I give my students a lot of on hands assignments and I demostrate a lot of new trends and techniques so that can be knowledgable about what is current in the idustry.
I open my class as I had said in another posting with I'm not going to change who you are, I am going to change the way you think that will inherantly change you itself.
Breaking down barriers, and teaching them to thinki with the smart and not with the heart defines the parameters by which they assess and analyze information in search of the truth.
I use real world CSI skills to assess and analyze everything current, we develop a site plan, develop the investigation of the situation, and identify the culprits whatever, or whomever they may be.
This helps them understand that without realizing it assess everything they do, they have just never viewed it that way.
The difference between interaction and interactive is that often times the interactive is reaction and not response. Thought, critical thinking and understanding rationales is the part that gets kicked to the curb with the over use of technology.
Say what you mean, mean what you say, and present in small understandable bits background information validating your knowledge and expertise.
AV's are useful but don't get into the habit of letting them teach the class for you. In the past year I have seen more and more instructors opt to utilize total technology to teach the class, that's not teaching that's baby sitting. The transmission of knowledge from one person to another is by means of human communications. Do not ever take the human element out of education.
DVD's, CD's, and movie clips can help convey concepts and ideas but do not ever become complacent in that you become intimidated by teaching material.
We are seen as light houses, that one element that never faulters no matter what you are that one constant in their lives.
Jason,
Knowing is only one part of learning, beaing able to apply that knowledge is the second part.
It sort of like seeing a picture in a book of a beautiful house and your homeless, it does you no good to just look if you cannot go inside out of the weather.
How we interact with our students is an individual thing, how they interact with us is a matter of trust.
Again we have to look at the psycho-social environment in which these individuals come to us from. Support of the individuals sense of personal accomplishment is just as important as being elected as the best teach of the week, month, or whatever.
We are not just teaching academics we are also teach life skills whether you realize it or not.
After introducing myself, I have them fill out a large index card with their name, what program they are in, what they expect from the class, what they expect from me, and then something fun about themselves (family, hobbies, likes, etc.).
While they are filling them out, I go around and randomly pick each one to verbally introduce themselves and tell us (the class) what their favorite food, ice cream, color, etc. is. They also have to speculate what their favorite body system is. I teach anatomy and then we compare at the end of the class, what their favorite body system is with what their initial choice was and why. It is rarely the same and there is very good disscussion about the accummulative course involved with all 12 body systems through it.
Dissection is always brought up in the first hour of the first day and it is always an excitor even with students that aren't real sure about doing it. By the time we finish, most all of the students are participating and wanting to know if they can come back next term to see it again.
Then, lastly, I have nothing to do with the excitement that is created because it is the disscussion that occurs between students in between class time and terms. Most are ready to come to anatomy because they have heard about it and/or it is the first class they get that really imphasizes the initial real world career chose information they are getting into.
So, along with these, and the fact their their expectations are accounted for by myself, they can feel important, valued, and ready to take on such a specified subject as anatomy with a minimal amount of negative anticipation. We do have fun in this class.
I think you meant NOT just a blow-hard. But I do agree that all of the mentioned activities help to create a bond with students and enliven the classroom to keep interest and involvement high.
This is something that I want to work on doing more of. I do have handouts and pictures, but continually look for things that are good visual extenders.
Hi Lawrence,
It certainly is a three-part process, and in order for it to work effectively all three parts must be carried out.
Patricia
Hi Donna,
I like the variation that you utilize in order to get students excited about course content. I bet your students do not become bored.
Patricia
Hi Suzanne,
Any time you can incorporate something real/live students generate a great sense of excitement. Visuals are very motivating for students.
Patricia
Hi Jason,
You're right. It is nothing like that "WOW" moment. It makes students want to keep coming back because they understand how they can benefit from knowing.
Patricia
Oh, yes. Cheerleaders we are! I am constantly doing this for my students. "Yes, you can" seems to be one of my favorite lines.
Hi Pamela,
As instructors, we must do all we can to maintain the excitement throughout the student's tenure while in college.
Patricia
That is true. I try to make my classes fun and interesting so the students will not be bored. They like that I can joke with them and vice versa. They will also test my limits in a joking way. But it is a plus to have a lively atmosphere in the classroom.
I am working on the eye contact factor. I have found that I tend to zero in on one or a couple of students who seem really interested and sometimes must remind myself to look at all the students. I have to have the little voice in my head tell me I am not paying attention to everyone and that is insulting to those who are being ignored. So I continue to remind myself to look at all of them.
Showing the student how the material is relevant to their intended employment is very important, especially in working with adult students who are in school to get a better job and provide for their families, for the most part.
Voice fluctuations absolutely make a difference in getting and keeping their attention. When I have been speaking in one manner, then suddenly get quiet or vice versa, get suddenly more forceful, they are immediately brought to attention.
Let them know how it will help them in the real-world, on-the-job situation. For example, in teaching the medical review class I let them know that reviewing and studying the information is vital to passing their certification exams after they graduate, as well as allowing them to be competent on the job.
