Hi Tara,
Students love hearing practical stories as they pertain to the theory.
Patricia
I like to talk to my students about actual surgical cases I have done. It excites them to hear details of how they will be an important role in paitent care.
I get students interested in the course by using subject matter that would involve there choice of intended career when they finish school. If the intended career would be Medical Assistance, I would use examples of situations for that job. It makes them feel as if they have that job and are making decisions for it. It puts them in a different frame of mind and allows them to think like the Medical Assistance rather than the short order prep cook that they might currently be.
I belive my students are excited by what they learn because I am excited about teaching it to them. I teach radiography which is a very specialized trade based on an area of science most people aren't ever exposed to. I am enthusiastic when I lecture and always emphasize the relevance of what we learn in terms of chemistry, biology and physics to what they need to know for their job or their certification exam.
By letting them know that the course contents will provide much needed information and understanding that they will need to be successful on national and regional board examinations helps them to focus their attention and efforts. Encouraging student input relating to their past dental office experience, and then building on what they already know also validates them and keeps themexcited and encouraged with their progress.
To get my students excited I like to tell them about funny or outrageous real life situations I have experienced in the Operating Room. This helps my surgical tech students get excited and want to ask questions on what other things may occur.
When students know what to expect in the classroom, I feel like they are more excited to come to class and follow directions.
Hi Terri,
I agree! Instrutors must be the best salespeople in the building because each day we have to sell the students on coming back the next day. Let's give our students their money's worth and teach them how the information is applicable to the real world.
Patricia
I am of the belief that if an instructor wants students to be excited about the course, then they too must show enthusiasm. We all have been in a situation where we are tasked with instructing a class or a subject that is “not very interestingâ€. As instructors, we set the tone of the course. If we verbally or non-verbally (through our actions) show little enthusiasm about the subject material the students will feed off of that attitude. Regardless of where I have worked, I always try to put a 110% effort toward my enthusiasm. I am a firm belief that enthusiasm will dictate success.
I can sum up my classroom motivations strategies with a quote of a former professor. “Never teach the material to the students. Teach the students the materialâ€. What is means to me is that as an instructor, you cannot place your focus on the material being taught. The instructor must engage the students, “feeding off†their strengths and weaknesses to make sure they are understanding and actually learning the material. This is done with the use of multiple different teaching styles and methods, which will address the various learning styles for the students. Furthermore, this will allows the students to utilize their strengths and which can be used to facilitate their weaknesses. Motivation is achieved with enthusiasm, knowledge of material, compassion, organization and structure. I set the bar fairly high and will “push†students to new levels that didn’t know they could obtain. I help the students reach and grab the bar by providing them the resources to reach the goal. Praise and critical thinking cannot be forgotten. Ask lots of questions, have students explain why they answered the question why they did and then provide the correct explanation. In the foundational material is provided to the student, they will know the answers to all questions asked…..it is not really whether or not the student knows the answer, but rather do they know they know the answer? Working on what the students already know and having them critically think the question through will give them a self satisfaction and confidence that is needed to be success.
I always try to place a lesser emphasis on the grades being obtained and more on the information that is being learned. I find more value in the ‘C’ student that understands all the material rather than the ‘A’ can understands how to prepare and take and examâ€. Again, I think the tone of the instructor and the class will help the student to succeed. Emphasize the learning and less on the grade….often times the “average†students have a greater understanding of the “big pictureâ€.
It is always a good idea to relate the course to the career the students have chosen--how the course objectives relate to the "real world" experience.
This has to continue with every class period--not just the first day. Daily objectives need to relate to the career field and how today's class will provide valuable training for the student's externship/career.
The daily end of class wrap-up needs to provide excitement for the next class session. What's coming up next week?
I think the student is determining the value of the course every day that he/she attends.
I'm excited about what I teach and through that passion I'm modeling and teaching that they also need to have this passion for school so they can achieve whatever they want to be.
First and formost I incorporate energy into the classroom. I have a lot, so I use it. Additionally, I include the students into developing projects that are exciting. Some of the ideas we as a group have come up with have been to use game shows as a base for learning. We have played Jeopardy, enacted court questioning of witnesses, and even have had simulated political debates on issues relevant to course learning.
Hi Crissia,
We all like doing things we are comfortable with. Once a student can make a connection they are more motivated to do the task.
Patricia
Thanks! Yes, I find that almost every time, as soon as they're able to do something they know and are comfortable with and connect it to the new material, it makes them much more willing to embrace the new material. :)
Hi Crissia,
I really like the approach that you take with your apprehensive students. You allow them to broaden their arts knowledge based on what they already know. Everyone is always comfortable with with they already know. Great pyschological approach.
Patricia
I want the students to be engaged and having fun, but it always seems to run the risk of fanning the fire under the students who tend to act out [for attention] and evolve the learning atmosphere into an almost "playtime" atmosphere...and sometimes inappropriate banter, to spark attention in their direction.
To reinforce time constraints, or have an assessment attached to the discussion can work; for the most part, but do have any other suggestions?
I agree; however , it seems that it's the usual students that are engaged. I am always concerned about the others that are involved with side conversations and sometimes clique-type banter [even across the room---even if it's brief it deflates the ones that are involved]. much of the time; class discussions, they sometimes are the setting for the "popular" aspirations to come to the fore.
Any specifics that you find work for these situations? What do you do when a student doesn't feel inspired and they don't see the relevence of the course...even after it's explained.
I teach interactive media and Flash scripting. Some of my classes are part of a graphic design program, which means that a lot of the time I'm teaching logic and programming skills to art students. Many of them come in expecting to be bored, confused, freaked out or totally lost by the technical aspects of the class. Most of the students are very creative and I have found that the best approach to get them over their initial fears is to tap into that creativity and try to show them that this is just another way in which they can artistically express themselves.
I start out by showing examples of the type of unique and creative things that can be done with the skills they are about to learn and I explain the importance of interactive skills in the current graphic design job market. I follow up by guiding them through some simple exercises that let them combine their existing art skillsets with a few lines of light programming and simple animations. Once they've seen what they themselves are able to produce in the course of less than one class period, the fear and apathy levels drop and I usually start to see some increased excitement and interest in the course material.
I also agree with what has been said earlier in this thread about the instructor's attitude playing an important role. I really enjoy what I teach. It's an incredibly interesting field that is constantly changing and growing. I try to let the student see my own excitement towards both the material and their progress through it and they seem to respond well for the most part.
Hi Susan,
Student involvement is key! The more students are involved, the more excited they are to learn.
Patricia
Hi Michelle,
I really like how you keep your students focused on the big prize...the ultimate goal is to graduate and find employment in their chosen field.
Patricia
