I try to make it clear how interesting I find the subject matter. I teach computer classes and people get excited when I show them all the 'secret' ins and outs of applications. Because I am so interested, often times that rubs off on students.
I think you need to be excited about the content yourself. If you are not engaged and demonstrating your excitement about the class and topic how can you expect your students to be motivated.
I teach an online developmental writing course, and my students don't necessarily have a clear idea of how writing well will benefit them in their chosen career. I've been able to use the class discussion boards to point out examples of how good writing skills will benefit them no matter what their field of study is.
One of the discussion topics was, in fact, "Why do I need to take a writing class?" Many students identified their career plans in their posts. I was able to give these students individual advice: much of a paralegal's job involves writing, medical assistants need to document patient records, and so on. So the first way I can help them to stay motivated is to try to tailor my advice to each student individually.
Another way to keep students motivated is to provide as much detailed feedback on their writing as I can. I've found that students will work hard when they know that every paper they turn in is going to be carefully read.
One of the really powerful mechanisms found in language is ANALOGY. You can use analogy to find common ground, and finding common ground gives you a basis to start from (or orbit around in terms of framing)
It helps you establish a context for the learner which can then help them bridge the "cause-effect" gap.
I think anytime a student sees their instructor excited about the topic it will help motivate them. I also agree personal experiences or being able to relate the course to their career pursuit helps them understand the importance of the course
One way is to relate the course content to their work or future career choice. Another way is to integrate activities throughout the class to tie "lecture content" with "hands-on." Finally, simply show you care about their success and learning is important.
I always try to relate it to other things that they are familiar with. Most students have played sports, or even play video games where they have to play with a team, so while doing group or team activities they can relate.
I love the suggestion of giving a thank you note for class participation efforts. I do this in clinical but had not thought about it for the classroom setting. Thanks
I have them create topics from the reading from their own life experiences and share with the class.
The best way that I have found to keep the students motivated is through consistent encouragement. I always tell each student "I beleive in you". I want them to know that I beleive they are capable of learning the material and developing the skills to be successful.
From my experience, students respond well to 1) showing the real world connection to what they are learning 2) recognition and feedback. Students often come into the class with an attitude of “Let’s just get this over with as I have no idea how it will benefit me”. I don’t have a large window of opportunity to change that mindset. So, I immediately take steps to tie in real world examples, and reinforce the value of the course concepts for helping the students succeed on the job (and/or in life). This is done through the group discussions, and in the classroom lectures. I provide links to current articles and case studies that tie into what we are learning and we openly discuss experiences that students may be facing in their jobs. This always seems to motivate them to “want” to learn more. Recognition is another opportunity to motivate. When students do well with contributing to class discussions I send them a note thanking them for their contribution. My feedback on their work is another opportunity to acknowledge areas of opportunity but also praise what they have done well. Even when the feedback is more constructive than “glowing” students usually respond just saying that the time spent on giving them feedback motivated them.
Give the students examples of real-world application. Encourage them to use new knowledge in their practicum opportunities.
Hi Douglas,
As the saying goes "Everything rises and falls on leadership" and this is true for the classroom. If you are excited about the topic the students will reflect this. We need to be thinking about this each time we step into the classroom or lab and share our expertise with our students.
Gary
I have always found that if I am passionate and energized about my course content then that energy passes on to my students. It is up to the instructor to set the tone for the course.
I find that students perk up and pay attention when I share with them my professional experiences and "real world" examples.
Hi Steve,
I like it. We are all kids at heart. It is amazing to me what adults will do for a piece of Jolly Rancher candy. These kinds of activities gets them involved and excited for the upcoming class.
Gary
I really want them to want to come to class not have to come to class. I like to include variety and fun in my courses with group work, games and praise. I like to stimulate learning by using group work not just lecture.
I start every class with a silly warm up.
It can be subject-related or not...word games, brain teasers, etc.
Every student response, correct or not, earns a Jolly Rancher to begin the class.
BTW: Only students who arrive on time can participate.
Hi Jeff,
Well put. If the instructor can communicate his/her excitement about the field and carries that excitement throughout the course students will become a part of that excitement. We instructors need to remember that as we meet each class throughout the entire course phase.
Gary
I feel a big part of getting people excited is if the instructor is excited and is able to articulate why the subject is fascinating. It helps to get students to open their minds and see the possibilty that they may enjoy this material.
