Hi Michelle,
Wow, you got me excited just from reading your response. It sounds like you have a lot of fun with your students while effective learning is taking place. Students love having fun while learning.
Patricia Scales
I teach American history at a career college--meaning that many of my students don't see the value of it. So the first thing (even before syllabus discussion) we do is talk about why history is important for every person to know (10 minutes). At the end, I give them a concrete example. I give every student a dollar bill and we talk about what the graphic design of the bill tells them about our history. This seems to get everyone excited about discovering new things in the course. (I also get the dollars back!) They realize that history is all around them and if they have some knowledge, they can have a better appreciation for society.
In studying the content of this first module, I'm going to add another element, a presentation to outline all the topics we'll cover in the course using some pictures and interesting details. Something that takes 5 minutes or so, but lets them get a visual picture of upcoming material in addition to the topics being listed on the syllabus.
I talk about my experiences in the "real" world, what the course can and will do for them. I have a lot of engaging and fun activities that challenge them individually and as a team. The activities are very relevant to their chosen careers. They are also allowed to choose what some of those activities and assignments will be. Everyday we start the class with hot topics etc. from the news that relates to the class.
Hi Monica,
Great idea! Students like it when learning is made cool. They tend to remember the cool information.
Patricia Scales
I like to start the course off with interesting tidbits of information. For examply, in my anatomy courses I like to relate famous people to certain anatomical disorders. For examply, when I talk about psoriasis I bring up Kim Kardashian and Phil Mickleson. I then relate the disorder to every day life. If I can give them cool information that they can bring home and share then that gets them excited about ths course.
USING POWER PONTS PUT THEM IN GROUP, ASK THEM QUESTION FREQUENTLLY
BY GIVING THEM EXAMPLES FROM THEIR LIFE EXPERIENCES
I agree. Positive attitide is everything in the classroom. I try to find any student who may be struggling with their attitude and engage them. If I can have them buy into the program, then hopefull their attitude will cqahnge.
I agree with Darcy. Once students hit panic mode they lose their power to think or reason clearly. It is important to maintain a calm classroom environment and for you yourself to maintain a calm exterior. I always say "We are in this together".
Hi Melissa,
You are on point! Students love hearing applicable stories as they apply to the lesson.
Patricia Scales
Hi Darcey,
Some courses are just intimidating. I use a very calm approach with my students, and I let them know on Day 1 that I here to help them succeed, and I remind them of this throughout the grading period as well. Bottom line, I tell them together we will be successful in this class. This calm and reassuring approach works. My students know that I am available to them.
Patricia Scales
When I try to get my studnets excited about the course I talk about my experiences in the field where I have used what they are about to learn. This has the student look into the future of when they are done with the course and they can picture themselves doing those tasks.
Darren,
You stated that your course is one that many students around campus look forward to with trepidation as well as excitement. My particular course is one that many students come to with a great amount of trepidation. The very first day I make every effort to relieve their fears and anxieties as much as possible by asking them about their concerns. Then I address each concern with simple but relevant examples and scenarios. This seems to work. What are some of the techniques and methods that you use to bring them to that "AH HA" moment?
My favorite thing is to relate to my students how they can use their learning in both their careers and in their personal life. All business courses can enhance our personal financial success in many ways. I like to think that my enthusiasm and excitement is contagious! And, btw, Math and Accounting can be fun and I like to prove it to the students by doing lots of student group drills, contests and games!
Hi Gordon,
When students feel like they have ownership in the course, the ownership really takes them to a different excitement level.
Patricia Scales
Hi Misty,
Great icebreaker! I do the same thing, but with peanut M&Ms
Patricia Scales
Get the students to take ownership by explaining how the course is relevant to them by making them more flexible in there career – opens up more possible opportunities in there career or personal life. Once ownership is achieved the students become enthusiastic about learning the subject matter.
One way I like to get them excited about the course is my ice breaker. Every course I bring a roll of toilet paper to class and to tell them to "take what they need." I don't give them any other explanation until all of the students have what they need. Once they all have their toilet paper I then tell them that for every square they must tell us something about themselves that we probably would never have known. It gets them thinking, often times laughing, and gets the dicussion flowing. I find it's a good way to start off and gets the mood light to start discussing expections in the course.
Hi Sara,
Enthusiasm starts with the instructor. Students will get excited when the instructor is excited. Excitement is contagious!
Patricia Scales
Being positive and full of energy helps to keep students excited. We also do lots of hands on activities as well as team building exercises since they will work in a team environment when they get out of school.
