I do have to say I agree. What I like to do is allow student to begin class assignments and stumble to figure out what they should be doing. They begin to ask questions and start listening to others questions to get an ideal of what we are suppose to be doing. I will then ask everyone to come around and show them what I am taking about and how I like things done, along with a few options. From there I can see the excitement in their eyes of sweet deal, let me try that.
The problem I run into though is sometimes they begin to ask questions too late, and then I have to rush through the information I want to go over. I wish I could plant a student to bring about discussion in clas for this.
I can see that the students feed on my energy that comes from enjoying (and thoroughly knowing) the subject that I am teaching.
I have had that exact experience. I was asked to teach a class that I did not want (nor knew how) to teach, and I literally "suffered" through it by spending hours upon hours researching, arranging guest speaker lectures, and coming up with way to engage students. It did work out in the end, but next time I will be sure to say no when asked to teach a class that I am not an expert at.
you're right...if you don't have the passion, what are you doing it for
thank you...we know what we do and why we do it
In the first minutes of the first class, I tell my "Values in World Literature" students that I'd like to discuss a very important question with them, BEFORE we actually get started with our class. That question is: "Why do 'they' make us take this lit class?" I tell them I know that none of us are English majors, and yet here we are. What's in it for us, and what's in it for our school and even for our society at large? From that moment on, the sorts of answers I get from my students (with my confirmations, my qualifying expansions, my elucidating examples) and the discussions I prompt with them on each suggestion--these help them realize right off the bat that they're going to gain some very important strengths in this class--important in their careers, as well as in their personal lives. After about 15 minutes, I find almost complete buy in--and at that point, we start with our opening ice-breaker.
Hi Lana,
I like how you get the students involved, and then you give the correct reason as to how they will benefit from the objective. Students need to know why they are learning a particular concept and how they will be able to use it.
Patricia
Hi Sandy,
I appreciate your passion for the profession. I too absolutely LOVE teaching. My enthusiasm is definitely contagious to my staff/faculty as well as my students. We need more like us in the profession. I always think of teaching like this... I get paid to change someone's life... that's a pretty good gig...
Patricia
I fully cover the syllabus, and I ask a lot of questions about what their expectations are for the class. It is not enough that they know mine, but if I am going to be a successful instructor, I need to know what they want and need as well. I ask a series of questions,
1. What do you expect from the class?
2. What do you expect from me?
3. What are your goals for the class and how do you plan to accomplish them?
I remind all students constantly about my office hours and how I can be reached and encourage them to call me. I do my level best to make them feel welcome in the class and offer them my friendly open door policy.
I also remind them that they come to college to learn and to improve their professional and personal life. This is done with hard work and dedication, but they are not alone, I am here to help them each step of the way.
I add two quotes into my classroom…
“You Only Get Out What You Put In†and “Your Success Is Up To Youâ€
thank you...I love what I do and the students know so it's easy to spread. I have to admit, we all have days we wish we didn't have to have. We learn from mistakes rather quickly because it can cost us our job. We are about "life ad death".
Interactions with people with different personalities can be stressful. The more you can learn at one job the better it will be when it comes to helping and leading others at the new job.
We need to remember to focus on the job at hand and listen to people when things are changed around. Opinions are a fact of life. Good and bad come from them. Just think of the good right now. Maybe someone has a terrific idea on how to "tweak" a new policy and it will make people happier and still get the job done in a timely and organized manner. We need to have trust in our team players and confidence that they can do the job accurately and timely.
At the beginninng of each new unit, the class and instructor have a question and answer discussion regarding the learning objectives for the new unit. The instructor asks the students, "why do you think you need to learn this specific objective?"
Some students can give textbook answers, some give very personal answers and some say they are not sure. It is the instructors role, to bring them all together and emphasize the importance of learning each objective and how it will benefit them in their career.
Hi Warren,
With adults it does seem to be a little easier because they have somewhat of an idea, as the instructor we just need to validate their thoughts and show/tell them how the course applies to the workplace.
Patricia
Hi Sandy,
What an exciting feel. Your students come in excited and sold. You do not have to convince them about the course; the eagerness is there. Continue to be an exciting and motivating instructor. I can feel your enthusiasm in this response.
Patricia
I find that with adult learners the process has already begun. They know why they are in class and what they want to get out of it. I do try to greet each of them personally and help make the course work applicable to real-world scenarios very early on. This helps them realize there is a reason to retain what we are learning. Great question! This is particularly challenging in the online environment--no?
Warren
Well Mr. Clark, that was a nicely written answer. Very nice indeed. Thank you for sharing.
It's makes a difference when the students do get excited about a subject. In Pathology when we have projects the 4th week of the quarter, the class really comes to life. There is compassion and questions, and the students become partners working toether. It's a drastic change from the first 3 weeks.
Thank you for sharing
I am guessing that you are asking me how I get my students excited about the class. To get involved mentally and for our class physically. We are surgical techs so the interest and desire that the students have is about learning the next case. This quarter they are doing major surgery cases. They are ready to go sooner than I can get them to the OR to follow the steps and take notes.
We are an excited bunch so there are no ho-hum days here.
I know that if I show excitement about being ready to move on to their next case, they are eager to do so. I tell my students to be "sponges" and to absorb all they can now, before getting to the real OR. This way they will be prepared.
I am ready for them on day one with handouts on the caseload, rules and time sheets. Then it's, okay, can we go to the lab now? They are ready to learn.
Hi Sabrina,
At least you were professional enough to not reveal this to your students, and obviously, you did not let it show either. Sometimes we are placed in awkward positions and as professionals we make the best of it.
Patricia
I agree, I was once asked to teach a class that I had no business teaching. It didn't feel right from the very start and I went out of my way to make sure the students had no idea of my concerns. I found it difficult to promote a complete buy in and utilized guest speakers and such to promote a total student buy in. I learned that I will no longer accept those kind of assignments.
In my classrooms, I have always made certain that the syllabus was engaging. Marking "certain criteria" with boxes, bold font, etc... would ensure some questions. Those questions would then be turned into ice breakers. It has served me well.
