On the first day of class, I have warm cookies waiting for students. I teach baking to culinary students who do not always want to learn this. By giving them something unexpected, it makes them more receptive to being in my class when they can see what good things we can make. I also have little competitions where the winners get to leave without cleaning (a very sought after reward!)
Hi Kassy,
Students want to know that you are confident with what you are teaching.
Patricia
Hi Karen,
How enthusiasm are you to teach the class? Excitement begins with the teacher. Active learning is a good way to add excitement to your class.
Patricia
The courses I teach are difficult and mandatory classes. The students are not always motivated to be there. Despite introducing the class with how it will benefit, they are not excited to be there. What suggests would you have for this type of situation?
Communicating to the service members that I am interested to know about them and that they could assist me in learning more could be a very good approach. I would also provide appropriate visual aids with interpretation and would try to speak the language as I deliver my goal. In addition, networking with some of the service members who are familiar with some locals will certainly allow me to get around with support. Being knowledgeable of the culture will equip me with information they are familiar to discuss.
In the case of teaching Arabic to service members it's easy to provide example of ways that knowing a little bit of the language can help in getting around and meeting locals in an Arabic speaking country.
Hi Clifton,
It is pyschological. You're right, it is not work if it is fun, and time flies when you are having fun.
Patricia
you need ro make it fun it is not work if it is fun
Hi Edna,
You certainly do a lot to get your students excited. You have a variety of teaching methodologies for the various kinds of learners. Yout students know exactly on Day 1 what is expected of them. Great job!
Patricia
Introducing the course with an agenda and course syllabi with point values has provided the students clear expectations of the course in Day 1. Also, introducing myself and establishing a warm and professional environment has assisted in establishing a pleasant learning environment that puts them at ease. The adult learners sharing their short bios and directing them to dicuss their learning expectations during this introductory phase helped me to assess them to allow me to present the learning activties integrating their backgrounds and expecetations.
Discussing the learning objectives and the learning activities to meet those objectives provided them with a bigger picture of how the course content will be delivered and integrated using the real world experience as the instructor and the students collaborate with the learning process. Using different methodologies of content delivery and evaluations i.e., individual assignments, quizzes, class discussions, demonstrations, presentations, role-playing, Qs and As, learning team or group activities have motivated them to dig deeper into the course content.
One of the most valuable techniques I've ever learned is vocal dynamics. I watched a student pastor capture a group of 40+ unruly teens simply by dropping his voice and leaning into them. It was as if he was sharing a secret and instinctively ALL of them shut up and leaned forward to capture his "secret". The word of caution here is that the teaching had to worthy of the hearer for this technique to work more than once.
Hi Karen,
Students really make a great connection whenever they realize that a concept can help them both professionally and personally.
Patricia
I also start by sking the students why they think they have to take the class and try to relate it to their career by letting them know how they could use the material. I also try to get them to relate the material to everyday life. Most of the students will have personal experience to add to the discussion.
Hi Rebecca,
When students know that the material is focused on their career aspirations they automatically become excited and interested.
Patricia
I make the material relevant to their career aspirations. Our courses are specific to certain fields, so I can relate the speccifics of anatomy and how it relates to nursing or respiratory therapy.
Even when the material does not seem relevant to a group, I start off by asking them, "Why do you, as respiratory therapy students, need to know about this system?"
Keeping the focus on their career aspirations really helps!
Hi Chuck,
Great response! I can tell you are an enthusiastic instructor. Keep up the good work! As you mentioned, excitement is really a trickle down effect. If the instructor is excited about teaching the course, the student generally is excited about learning the materail.
Patricia
Hi Douglas,
Whevenver students can actually see a product, vehicle, etc. they automatically become very excited.
Patricia
I try to point out the products and vehicles that apply to my class (teach in trade school) son the students can the value in learning about the upcoming subjects.
Doug
I feel an effective way to get a student excited in a course would be to be excited yourself and know the material. I know if I am having a bad day it shows with my body language and with the way I present myself and the students pick up on that. If a student is having a bad day that can interrupt the way the class flows. It is up to us as instructors to be not only teachers but consolers. It is up to us to keep the class exciting. I know I try and go in everyday with a up beat attitude and a try and stay positive about how things are going regardless on how my day is going.
Hi Terri,
What an awesome practice! Everybody should do this. I speak to everyone I come in contact with, but I do not make rounds as you do. Great job!!!
Patricia
