Make students involved, make it fun, make it game or a competition.. Split students into groups this help with there communications skills as well. Give them goals to set and meet and show how those goals were met by the end of the course.
I try to relate the material to their/our end goals: better communication. By breaking down the elements of rhetoric right at the start of class and showing how being aware of and manipulating these elements uses communication more effectively, I think we make the work we do in our class relaeable to their everyday and work lives.
by relating the subject material to things the are interested in
I do what ever it takes to get the student excited sing, comedy,drama ect. your reply is in my spam give me a solution to this problem?
There are two items I have found useful. First I scan the local papers to see if I can bring a current event into class that links a conceptual issue to the the local environment and "makes the concept" more real. My class participants get more from the current event when I give it to them to discuss for next week rather than "springing it on them" and expecting responses on the spot.
Second, and perhaps more important, is that students will get excited about the content if you are excited. It's my position that if you've invested a substantial amount of time mastering the material, bringing up to date via the internet and local news, and bridging it to topics covered before (and to be covered) your positive approach can rub off on them. If you aren't excited about what you are doing (where excitment is founded upon confidence) you can't expect them to be.
Hi Patricia,
Thanks for your suggestion. I do mention money now and then. But, most frequently I emphasize more on the knowledge and skills they gain through the course. How different they can think and work, how differently they can see things, how much satisfaction they can experience learning and working with passion. I also believe that our approaches should consider diversities among students.
Thanks
Hi Leslie,
Yes. Students need to know how the knowledge they will gain in the course will benefit them in their career. Students really do become excited and motivated whenever they understand the practical aspects of things. As educators, we must also remember excitement starts with us.
Patricia
Hi Raji,
I have found that talking about how much money and the potential for growth in the area really ignite the enthusiasm. I try to talk about money at least once or twice a week. I definitely make mention of money on the first day. You use great approaches to get your students excited.
Patricia
At the beginning of the class, I would discuss the objectives of the course relating it to the practical applications in the field. I explain how easy their job will be in the long run by understanding and learning the concepts of the course and how difficult if would be if not. Start asking questions pertaining to the objectives of the course, find out each students approach and level of knowledge in the field. Explain them how better they can answer the same questions by the end of the course, how much difference it makes from the beginning to the end if they learn.
I have used many approaches, but, I want to find some more different techniques that would further ignite the enthusiasm from day one till the end of the course.
Thanks,
Raji
I like to talk to the students about how they will take the knowledge they will learn in this class and build upon it during their career.
Relate to them how much of what they are about to learn will be used by them out in the field.
What they learn will also put money in their pockets. That usually gets their attention.
Hi Estella,
Visuals are great selling points! Students get excited by seeing...seeing is believing!
Patricia
I stress the importance of becoming a team. Especially when I have a small class size it is important that all students can rely upon each other to show up and help carry the work load of setting up and running an operating restaurant.
Immediately after defining the course and reviewing the syllabus I begin teaching the "rudiments" of service. The students will participate in learning the proper skills knowing that the new skills will be on display in front of guests the following class.
By showing my students pictures of the items they will be producing I am able to "sell" them on the class easily.
I also work in life experiences into my lessons. Students seem to relate to them and it helps them to relate to the class content better. I also like to use humor when possible.
Provide baseline documents--syllabus, course objectives, expectations. These documents appeals to the adult psychomotor needs and helps to alleviate apprehension concerning, 'career program choice' and 'what's involved'.
Another stategy used is to bring/align 'real world' applications to the topic or course. This could be instuctor or student-lead. Examples include health care delivery and/or initiatives and the respective impact on the career/course.
Hi Michelle,
I can fully relate to you. Teaching is certainly my passion. I absolutely love it! Students can tell my love for the field. Every second is exciting in my classes. We need everyone to get on the same page with us! :-)
Patricia
I like to get my students excited on the first day of class by showing them pictures of showpieces and nice desserts used in the field.
We were lucky to get guests speakers which wew former students,already working in the field.He/she could tell about hi/her experiences followed by a short session with questions,answers and concerns by the students
As I am going through the class syllabus I like to share some of my life expierences in the field. It really engages the students in the industry, as well as shows them the class vs. everyday working in the field the students have chosen to go. I am very passionate in my teaching field, and showing enthusiasim really connects and show the students a real love for the industry.
