I cant expect students to be excited about a class unless I myself am excited. Leading by example is one of the most successful methods I have found to generate interest in the course. I also try to find real world examples to relate the material to show how the material is relevant and important.
In my particular courses, automotive, there is always a domestic car vs. import car rivalry. I have my passions for specific vehicles and I perpetuate this rivalry in a fun and controlled manner. I also explain that the concepts and topics we discuss in class apply to ALL gasoline burning engines and that each student is able to benefit from the information. Many times I have come away from a class using this technique, learning from them (the students) and seeing certain individuals find a new found respect for the "other guy's position".
I try from day one to tell the student how this class will be used in their future. I express how employers will want them to do and know the subject matter.
I like to explain how the course content can be used in real life situations. Then give examples of them, and how it relates to the students in particular.
I teach Automotive Electronics and I ask the class, "How many cars can you work on without a basic knowledge of electricity and electronics?" or "What are some areas of a car that do not use electricity?" This usually stimulates a discussion and a realization that if they want to do more than change oil, they have have to understand the importance of this topic.
Make the info relate to them personally and share personal,real life experiences
One thing I always find effective is to introduce them as soon as possible to the training aids they will be working with. At first when they look at most of the equipment many questions come up about how it works and why is it built this way etc. Next I have them write down any questions they may have. Finally we go back to the classroom and outline the course to show where it will be covered so that they are already looking forward to the rest of the course.
I try to get the students to visualize the practical pros and cons of being involved vs. not being involved in my courses. I don't know that this "excites" the students but it should sober them up when they consider how much time and money they are spending to go to school and how much of their life they are wasting by not being involved. I've had a rewarding career so I relay to them some of the tools and methods I've used to make my career a success. Then I give evidence of the rewards of success such as a sense of self worth, a humble pride in ones accomplishments, and financial stability.
Using visuals is an important part of the presentation.teaching students is important as they see you are passionate and excited about what you are teaching,they respond in that way discussions always arise at a point that gives a very natural lead in to the expectations of the class course content.
Using visuals is an important part of the presentation.teaching students is important as they see you are passionate and excited about what you are teaching,they respond in that way discussions always arise at a point that gives a very natural lead in to the expectations of the class course content.
The very first day,I explain that the tasks that make up the core of this class are skills they must posess to be successful entry level tech.s.
I also relate to them that as a service manager of 25 years past experience, I have a pretty accurate idea of what will be expected of them as they enter this field. I assure them they will not be judged as much on speed as they will be on quality of their work. This reassures them they have a reasonable amount of time to complete all tasks offered in this class. When their fears of unrealistic time expectations are quelled, this allows them to really become interested in the course offering, and, according to my measurable results reasonably proficient in their assigned tasks. I also cleary outline my quality expectations for scoring their tasks, clear cut expectations give the participants motivation to do their best.
Yes, if students don't see a benefit to learning, why should they be interested?
i talk to the students about real life situations that i have encountered, and how the class is applied to the automobiles, i also revisit the requirments of the class daily to help eliminate surprises
My reply to students who think a certain part of the course is not necessary is to challenge them to about what they will be doing in 20 or 30 years. It helps them to realise they cannot learn too much.
getting them interested in new suject matter,if your excieded about it it seems to involk them into finding out whats it about or how it will help them
I go over the course syllabus thoroughly on the first day.
I offer calendars that show when each lab assignment is to be completed, and also indicate the days when tests will be administered. Additionally, I have students write three items of interest that they would like to become more familiar with (must pertain to class objectives) and also give them an overview of what they should have learned by the end of the course.
It seems like most students are interested in only two things...the certificate or diploma, and "show me te money". I try to reinforce the fact they must be able to perform the job they will be hired for or they will not not have a job for long.
My current course is 129 which is hotrod.This class takes little prompting to motivate students.The first day of class we discuss what is expected from each group ,outline our goals and review the hand out listing lab days and lecture days.The second day we begin with gaining some famialarity with the parts we will be using and answer any questions they have .This class wanted to know more about carburators, so we dissasembled five different styles of carbs . This class is mostly hands on learners . By our first lab day i had a very excited class aware of what the needed to do ,with a basic understanding of which parts would best suit their groups hotrod.The best method i have found is to find to excite them is to empower them with the knowledge they crave.
This forum inspired me to try something new on the first day in my Pop Lit class this cycle. As usual, I still reviewed the classroom policies and course requirements, but I wanted students to become more engaged with the material. I went into more depth about the different units that we'll cover, such as love, family, death, war, etc. I gave examples of personal connections to each unit and challenged them to do the same by offering extra credit opportunities. I showed a 90 sec clip from the movie Dead Poets Society, and shared my philosophy of teaching with them. I told them that I wanted them that they would be trying new things this cycle, such as acting, and drawing, and writing poetry. The students seemed much more engaged than previous times.
This course has encouraged me to try something new.
