My courses are more hand on so what i do is mention exactly how and what we will be doing in our lab areas and emphasize the important of quality work NOT quantity of work.
I teach the first 'hands on' class for an extremely 'hands on' industry. My students have just completed 6 weeks of several class room 'theory' or preparation courses for this class. They are very excited to "finally get to do something". There is a lot of information for the class so I break up the intro to the course over the first two days. I save the information that does not compromise the safety or individual accomplishment for the class on the first day for the second day. Also, because each day builds on the previous day, I go over the objectives we met on the day before and the what we want to accomplish on this day and how it intertwines with the course goals.
Probably the most important aspect for each day to maintain the interest of the students is the passion and enthusiasim for the profession.
elp
Iam an climate control instructor and I find very few students are interested . I tell them in order to be a complete automotive tech this something 90% of all cars have. climate control is something that can lead to other fields of employment. It is also one of the biggest money makers in a shop, this statement tends to peak interest.
The question covers two issues. The first, concerning course requirements we cover in explicit detail in the syllabus. As our syllabi are electronic (Save a tree!) it makes it extremely easy to keep them current. It also allows us to create links to other sites, especially library based resources, that can be used to view examples of previous course submissions, etc. It also allows a revision of an assignment to be distributed immediately if something transpires that mandates a change - like a hurricane.
As for making students excited about a course, I firmly believe that the motivational ability of the instructor is primary. Some folks just can not make anything exciting while others can make almost anything exciting. This goes well beyond simple technique. Courses that are "exciting" due only to technique are in my opinion average to slightly above average at best. Those courses wherein the instructor is so turned on by what they are teaching that everyone in the room knows it will always be a well above average course. Excitement is contagious. Accordingly I make an effort to use examples and methods that really interest me so that I can amplify my interest and pass it along to my students.
As an example, I once assumed the character of a civil war officer's horse to explain the use of cavalry in the Gettysburg campaign. "Ned" was an opinionated Morgan that viewed things with a sense of humor and a remarkable memory for statistics and facts. It must have worked as the students did extremely well on the ensuing exam.
The technique was odd, but the interest was keen and I believe that that is what made the technique viable. Student interest can be cultivated if they sense that the instructor is totally into teaching the material.
My main goal first is to get their minds off the money by confirming the money will be there if they are good at the job. Once that is done its all about the importance of inspection and showing them the skills and letting them apply those skills by hands on exercises.
I like to show my students some of the history of the field they are entering. Then i show them the latest and greatest to give them a clear idea of how far we have advanced. In doing this I try to get them to see themselves as part of the next generation to succeed.
I start by asking the students what types of projects they are doing on their own vehicles that relate to the course study they are beginning and ask them what type of problems they have encountered and what type of shortcuts they learned from doing the work.
I use the real world tactic as well. Most of my students want the big bucks and I let them know how the info I am presenting can help them get it. Those that listen and follow my words make it. Some have their own plans on how they are going to achieve that same goal and don't listen to my guiding words. I found that you can't save them all.
To get my students interested, and excited about the course content, I use real world examples of how the information they are about to receive will benefit them, and help them to excell in the field. I include my own personal experiences of success, and setbacks that were overcome, and turned into positive results with the application of the information from the course.
I teach a professional service writing course in a mechanical environment auto trade school, it is a mandatory course and needless to say it is not the kind of course that inspires interest or enthusiasm. My best strategy towards stimulating excitement about this course is the relation ship to their future and the possibilities that it holds – I use myself as the example
I'll go over the course content and lab project's.Then we'll go out to lab and show the student's all the tool's and equipment they will be working with. That usally get's them excited.
We use a standard syllabus to start with. We also have an orientation period for student who are moving to a new Instructor. The new Instructor has a power point presentation and some visual aids for the students to touch and feel. This allows our students to better understand what they are about to get into.
It varies depending on the composition of the class. I generally attempt to get a general idea of what has inspired students to enter the powersports industry and how they see themselves gainfully employed in it. Then I try and create a clearly articulated cause and effect scenario linking their time spent in my class with the successful pursuit of their career objectives. I also briefly share some relevant anecdotal information designed to illustrate the strong likelyhood of their success. And finally, I reveal my passion and enthusiam for the industry, sport and my enduring dedication to their success.
Clearly, simply and suscinctly stated objectives, expectations, grading and attendance policies, course structure and content, and possible professional and personnal gain have become a critical part of my New Start presentation for each class. Many of my students are working full time jobs, some are adults, and they all expect/require/demand that kind of clarity from day one so they may better manage and benefit from the time we have together.
I explain the real world applications of what they will learn in the course, and the importance of understanding what it is they will be doing with the information they will be learning. I also ask for feedback on the information given to the students after it has been explained, and ask if anyone of them has a different view on it.
I like to start a new class by showing off student work from previous classes, including outstanding and even award-winning projects! If there is any way that students can "see" the big picture or end result of the class they will often be drawn into the excitement of the lessons yet to come.
I am excited about my course and that can be contagious I explain how it will benefit them in the future if they pay attention and study well.
I get them involved by showing them my enthusiasm and passion for the subject. I show the students my success from this line of work is all related to what they are about to learn. I present the course material to the students in a manner that makes them want to learn. My attitude and confidence in the students lets them be less intimidated about the material.
I like to ask the students what they expect and hope to learn in the course. I can then offer a few examples of what we will be doing throughout the course to meet those expectations.
This also gives me a chance to make small adjustments to my lesson, tailoring it to each new group.
We talk about the basics and how learning them will advance thir knowledge to the advanced portion of the class and how fun those projects will be when they get to work on special interest projects
