Amy,
Passion for one's field goes a long way in getting the attention of students. Combine that with enthusiasm for teaching about it and the formula is there for exciting classes and focused students.
Gary
Gary Meers, Ed.D.
I find that one of the best motivator can be your love for your job and how much you enjoy what you do. It was always more interesting to listen to an instructor that enjoys what they do and how to apply it than to someone who is monotone and seems as they don't want to be there.
Andrea,
This is what setting the stage for learning is all about. By implementing the strategies you have listed you are going to have a supportive learning environment with engaged students.
Gary
Gary Meers, Ed.D.
I feel that students are motivated to learn in a positive learning environment that allows opportunities for success. Students respond well when teachers are passionate and enthusiastic about the subject(s) they are teaching. Students are also motivated when they are able to apply their newly acquired knowledge and skills.
Gwo-Fang,
This connection is what makes the course come alive and creates value for the students. They see the reason why they are taking the course and how it applies to their future success.
Gary
Gary Meers, Ed.D.
I agree. Building the connection between classroom content and the real world has always function well on motivating my students
Rick,
You have a wide range of expertise when it comes to instructional engagement and I appreciate you sharing it with us. These strategies will be helpful to other instructors that are just starting their teaching careers. You make a very good point about moving the students from being passive learners to being active participants.
Gary
Gary Meers, Ed.D.
Doing adjunct faculty work in a tech institute and a university as well as a lot of other adult education, I have found that in all cases, participants/students don't like to be talked at, but prefer to be engaged. That said, I tend to ask them a lot of questions and as early as possible learn peoples names to be able to specifically call on individuals. Whenever possible, I try to get a roster so I can begin memorizing names even before I meet the students. When substituting at one institution, I have access not only to the roster, but also their photos. Sometimes just the surprise factor of me calling on them by name on the first visit gets them engaged. Lastly, with the student who is a non-participator, I'll simply ask an opinion question where there is no wrong answer. This seems to help make the bridge to getting them engaged.
Sybil,
This is a challenge that many of us face on a regular basis. I don't have a specific answer but what I have done that works with a diverse student group is to create areas within the course that are based upon the expertise the students bring into the class. This is a form of differentiated instruction. I look at the goals I have for the course and then work backwards in terms of problems/activities/projects that will give the students the needed skill sets but in different ways in terms of how the information is presented and assignments are completed. In terms of your area I would determine how algebra is used in the Culinary Arts and then developed worksheets and activities around these areas with illustrations and explanations that students with different knowledge can work through and understand.
Gary
Gary Meers, Ed.D.
I teach algebra in a Culinary school. Students have jobs, spend a great deal of time in the kitchen and are short on sleep. Many have had an excellent background in math and have already had all of the material. Some heard it all before but did not learn it properly. Some students lack basic skills in arithmetic and are scared of Math. They are offered tutoring and quite of bit of extra help but are too overwhelmed with other school, home and job responsibilities to accept this offer. The students with sufficient knowledge of math to understand the algebra who do not know the subject matter are getting the most our of the course and can see that their new skills can benefit them in running a small business and cooking. Any suggestions on providing instruction for such a diverse group of students.
Katherine,
This is walking the walk and just not talking the talk. You are providing the needed support so your students know you care about them and their success.
Gary
Gary Meers, Ed.D.
I make myself as available as possible through setting up specific time outside of the class for tutoring. This is a definite motivator because the students see that I'm dedicated to their success because I give up my time to give them dedicated time for assistance with each of my classes.
Tri,
As the learning leader we need to be able to get them engaged and help them to stay focused on what is being taught. With clear strategies that is possible and they can start to see the value of the content being offered.
Gary
Gary Meers, Ed.D.
Cynthia,
I commend you for your effort and approach. As you already know math is a subject that students don't really like to study or be a part of. You have got them engaged and enjoying learning about algebra which says a lot about how you are able to ease their fears and get them to focus on making applications of what is being taught.
Gary
Gary Meers, Ed.D.
As an instructor, I think we instructors are leaders & we need to have clear strategies so that lead students through the course without feeling bored through fun lectures, games , team work, etc...
I teach algebra. I have found that my attitude is very important in the classroom. I am always were positive and excited about the topic.
I always start with easy examples, so that everyone can experience success. As they practice, the problems get harder and harder. I brag on their success, am very patient, and answer every question. As the days go by, the students feel that the algebra classroom is a place where they can achieve. They feel good about themselves, and therefore, want to come to class. Success is a great motivator.
Hugo,
Examples like this are what gets students excited about what they are learning as you know. In addition, this shows them relevance and application two essentials in learning so your approach is one that is career enhancing for your students.
Gary
Gary Meers, Ed.D.
What I do is tell them positive stories that happened to me in relation to the subject, for example if I preformed a suturing of some sorts, them I would tell the them history behind the injury and show the injury occurred and how the suturing was performed.
Jeffrey,
As a new instructor you have a very clear idea of what it takes to engage and motivate students and I commend you for your insight. This is how student respect is earned and rapport developed. Continue using the activities that you are and you are going to do fine as an educator of merit.
Gary
Gary Meers, Ed.D.
This is a great question. There are several ways to keep students motivated, engaged, and excited about the course. On the first day of class, I develop a baseline of the students’ understanding and expectations or what they are hoping to gain from the class. This way, I can be more lucid in relating a variety of course examples to specific students. As a new instructor, I have noticed the excitement and satisfaction from my students when there examples are used/discussed in class. Last, I also use in class activities (pair students) in order to further promote cooperativeness and attention from everyone.
