Student who arent interested
Great information. Overuse of extrinsic was something I had not given alot of consideration. Still trying to reach students whose motivation is not clear and who seem to not want to be there.
I totally agree that asking why they are in school helps to figure out how to help the "helpless" student. I just finished a class where ONE disruptive student was leading the whole class into bad behavior. The student didn't want to be helped and regardless of sitting down with him several times to discuss his problem we failed to figure him out until at the very end of the semester we asked the magical question "Why are you here?"
Well, the student never had intention of working the field, he was simply in school so he could shorten the waiting period from 7 years to 3 years from a suspension at another college where he was pursuing another career goal.
Unfortunately, his classmates who do want to work in the field we are studying are who suffered because the drama he created took away class time.
Lesson learned!
I also teach in the automotive industry, within the subject that I teach many are interested at first, but loose interest fast when they realize that alot of the material can not be applied to their normal vehicles. Then the struggle is there to try and keep them engauged. I try and bring in personal examples to keep excitement high by letting them know how real and valuable the material is and all the benifits it has.
I too have classes that admit they do not study and then during lab, they say they dont get it and want answers. I ask them if they think it is fair that they demand help from me when they are unwiling to help themselves. Usually they see my point. I aim them towards there resource materials to find their own answers and then circle back around to ensure they understood what they found.
I did that. And all but 3 out of 23 said for the money!!!!! The other 3 sounding like their interview speech-pot from the heart. But I found out their interestes and that helps if I can fit it in with what I am teaching!
I find the students are not intereseted but this is the career they chose. We have Boards exams at the end so they need all the information. Anantomy is Anatomy-I have tried different ways to present it. The students don't read the chapter before class-too many classes and testsI need to instill they will do good!
What are your thoughts??
While doing a demonstration for the class, I'll remind them that the technique is not as easy as it looks. The reason that it does look easy is because I've had years of practice. When they attempt the technique that I've shown them, they do indeed find out that what I've said is true! I remind them that practice makes perfect and instills confidence as well. When going out and getting professional work, if they've practiced enough, they are more prepared and able handle any problems that may arise. They learn that "they reap what they sow" and that they get out of the profession what they put into it.
Leslie, excellent point. For some students the formal academic environment is the first in their life where someone has shown interest or was focused on what they can to to be successful versus what they cannot do. Students know right away if you are real with them and they can identify a fake very quickly.
James Jackson
Sometimes I ask students why they are here. Some answer they just want to get by. In other words, its OK for them to get D's.
I let them know I'm concerned and state that I know they have lots of talent. Sometimes they respond more personally toward me because I showed interest in them.
John, great topic and one that is common in many fields. A technique that has worked for many is to just provide a clear explanation on the first day of class and even a brief BIO on your course syllabus. Discuss your background and the reasons you chose to move away from full time in your industry to becoming a subject matter expert sharing their knowledge and skills with students. Talk about the joy of giving back to the industry you love and enjoy and to what extent you are still involved in keeping up with the latest within your field. Students want to know about their instructors and the more you can provide early, the better professional and learning relationship you can build with your students.
James Jackson
I am an automotive instructor. I often find that some students think instructors in this field gave up repairing automobiles because they didn't like doing it.Those students are often disengaged or uninterested. I let my students know how much I still love working on automobiles. Sometimes when time permits, I show them by allowing them to bring in their own cars for testing.Other times I tell them stories of fixing cars on the weekends that relate to our course content.
Dani, leading by example is key and your excitement for the subject matter will imprint on your students.
James Jackson
Christal , great point. Asking such questions and discussing the reasons students should be interested can go a long way towards getting them to focus more.
James Jackson
I am an instructor of court reporting. It is performance-based learning rather than bookwork. I rely heavily on showing my students how much I love my profession so they will have motivation to keep pushing forward.
Brian, what a perfect post. Dr. Joe Pace from The Pacific Institute has been involved and reviewed teaching and learning for many years and one of the techniques he talks about is being ready to take advantage of teachable moments. His saying is the teacher will appear with the student is ready which really gets to your comments about observing when students are engaged and why is different about your delivery or topic. How can you reproduce such moments and move students further along the learning path. Thanks for sharing.
Regards,
James Jackson
I too agree with the accessments mentioned. I too take the student aside. But even though the student says they aren't interested I have found they are afraid. What if I fail? If I show I'm eager and don't succeed what will the other students think. If I act like it's no big deal I don't really have to show my true fellings. When I first got that responce I was shocked but after I thought about her answer and the way things are persevied I undertood. I now spend as much time tutoring and one on one conversations and listening as much as possible to make sure I'm tuned in.
simone, great saying. May I borrow that one?
James Jackson
Those students are my major problem only in the beggin of the course. I'm passionate about teaching and love my profession, the students notice my enthusiasm and before they realize they are finishing the course successfully. I always say for my students " Try your best and your best will take care of the rest " .
Interesting. I have noticed this same issue with students in my class, and I've found that spending a few minutes before or after class taking the time to say hello and offer them casual & independent compliments on their progress always reels them right in. I think the insecurity students feel amongst their own peers can supersede the desire to excel in the classroom. However, a personal compliment from the instructor can overshadow any classroom insecurities.
I do the same thing as Christal, If I find a student that shows little or no interest I pull them aside and ask "why are you here?" By showing sincere interest in a student completing our program and wanting to succeed in the future, I can often turn a somewhat disinterested student around. I have had students thank me for caring and thats about as rewarding as instructing can be.
