Hi Raymond,
Good plan for showing student progress. This should keep the students engaged and motivated since they can see their progress.
Gary
When reviewing the syllabus at the beginning of a cycle, the students are informed of a hands on, practical exam that takes place during the final week of class. By bridging what students have learned up to now-through other classes, and verbally reinforcing how they can step back and see their progression up to now; it enables the students to see that this practical exam is just another path in their journey towards graduation. I also explain to a class of ten students that the goal is to have ten 'a' grades at the end of the cycle.
Some effective motivational techniques to use in class with students are instead of just lecturing on a subject such as Indian cooking bring in spices, ingredients, and books on the Indian culture and cuisine that students can hold, taste, and study. Also demonstrate a dish that students can taste and then let them make the dish. Guide the students while they make their dish helping them by giving positive feedback as well as using this time to have one on one demonstrations with each individual student. After the student plates up the dish to be critiqued by the instructor discuss the dish one on one with the student and give both positive feedback and areas of improvement. At the end of class discuss how the dish relates to current trends in cooking. Involve students by asking both questions and the opinons of the students. You can also ask the students to fill out a 3X5 index card to write down additional feedback that might be helpful regarding the importance of the exercise to the student and areas of improvement.
use games to test their knowledge
I struggeled for years with this in a diverse setting......The enviornment changes frequently. We need to be in the same vein as the student....quick to respond and react.......I love this part of teaching...reaching out to the diversity....embrace it......use it to the advantage.......be happy...light hearted to the changing times....cheers
Hi John,
Sounds like a fun class and the use of the senses in this setting is essential. You are offering your students a way to connect with the aromas and then the beverage connection. This really does make it real for your students.
Gary
I teach a beverages class in a Culinary setting. If the students are given the opportunity to equate the aromas of actual items (e.g. fruits, spices,etc.) to the aromas of certain beverages, this gives them a motivation and reinforcement that they need not be "experts" to be able to detect aromas. John Eliassen
By knowing the students backgrounds and experiences, you can give appropriate projects that they can use their background, experience,and lecture materials to complete the project.
Good feedback is so important in the learning process, we learn from our mistakes.
In my restaurant operations class, guests are given comment cards to fill out. The comments are read out loud to the class and discussed. This offers not only immediate feed back in a real world situation, but also serves to motivate students, especially if the student is caught "doing something right".
Hi Lonnie,
Right you are. I call this the "scratch and snift" test. Students really need to use multiple senses to get maximum retention and application of course content.
Gary
Finding a common place of intrest and link it to the feild of study
I wholeheartedly agree! It is such a bonus when you can connect a topic with the present students, and they feel confident enough to share a personal experience related to the topic. It can do so much for to energy of that student, and their ability to understand the material so much more. The end result is that you've captured the student, and they've really learned! What a win-win for everyone!
The show and tell method doen't always work sometimes we need to explore the students senses and let them experience the process. We can explain how something taste until we're blue in the face, but once the student taste the product themselves.........words don't compare.
At the begining of each class session I explain what the objectives for the day are, and explain how each of the objectives and skills can be be applied to the their careers. When students can make that connection they become more motivated to learn.
Hi Michaelle,
Good point. The students could start to see the interplay of different tastes, textures, flavors and colors by having the food along with the wine. This strategy is helping them to see the big picture of where they are going with their new knowledge and skills.
Gary
Allowing the students to experience something first hand can be very motivating. I saw a big difference in my wines class when students not only tasted the wines, but when we paired a "bite" of a complementary food with it. Only then did they start to see the effects of proper wine & food pairing skills - the whole is greater than the sum of the parts.
Hi John,
This is one of the great things about being an instructor--we get to work with all kinds of students. We are challenged to try and find the kind of support students need and then provide instructional delivery methods that fit within their learning preferences. So when we have motivated students come along we get to enjoy their motivation as we help them achieve their learning goals.
Gary
External, Mystery
I have seen some of these students in the external sources of motivation like family members, family members that own a shop. The student wants to make someone proud of their efforts.
Mystery
Students in this group are a mystery as to what motivates them. They don't fall within the more traditional categories of motivation and yet they are focused on the target of course completion.
I WOULD PLACE THE STUDENTS IN GROUPS AND LET THEM ROLE PLAY WITH REAL LIFE SITUATIONS.
I WOULD ALSO BRING A TAPE RECORDER OF REAL LIFE SITUATIONS IN AN OFFICE SETTING AND HAVE THE STUDENTS WITE A SUMMARY OF HOW THEY WOULA HANDLE THAT SITUATION.
