Getting students excited about course content
What are some methods you use to get students excited about your course?
My program is Respiratory Therapy. At every opportunity, I try to link the current topic with the ongoing job performance of a Registered Respiratory Therapist at a hospital bedside. I try to be as positive as possible, even in undesirable circumstances (tragic death, terminal condition, infection precautions, unpleasant sights & odors, etc.)
Normally, I link everything I can to the field of hospitality. Giving examples from my own varied experiences as well as discussing how current concepts make it happen works well for me and keeps them engaged.
Being the externship coordinator I am able to engage my students with stories of my past experiences in the field. They are so interested in hearing what it is like and any stories that you give them makes them excited.
I also will have a recent graduate come into the class that is just about ready to go out and tell about the experience they just finished having. It is a real motivator for the next group that is nervous & anxious at the same time!
Hi John,
When students can relate to what/who you are talking about their level of excitement is different for the better.
Patricia Scales
Hi Jeffrey,
Students really do get excited and when they learn about what they will be doing in their career.
Patricia Scales
I give them examples from my past experience as a chef/oner that relate to what we are going to cover that day in class. I let them know that I was able to solve a problem at work with knowledge of the subject at hand.
Hi D,
Students like it when we give examples that pertain to the lesson.
Patricia Scales
I tell the students why I like it by giving examples of what I have done. Then have a question and answer session.
On the first day of class, after we have settled in and gone through some introductories and "broke the ice", I like to discuss opportunities in this field available after the students graduate to give the ma sens of all the opportunities that will be available to them. I show them completed projects done by past students who are now "in the real world" as well as photographs of completed construction projects that I and and past students have worked on. It serves to excite the new students by showing them real world applications of the work they will be doing.
Hi Suzanne,
Laughter is surely a way to put students at ease.
Patricia Scales
I use humor while I am going over my syllabus. I also use icebreakers to ease the tension of a new class. The icebreakers also help me to get to know my students.
Hi FRANCES,
I like how you allow the students to have some down time, but at the same time you are still teacing.
Patricia Scales
Hi Thomas,
Love the visual aid to get students excited about the course. Seeing is believing! Visuals really add to a course.
Patricia Scales
Hi Tammy,
Great way to review! Students love playing games to learn. Students retain more information when they are having fun while learning.
Patricia Scales
Hi Darlene,
I concur! When adult learners know how they are going to benefit from the course, most of them become really excited. Students love hearing real-life examples as they apply to course content.
Patricia Scales
A method I use to get students excited about the course/subject I am about ready to teach is to show them pictures or a video of what is happening now in the industry with that particular subject. I then ensure the students that by the end of the course, they will have an understanding of the subject and will be able to complete that task; and with practice will become proficient.
I have found that using games of Jeopardy for reviews really engages the students. To help break the ice and introduce new students, I mix the students into teams by counting off of one, two, one...
After a few moments, most of the students really start to have fun and their sense of competition starts to come out. They usually find themselves having a lot of fun while learning at the same time.
I tend to use a lot of pop culture references that address specific topics. I like to match one assigned topic/assignment with one outside reference. I am also fortunate that the two classes I teach, English Composition and Intro To Communication, tend to intersect a lot. For example, students learn about 'doublespeak' and the use of euphemisms. 'Euphemism' is a great example of something they are highly aware of without knowing the term. The way in which people in society employ euphemisms can be humorous and has been fodder for stand-up comedy. George Carlin gives an excellent monologue about euphemistic language and how it hides or softens the truth. Humor goes a long way. Recognizable entertainment figures always gets their attention. I remain as tapped into both as I can.
I am a new instructor yet to teach my first course. However, I'm hoping that bringing real-life examples to the course will help students become excited/motivated. Adults need to know why they are being taught to learn information.
