Share with them your beneficial industry experiences that were dependent on your schooling, and how that could apply to what professional experiences might come to fruition from their current schooling.
I have also found that some connection to the real world seems to make students more interested and more likely to remember the material. I like to share stories from practice that are usually funny or unusual in some way but always related to the material being taught. I also do some case studies to make the students think and problem solve.
I learn each of my 46 students names quickly and use them frequently throughot the class. I beleive that your name is music to your ears and likewise the students ears.I politely call on them by name for a question or to complete a small reading.This helps keep them engaged. I give plenty of praise throughout the class and I do thank all of them for a good class.
Getting to know a student, by letting them know you care about them, and their achievement goes a long way in motivation. If they are absent, letting them know they were missed will often give a sense of belonging and a desire to be a part, thereby being motivated. Change is difficult, but the rewards can be great enough to make the road smoother.
This is a practice that I use as well. I teach classes that are law-based, and that can seem abstract. Having students apply the material we cover in class to events that are happening in "real life" does make it more relevant. i get enough student input about appreciating the connections that are made to reinforce the belief that it is a successful tool.
I agree with Myung and Hazel. Before dismissing class, I tell students how much I appreciate their participation in class and encourage them to share experiences related to the discussion, ask questions, and make comments. This seem to boost their confidence.
Hi Yi,
Well said. You last sentence captures what can happen if you are well prepared and bring excitement to the classroom. Teaching is a lot of fun when you are organized and prepared.
Gary
Here are few: show the relevance, show it works such as computer program, and ask how and why questions.
Motivation plays a big part of learning. When one is motivated,he or she will have the desire to put into his or her efforts willingly. However, not everybody is motivated at all the time because of limited understanding,experience,and the circumstance one is inherent.
If you can motivate your learner, and make your course interesting, fun, to me it would like that you have made your job half way through by making the rest of your job much easier.
Hi Dr. Dunlap,
That is what sequential learning is all about. The more we can build these ladders of learning for our students the better they will be able to see relevance and application to the content.
Gary
The motivating factor that I have used is to encourage the students also raise my expectation of them learning the skill by giving them the tools that are clear to them as to what I expect... that way they can give it back to me. I try very hard to get them to see their improvement...I do have lots of students who expect way to much of themselves then they become frustrated;because they are comparing themselves to other students and not focus on what they can do.
Each new task learned would demonstrate how the task applies to their career goals. The students would apply their newly learned skills in the classroom and learn the clinical relevance.
Hi Linda,
Good strategies for keeping the students engaged. I am sure your students enjoy the games for test review. I know students really look forward to these opportunities to share what they know.
Gary
I use myself as a role model along with testimonies from former students who have successfully entered the career field that they academically prepared for.
We oftern have group projects and hands on labs to excite the students about their capabilities.
I think for the most part it's about relevance. Is the subject matter relevant to the student? If so, they'll care about it and be motivated for the course. Many courses that an adult learner will take will have a very obvious and direct relationship to their personal/career interests, and therefore the relevance (read motivation) is pretty much built in. The difficulty lies in motivating students when the connection to their goals is more indirect. All of us as students have had to take courses that didn't seem relevant, at least not obviously so. Often times there are program requirements which force students to take a course they may not particularly want, or which in fact, does not directly relate to their career field. However, finding the connection to relevance is key - - and this may require the instructor to think beyond merely the subject matter at hand. Knowing the students personally, being able to discuss this issue of relevance with them on a personal level, and helping them make a connection with the material and how it might help them in ways they may not have considered are all things that become very important for the instructor faced with teaching a course where the relevance is not "built in".
I use work experiences that relate to the topic we are discussing in class. Students like to have real life examples that they can relate to the everyday lifes. For review before a test, I often use a form of Jeopardy and divide the class into small groups.
Thank you Gary.
Appreciate the feed-back.
Pam
Hi Pam,
This is a great example of making connections with students. You should feel honored and your comments tell me you do with the fact that your stories are well received by your students as well beneficial to their career growth.
You are right about them seeing that dog or cat, just a different name. Our fields do repeat themselves in terms of cases, situation, patients, clients or students so the more examples we have to pull from the more expertise we bring to the situation.
Gary
I have seen how my enthusiasm for a subject can be contagious to a class. If I can get just a few students excited about it, they will get the rest of class interested. I share with them allow them to talk about how they can apply this knowledge today and in their future careers.
I teach veterinary techs. I am always bringing up stories about animals I have treated in the past when they relate to our topic. The students seem to really enjoy when I do this. I tell them someday they will share stories of some of their most memorable cases as well. Students have gotten into the habit of raising their hand in class and asking for storytime. It is kind of cute and certainly makes my experiences have a whole new meaning - I almost feel like I was "meant" to teach.
I always end my story with you ( the student ) will see this same dog or cat - it will have a different name and maybe be a different color but you will see this patient in practice. I promise.
