Be excited about the course itself. Your own excitement is contageous to the class
Maria,
Trust is from which respect is earned and then rapport developed. You have the right approach in how you are interacting with your students.
Gary
Gary Meers, Ed.D.
I try to know my students first, gain their trust
and then try to work with she or he the way is effactive abd usually it works
Salina,
Three great words to use as the foundation of your teaching style. With enthusiasm, passion and interest you have key touch points for getting students engaged in the learning process.
Gary
Gary Meers, Ed.D.
some of the ways that I encourage students to be motivated and excited about the course is by showing my enthusiasm, passion and intrest in the course that I am teaching. I always give them words of encouragement by letting them know that they are good students and I am very straight forward when it comes to giving corrective critcisim.
Susan,
Yes it will. This helps the students to see relevancy and application to what is being taught.
Gary
Gary Meers, Ed.D.
I think doing as many hands on labs as possible will help the students to be excited about learning and their future careers.
Kim,
With attitude like you have and the dedication you have for your field and students you are going to do fine in being the learning leader you need to be. I wish you continued success in your teaching and student interaction.
Gary
Gary Meers, Ed.D.
I ask myself this questions daily……As an educator, how can I best facilitate the learning of adults, who come to the teaching/learning exchange with a wide array of their own experiences and expectations of what learning is all about and motivate them to be successful in the classroom. My objective as an educator will always be to display compassion and understanding as the teaching and learning is being exchanged within the classroom. My role will be to create a learning environment that is conducive and encourages learning and reflection in the classroom.
Kim Riley
Katharine,
Showing passion for your field and then expressing it through enthusiasm for teaching about it really helps to sell the course to the students. They see their learning leader getting excited and they get excited as well.
Gary
Gary Meers, Ed.D.
I think that being excited about what you are teaching is the key to generating excitement in others. If you make it clear to your students that you love the field you are in and find the information you are conveying interesting and important and if you show them that you care about their understanding of the material and want them to succeed you will draw them into the excitement and desire for learning. This will help facillitate the development of their intrinsic motivation to learn.
Katie,
This is what instructional guidance should be about. You are letting them make the connection between the real world and the classroom. By them bringing in the samples they get to select this work by themselves and then can analyze it with the help of classmates and yourself for quality. The results of these exercises will help the students with their reflective thinking process.
Gary
Gary Meers, Ed.D.
I bring in and have them bring in samples of design work that is out there in the world that is great or awful and we either discuss how they were made (and sometime mock up a draft) or rip down all of the flaws - which can get animated and adds a lift to the class.
As design students - discussing real world work and freely critiquing it gets them excited.
Dave,
Like your example because that is what teaching is really all about. We need to keep reminding our students of the progress they have made especially when they start to wear down toward the end of the course.
Gary
Gary Meers, Ed.D.
Ashley,
This is such a great way to increase the value of your area (English) to the students. A lot of college students do not like taking gen ed courses so they resist and resent having to be in the class. You are helping them to not only expand their skills in this area but also express themselves in terms of writing about their lives. This creates a connection between their lives and school and this should lead to increased retention.
Gary
Gary Meers, Ed.D.
I whole-heartedly agreed with your motivation terms of students "seeing" themselves grow in knowledge of the class. Slow step by step ways of me illustrating to the students "Look what you've learned" can give them more intrinsic motivation. This is similar to martial arts ranking system. You start as a white belt (beginner) and work your way through the colors belt ranks. Learners aocomplish small steps as they go along and finally, when the course is over, they hopefully look back and say, "Boy, I learned a lot from this class!" -That's one of my goals as an instructor.
Being interested in both my subject matter (English) and in the lives of my students engages them by making learning about the subject related to what's going on with them personally. I try to help them access knowledge they already have by treating them as though their lives and experiences are worth writing about. They learn to make a connection between self-expression and writing as well as the role writing plays in the world of work.
Tara,
I think this is such an important part of teaching. By sharing these stories you are making the content relevant to the students while reinforcing how applications can be made of their new knowledge. These stories help the students to think about their future and how they are going to shape their careers as a result of the experiences you share with them.
Gary
Gary Meers, Ed.D.
Share my positive experiences in my field and how they have helped me morally, financially, and how they have made me what and who I am, how I can change the world and how powerful and effective one person can be.
Thomas,
I don't think it is corny at all. I think your approach is creative and it makes a connection between the student and what is going to be studied in the class. You also expanded the approach and value of knowing information from a historical perspective and then building on that to present day.
Gary
Gary Meers, Ed.D.
