I immediately start, and continue to, relate our subject matter to the working world and what the students will encounter when they're finished with the program. This way, they continue to remember why they're there and believe that the course work is relevant.
I like to start with a classroom discussion to get everyone involved. Then I go into the particulars of the subject.
I explain to them that this course is a foundation and their other courses will build upon this . Without a good foundation you won't have a strong structure.
I ask the class to visualize themselves in their ideal medical assisting job. Then I ask them if it would be beneficial or even absolutely vital for them to know the anatomy of what they were treating. I then give specific examples of procedures and anatomy they would need to know in order to perform those procedures to the best of thier ability.
I start each class by asking each student what they want to do with their degree, that way when specific subjects that pertain to that career path come up, I can highlight them and personalize them.
On the first day of class I had a student reply, "I'm not sure why I am in a Business Managment class, I am a Criminal Justice Major". My response to him was, "what if you were dispatched to a disturbance and needed crowd control as well as you are the senior officer on the scene. Do you think that your management class would help you to make the right decisions to assign the other lower level officers to help control the situation". After that, he has been an active participant in the class.
The most important strategy an instructor can use to get student buy-in is making the material relevant. I instruct general education courses to students who are also taking their technical courses simultaneously. They get so involved in pharmacology and pathology, that by the time they get to Sociology and English, they are overwhelmed; it seems like something will have to give. That is where I must make a strong strategic move to explain how important English and Sociology is to their professional success - make it relevant. And, it is relevant, but the instructor must make the connection every chance he or she gets to do so.
In order to get student to buy in I describe my experiences. I do this with excitement and express how glad I am that I chose the degree and career path I have. I express how there are new challenges daily and the feeling of satifaction when a problem/issue is handled with success.
1st by presenting ideas and information that is specific, well organized and detailed.
2nd By demonstrating the materials
3rd Describing the characteristic of the course
4th Explain the methods of accessment
5th Show the what-to-do and how-to-do sequence of teaching to met the content goals
I always ask for student input. One of the first things I do with students is ask them to write down how they fell they learn best and some examples of what pervious instructors have doen that helped them in their classes. This gives me an idea of what students are used to and what I can do to meet their needs.
Hi Andrew,
I concur! Great way to start! Why is important to adult learners.
Patricia Scales
I really don't understand this questions. If this means, if we receive gifts from students are they buying their grade? I don;t believe that happen with any teacher.
I find that explaining the applicatability of the course content to professional usage is valuable and seems to create an environment where students see that the information will be useful in their professional careers.
During the initial introductions of the students I make note of their chosen career path, then throughout the course interject how the subject matter would apply to their field.
What I have found generates the greatest amount of interest and involvement is apply the subject matter (science) to their daily lives teaching them to apply what they are learning.
I feel that this makes the students feel that they are respected and are being listened to. I do this in my class so we are all on one page and work as a TEAM!!! Together Everyone Achieves More.
The first class, I always do a getting to know you exercise. This not only helps me learn about my students but also helps the other students get acquainted with one another. I also talk about how this course is important to what they will be doing in their career field.
I like to use guest speakers who are active in the field. It really brings home the importance of the course to the students. It also shows them the reason the course applies to the future careers.
I believe I already shared several stories in the forums on this subject...please see my memorandum story and the interview story.
I teach gen ed requirements to students on a medical career path, so often getting buy in from students is less than easy. They really don't understand how an English Composition or Anthropology class is really going to help them. I generally handle this in two ways, depending on the course or what I need them to get on board with. The first way is to show them how the skills we are learning will apply to their ability to get the job -- from writing a successful cover letter to handling themselves appropriately in the job interview. The second way is to explain and practice how to apply their new and developing understandings of human behavior to being a better health care provider, particularly to a diverse group of people. I generally have a pretty good buy in rate from students, especially with the "let me help you help yourself" get a job attitude!
I begin the "buy in" process by having students introduce themselves on day one. I ask them to tell me a little about themselves and why the class may be relevant to them. I then introduce myself and explain why my life experience is relevant to the course and to them.
After all of the introductions are complete, I ask them why I took class time for introductions. After a brief group discussion, I point out the relevancy of this exercise to the subject matter of the course (Psychology or management) by discribing how relationships elevate to higher levels only when certain levels of disclosure have occured. I also put it in the context of group dynamics and why an open classroom that encourages critical thought is absolutely encouraged and supported in my classroom. Parallels to the job environment are also depicted.
