On the first day of class, I hold up the required coding manual and ask "why are we taking our time and brain power to attend this course? you do not need it to graduate,why are we here? I get various answers. I then demonstrate the financial advantage that the student has in the work place if they fulfill the course requirements. We look at national salary surveys that indicate a 15-25% increase in pay after they have completed the course and passed certification. We take about the needs of the community and the potential of advancement in their chosen career field. By the end of my 15 minute talk, most everyone is on board. Each day, I tell them what they can do with the information they are about to learn. Why it is important and how it relates to the workplace. We celebrate each and every student that passes the credential exam, publically, in class. They tell everyone how the class was well worth the effort.
Hi John,
It means a lot to students to know that you truly care about their success. It is our business to ensure that our students succeed. Students must put forth great effort to succeed, but we must also do our due diligence.
Patricia
I don't understand the question?
If you mean how do I get them to understand why this course is important I just show them how it will enhance their earning power when they enter the work force.
We are a tech school so they just need to know that if they apply them selves here they have a much better chance of making more money when they enter the work force.
The first or second day of the class I lead my students through the development of a personal mission statement. (Goals for the class come later). I find that by helping them create a personal mission statement the students learn that my interest lies in helping them be successful both in class and out of class. When they see my genuine interest in their success, they relax and start to engage in the class.
I have seen this problem as well. The students do not believe a class relates to their field. I take the approach to challenge myself to prove to the class that the class does relate. At the beginning and end of each class I ask my class how good a job I am doing to get their "buy-in" on the relevance of the class.
Hi Yvonne,
This is certainly a great way to generate good discussion. Students can really think out of the box and may have something on the list that you have never thought of.
Patricia
Hi Andrea,
You begin to nuture these students on Day 1 about turning their thought pattern around about the course. This takes work on the instuctor's side. Thank you for working hard for your students.
Patricia
I ask them to share how this course may impact their future careers, for one. So, in writing, how might they use writing in their field? It generates lots of good discussion and I always acknowledge what they say as meaningful and important.
As an instructor that teaches a course that is not considered to be a focus of the career of the student, I am successful at turning them around from this thought pattern.
This takes a bit of time through humor, practice of the craft and satisfaction of a job well done over the period of the course.
On day 1 I paint a picture of the career without the skill that I teach.
This will often open them up to opportunity.
As an instructor that teaches a course that is not considered to be a focus of the career of the student, I am successful at turning them around from this thought pattern.
This takes a bit of time through humor, practice of the craft and satisfaction of a job well done over the period of the course.
On day 1 I paint a picture of the career without the skill that I teach.
This will often open them up to opportunity.
Hi Lou,
As long as students know how a particular course will help them, they are definitely more eager to learn it. It is important for adult learners to understand the benefit of anything.
Patricia
I agree that students need to know how they are going to benefit from the class and from the assignments. I think this is especially important for nontraditional students. They don't have the time and won't buy in a program or courses that are not relevant or meaningful to them. So, the key is to make a connection between the assignment and course objectives and their future.
Hi Dawn,
We need as many winners in the classroom as possible. Anytime a professional connection is established with the student, the student will buy in the course. Establishing rapports are important in the education arena.
Patricia
By being genuine, honest, and passionate about the subject matter. Personal connection and experience added can be a winner in the classroom.
Hi Michael,
I like how you try to get your students to envision how this course may eventually become very useful. Based on the speil that you give your students, they should buy in to the course.
Patricia
When I talk about the things I experienced in the field, I see there attitude really change. They can now see what there learning will apply to there career.
If you can get the point accross that by succsefully completing a program they MAY be able to better their and their familys situation, some students go for it
Hi David,
Money is a great motivator. Students automatically become engaged when you talk about money. After all, we all love money.
Patricia
I try to relate the relivence of the course to their potential to be financially sucsesfull in their chosen carreer path.
On day one I tell my students that I know that some of them may not have a real interest in the course content. In my instance I teach breads in a culinary school. I tell them that I know many of them are here to learn how to make wedding cakes, become chololatiers etc. I tell them to keep an open mind about breads. While they may not be interested in breads at present, their interests may change over time and down the road they may develop a new found interest in breads and they will be grateful for what they have learned. Many of my students will work in hotels or restaraunts where they may find that a part of their job responsibilities are that they have to produce breads, and not just produce desserts and wedding cakes etc, so they information they learn in my class may prove to be very useful down the road.
