I think the best way is to show my students how they can use the information from the class in the field. I tell them why it is important to learn this information and how they will use it.
I think it should depend on the course you are teaching. If you are taking a machining class and one of the required classes was tooling dynamics, Well that should sell itself. But if you were required to take a class on how to speak German for this machining class, Well you are REALLY going to have to do a lot of selling on that one.
Most requirments speak for themselfs and some need a good "salesmen"
I teach a class called "HOT ROD" so it is very easy for me to get my class excited! Loud, fast, cars easily get the attention of many young people. However, they soon learn that creating such a vehicle requires skill,vast amounts of knowledge,money and responsibility. It is my job to show them the legal and proper way to reach this goal. I do this thru parts presentations,discussion of such vehicles, acually seeing race type cars and in some cases video presentations of what we will be doing in the weeks ahead.I also continually remind them at the end of each day that they are now smarter than when they came in!!!!!
ITo get my students interested, I first talk about my experiences and how they lead to my destination of being an Instructor. I explain this with the undertone of " if you believe, you can achieve". I not only give them my carrer path from day 1, but I will also give them examples of other successes that I have met along the way and clue them in on the fact that a good living can be made in the industry they have chosen to study. We will then have a 15 minute discussion, where they will all introduce themselves and give their goals to the class. This seems to get most of them very excited.
To get them to understand the course requirements, I give them a syllabus, for the phase and discuss it in great detail. I will also take them to our work area and show/ explain our lab exercises. As far as assignment deadlines, It is not written but also discussed in detail and lateness is handled on a case by case basis.
I teach from experiences I have had in the field. This is a healthcare course and when talking about the anatomy, I use anatomical models, pictures, flashcards, powerpoints and just about anything I can get my hands on.
I have even brought in pig hearts and other organs for them to see, hold and cut up just to get them excited about the field they have chosen. I have used educational movies about the body.
We even have an ethics class where students are divided into several groups. There is also a Board of Directors that is chosen by the students. They are given an assignment of having a loved one that needs a kidney transplant. They work together in their group and put together a plea to the Board as to why their loved one should receive the kidney as there is only one to be given. They then take turns making their plea in front of the class to the Board.
It can become a real tear-jerker sometimes especially when they make their final appeals. The Board then makes a decision. Extra points are given to the students and a prize is given to everyone on the winning team.
I believe that diversification in teaching is the answer to keeping your students' interest in the class and keeping them involved.
Darlene
First I start with an introduction to what the course material covers and what hands on labs they will be performing, and what they will learn from each section of our course. I also explain how being successful with each training section will enhance them in their choosen career.
So far I have been succesful in keepng student interest and involved.
I like to explain what excatly the course objectives are and how they relate to real world scenarios. I get them to understand course requirements by explaining them in detail and getting their buy in.
Sometimes, I will point blank ask each student why they are in my class, and follow up with what do they expect to learn from the course.
This gives me a feel for the class and opens the door for some interaction that will lead directly into the course requrements. I will be able to show each student how their expectations will be met and then some.
First I start with light banter and a few jokes. This relaxes the students. Then like a light switch, I change to Drill sgt/ Stormtrooper. This shocks the students. Now I have their attention. I then jump back and forth between the two personnas. This keeps them guessing.
I like to bring " Real World " life experiances into the discussion. It really seems to gain thier (the students) attention and the questions begin to flow. The students need to know what to expect in the field.
one of the best tools is show them the value of the course if they can see the value in the course they will better understand the how the course can help them be successful in there goals and in my mind there success is my success
Using current and fresh relavent discussion materials. Showing by example how the student will assimilate into the work force, what will be required of him there. Telling them by example what their real world expectations should be.
The teaching method I might use in order to gain student comprehension. For example. When there are students that do not understand the steps that are taken in order to complete a computer assignment. I would go over the steps on an over-head and have the students write them down. This helps in many ways 1. the students know what the end result is 2. the students have written instruction in their own writing 3. there is room for question answer and 4. if a student has weak computer skills and great writing and listening skills then the student will be graded on both their notes and their computer assignment.
Another example might be in typing class instead of reading the material that should be typed the students may listen to the material that should be typed.
I always share with them that one of the keys to success is to always put their best effort into what they are doing.
As instuctors in the automotive field we have a starting advantage. Most students (and instructors) are in the field because we love cars. Students want to know and want to here stories about the course, what will do for their career, for their wallet, and just as important, what can it do for their own cars, their motorcycles, boats, sandbuggys and all the other toys we like to have.
I like to do a question and answer session or even do a myth busters.The only thing is The rules and outline have to be incorperated so that you dont waste class time.
taking the time to explain how they can and will benefit from the course share examples of the success achieved by former students and how they applied the material has worked well for me.
Let's try to make it as interesting as possible. I believe if they see you really like what you're doing. It can be interesting. Give them case studies that you actually have done before. Make It Real!!!
The main method I use for getting the students excited about the area that I teach primarily is to show them the ability to make money with this and not have to do a lot of heavy physical manual labor how to make money with your brain. The other method that seems to work after you get the course started for some of the students is the rush that they get for proper diagnosis of the problem and then they want that rush again so they push themselves harder.
In order for my students to be excited about the courses I teach, I must be enthusiastic and share my passion for the career they have chosen to learn about. The syllabus is a great tool which I refer to as our "play book", and tell them this is how we together will accomplish our goals and objectives.
Adult learners also benefit by hearing from students who have come before them. I ask students who have progressed into their later courses, and even graduates, to come in and share some of their experiences with the new students and to give them words of encouragement and pass on some pointers. Sometimes hearing it from other students and graduates allows the newer students to see that they can learn and be able to succeed.
