I start my classes with a technique I learned in another class and have found to be very effective. On the first day, I break the students down into groups of two and groups of four. Each of the students then has a few minutes to introduce himself to his partner. At the end of that period, the groups of two join to become groups of four. Each student then introduces his or her partner to the rest of the group. Each group then chooses a spokesperson and the first group spokesperson introduces his or her group to the rest of the class. The spokesperson then gets to select another group. That second group's spokesperson first has to repeat the first group's introductions and then introduces his or her group and the process continues, with each group repeating all the introductions made to that point. This is not feasible with a large class but, if the class size is not much more than 30 students, it is a great way to help all of the class (and the instructor) to learn more about each other.
I would get regular feedback from my student regarding any concerns they may have. This gives me a prospective of their progress and they feel part of the class as well. Anwar
I do tend to remind students that visual learners especially need to write the material down in their notes; and then maybe retype them when they get home; this repetition is a marvelous tool for helping them to get it down. Putting your material on the board or in a powerpoint in a structured manner also works.
Getting students to open up to others in the class about their personal lives is a good way to break the ice; if someone has done something remarkable, and you know about it, you may want to bring it up in front of the class; I like to joke around with my students and feel out whether they are comfortable with me and the class. It also shows your human side; and they like that you are not a cold-blooded instructor who cannot laugh.
Hi Karen,
Thank you for this excellent example of how you helped your students to draw the connection between the content and application. The examples reinforce the content and by having them in their notes they can recall what was talked about in the course.
Gary
Dr. Meers:
I asked the students to show me their notes after I had lectured for awhile. What I found was that they had written the MAJOR points, but not the examples that helped to explain the concept. They did write down the "answer" to the example, but nothing having to do with the example.
Then I was able to explain to them that in 3 weeks when they reviewed their notes, that they would have no idea what they wrote. That even I would not.
They then wrote down the examples!
Hi Bruce,
What has been your greatest success in using your students as resources as you encourage them to learn how to work together?
Gary
Hi Karen,
After you have tried out the one suggestion with your class let me know how it worked out and then share some more specifics about your class and students and I will be glad to help you out with some more ideas.
Gary
I ENCOURAGE THEM TO WORK TOGATHER AND HELP EACH OTHER.EXCEPT ON TEST DAYS OF COURSE.REMIND THEM THERE IS NO I IN TEAM.ENCOURAGE THEM TO GET A STUDY GROUP TOGATHER AND MAKE LEARNING FUN NOT A CHORE.
Thanks Dr. Meers. Have you found other ideas that work?
Hi Karen,
This are great ideas to draw in those students that may not want to contribute that much to class discussions and interactions. Activities like this serve a motivators for such students and I have found that slow but sure these students will become more involved as the course progresses.
Gary
Dr. Meers:
If I find that someone is quiet I may try to get them involved in the lecture by pointing out their body language and explaining how as a trial lawyer my job is to get people to listen to me and like what I say. Help them to change their body language to be open to the lecture.
Other times I use cartoons or detective stories and ask that the students come up and whisper their answers to get them involved, and then ask them to give the remainder of students a hint.
