Games and Learning
One thing that works well in my class is the implementation of games. Adults, just like children, learn when they're having fun. I use all kinds of activities to keep their interest. It enables them to put the theory or concept into application...plus they enjoy it and remember the lesson. I also use movie clips that illustrate what I'm teaching. It keeps their attention, we all laugh, and it opens the door for discussion.
Tracy,
It is amazing at how shy and nervous adults can be when called upon to be in front of an audience or speak out in a class. Your approach is fun and comfortable for everyone in the class and this gives each student a chance to contribute via the game format. It always surprises me how students forget about being nervous when they are playing a game and being competitive.
Gary
Gary Meers, Ed.D.
I teach Medical Terminology and at the end of every chapter we have a game. Every student goes to the white board at the same time for spelling and definitions. They can't wait to compete against each other, actually they usually bet against each other with food as the prize. This really gives the shy person a chance to not be up at the board by themselves. The first game they feel scared being up at the front, but I am the only audience member so the apprehension seems not so overwhelming. This also really helps at the end of the term when they have to do a project and present their project to the class. By the end of the class the fear of being up in front has really diminished.
Kayla,
I would talk with this student and see if you can learn what is causing the discomfort during the review games. Then develop a strategy that you can use with this student that will help him or her grow in confidence. For example with some of my shy students I will set up with them that I when I walk over and stand in front of their desk and then step back I am going to ask them the next question. This way they can prepare themselves mentally. The I will ask them a question that may have five possible answers. Example: "There are five different ingredients needed to make brownies." "Can you give me one?" By calling on him or her first I have given them the possibility of five different answers. If I call on the student after four of the ingredients have been given then it makes it much harder to come up with the fifth one. Once the student has given me one ingredient I then call call on other students that know the other four and I get the complete answer and my shy student has been a part of answering the total question. The cueing I do by walking over to the student's desk before asking the question helps the student but no one else in the class knows that this is a deal that this student and I have worked out to help him or her get involved and contributing to the class.
Gary
Gary Meers, Ed.D.
What do you suggest if I have a student that get embarrassed very easily and feels uncomfortable in group games that help review material?
Lana,
I use games a lot in my classes as well and my students always get ramped up and excited when we play one of the games. They really like Jeopardy. We need to remember that adults are just tall children so we can have fun while teaching and they are learning. By keeping it interesting and offering variety you are helping them to stay engaged for the duration of the each class session. Keep up the good work.
Gary
Gary Meers, Ed.D.
