Finding motivation in a "core" class
I have the fortunate (or unfortunate) job of teaching a "core" class that is mandatory for all of our graduates--young and old. For most of the students, I see a good level of motivation even if it is in a class that is not directly relevant to their chosen field of study. However, there always seems to be one or more students in each class that, no matter what I try, just do not care to be there and do the minimal amount of work. There is a lot of sighing and rolling of the eyes. It is a composition course. I am running out of reasons for them to understand why being able to write well and relate to an audience is important in any profession. They seem to want a formula that will tell them that this writing skill will equate to this much more money earned at their job. I am usually able to give them the opposite scenarios--situations where poor grammar and writing may hinder the acquisition of more money--but they seem to not care or believe me. Any thoughts or ideas?
Kathryn,
I like your approach. Your use of examples and humor really engage students I can tell. This is what being creative in the classroom is all about something we need to work all when doing our instructional planning.
Gary
Dr. Gary Meers
I suggest you find out what majors are in each class and relate the material to their majors.
You can also create a Major specific project where they are actually doing something that they will complete in the future.
Make the class fun so they don't know they are actually learning. In my word processing class I have the students make bingo cards and and I point to the button and they have to identify it in order to to mark it off their bingo cards. The prize is 5 points on their test.
Use Humor.....
Show examples of badly written work emails that you found on the internet. Every major will need to write emails in their future job.
Also emphasis writing well can improve their interview and resume skills that allow you get a job. Show some examples of poorly written resumes.
I use an example in my word processing class to explain to students that spell check is not always going to catch errors. Example : My friend sent out a resume to many companies and misspelled PUBLIC speaking with PUBIC speaking.
Hi Thomas,
Thank you for sharing this way of showing students how foundational information can be of help to the development of a student's career. The knowledge that the students acquire will help them as they secure and progress in employment.
Gary
I teach a business management class. Many of my students do not want to be managers, and therefore are not very motivated. But I ask my students if they have ever had a bad manager. Of course most students will say YES! I then ask---how do they know? I inform them that this class will help them understand why managers do what they do, Good or Bad. At that point, I have their attention. They are now motivated to understand management--not to become managers, but what makes a good manager or a bad manager. Once they understand that, they may not be as frustrated by those they work for. The key is to try and find what they all might have in common to the subject matter.
I agree they need to see the value of the subject to help them get the big picture.
Hi Paul,
Great example that you use to help your students see the value of having the math basics. If they want to run their own kitchen they are going to have to have these basics in their skill sets. If they realize that then their motivation level will be higher as they progress through their education.
Gary
I also teach in the Culinary College with Chef Becker, but I teach math rather than any of the tasty subjects. The huge range of skills is daunting. Usually, instead of a bell-shaped curve, my classes are "U-shaped". That is, most classes are composed of "A" students who have no issues with the relatively basic math concepts or "C/D/..." students who only have horror stories to tell of their previous encounters with math. Surprisingly, motivation is not too tough with any of these students. Since most of them have the career goal of being executive chefs or managers of resorts, etc, it is easy to ask them to imagine the quantitative and problem-solving skills needed for these jobs. I often use a question like, "If you were the investor, would you hire an executive chef to handle your restaurant's $3 million a year budget if the chef said that he/she 'doesn't do math'"?
Hi Chef Mitch,
Great job of helping with student motivation and keeping the end goal in front of them. By sharing your "war stories" with them you are helping them to picture themselves in the field and being success. This is a powerful connection to make and really helps the students to see the future.
Gary
I am a Chef Instructor at a great Culinary Arts School in AZ. When it comes to motivation I focus on the students who are slightly less than motivated and focus on them to bring them up to speed with the rest of the group.. I don't spend that much motivating the already "motivated" students because they are well on there way. I use lots of personal "war stories" into my teaching so students get to hear the reality of the business and where they are heading...Motivation starts with finding the right things in someones work first then working on the issues that need to be addressed.. Thats how I handle it... Chef Mitch
it is tough to make the changes to every class soem of them are tough enough on the students with out adding to it
I believe that you have to try to change your teaching style to suit the class
Hi Angela,
This is a key point in helping students to understand the value of what you are teaching them. By having them work on mastery you are giving them a skill set that will serve them in all areas of their lives.
Gary
One thing I always do is to discuss the rhetorical elements of purpose, audience, message, and tone. In every class. Even grammar. This is because I want students to know how these elements affect each other and how tweaking one of these things even an inch completely changes the whole picture--and, being ABLE to do that with mastery and control is very important for the sheer sake of having the desired affect on audience, communicating the intended message in the appropriate tone, and to achieve the goal or purpose they want to.
I agree with this example and have used it many times too. It is so true! And right now especially I think that this is a very motivating reminder of the importance of grammar, punctuation, and writing skills in general.
I have seen this same situation before.One example I use is that in a resume alone if there is any incorrect grammar etc. they just lost any opportunity of aquiring the job period.
Hi Chris,
Tough situation. I understand your frustration because I teach a required basic course as well. The students have to complete my course before they can move on to the next level. I have been using the same strategies that you have in trying to keep them engaged. I have had very good success with the methods because the class offers a lot of variety, activities and projects. My students like to writ 60 second term papers. Meaning they have to get on paper in 60 seconds their thoughts. We then share them and enjoy some real laughs. On the more serious side they respect the effort being put forth to give them a basic foundation from which they can operate as effective communicators. Your point about the dollars is a good one that I hit as well. If you can communicate (both written and oral) effectively your opportunities for success are greatly enhanced--without those skills doors will be close to you.
Gary
