. I guess I'm envisioning something from "Dead Poet's Society," where everyone stands on their chairs, but really, if being a little crazy keep students engaged and you feel comfortable doing it, then go for it. I wouldn't, however, try this if it isn't a part of your normal personality. I think students see through it and it can discredit you.
James,
I agree. Perhaps we can just substitute the word crazy with creative. Students respond to creative activities that involve them, keep them engaged, and end up improving learning and retention of essential course material.
Barry Westling
Marge,
I suggest "crazy" is in the eye of the beholder. If students learn, crazy is good. There are limits and of course and safety also has to be considered. That said, sometimes the most interesting and effective instructional activities are games, or what some might consider entertainment. I come back to the statement, if students learn, it is a good thing.
Barry Westling
I do not feel it is necessary to have a teaching method that is "crazy". It is more important to have a variety of effective teaching methods.
I tend to agree. I use some rather off-the-wall methods, especially when I feel I've been lecturing too long. I send my students on scavenger hunts (of course they need to analyze what they find and synthesize findings into coherent statements), I sometimes offer a "ticket out" they must finish before they can leave for the day, etc. I find that I learn from them this way and I have as much fun as they do.
