When I am working with a new set of students I try to make the material a matter of self-worth and self-knowledge rather than tryig to just present the informatin. By engaging and establishing a value the students are more inclined to ge responsive and take stock in whatever it is that is being presented.
Hi Patricia, I have observed that the more enthusiastic you are about the material the more energy the students will spend trying to figure out why? My excitement makes them curious, they want to know if they can be as impassioned about the subject, and to do so they really pay attention to the presentation.
Guest speakers work very well because it shows to the class someone who was in their shoes who gained the experience to achieve success. Using multi media presentation such as a projector for powerpoint. Always have time for open discussion depending on what subject is being taught. Finally give time for some Q and A.
Hi Laura,
Students are sold when they know the course will prepare them for their career so that they are successful.
Patricia Scales
Yes. And according to the Rationale For Learning section of ED104-Module 1, "they see relevancy and application of the content in their career preparation and success after graduation."
Hi Timothy,
I also like to tell the students how the information is applicable to their career to gain buy in from the students.
Patricia Scales
Getting initial buy-in is very important in teaching and managing people. Whithout it you will have problems. The best way I have found to initiate this buy-in is to explain exactly what is needed to accomplish task and give the individuals involved ownership of the task which in turn gives them a sense of pride in accomplishing the tasks.
I try to activate their schema. So, I ask them questions that they can relate to prior to me introducing new topics. I attempt to make them relate the topic to things they already know so that it is more meaningful to them.
Hi Laura,
Students become real excited when they know how the course pertains to their chosen field of study in the work world.
Patricia Scales
Hi Cheryl,
Students want to know how they are going to benefit from the course in the real world.
Patricia Scales
Hi Jacqueline,
Well stated! You are definitely on point. We have to make the students understand how the course will benefit them in their career.
Patricia Scales
Hi Tara,
Whenever we make learning applicable to the real world, students will buy into the course.
Patricia Scales
I agree-- surprizes are not well received. I use an online calender/grading system and I try to keep everyone envolved from day one. I am always open to ideas and suggestions, but I stick to my sylabbus closely so students know what to expect and what the guidelines are for the class
To get students to "buy in" to your class:
- Apply course content to career goals
- Set instructor and students expectations for the class
- Assist students in sharing ideas with the class by asking questions that will allow the student to expand on their ideas
Using real world examples really seems to draw students in. I teach a career planning course, where I relate many of my own experiences throughout each discussion topic. It definitely helps to strengthen the student-instructor connection.
On the first day of class after introducing myself and giving my credentials to the students, I discuss my experience in the working world that relates to the subject matter of the class and give examples to them of what they will need to know working in a medical office. I have a lot of experience and many examples that will help the students buy in to why a class is important. I believe if you can show the students why the class is important and give examples of real working scenarios they will be interested enough and understand that the course material is relevant to their future employment.
I try to look at where students are coming from and why they have chosen to come back to school. I see where individual areas of interest are and then use examples of what we are learning is used in different fields. In allied health, people seem to have preferences for where they would like to work-- so it works well with some.
I make the course about them. I teach a student success course, so I usually start giving them the broad overview of the course and then asking them what they expect or want or need to succeed. That discussion also starts to creat community in the class as they realize how a lot of their goals and challenges are similar.
I often get attached to my classes, so starting a new class is always hard for me! A first assignment I often do is to have them write a short autobiography so I can get to know them- so I can have a "buy in" to get to know a new class easier. Then that new student is also evaulating the reason he or she is sitting in this new class at a new school and realizing how real everything is. Its kind of a cool moment to watch.
One thing I like to do is to demonstrate how the objectives of the course applies to the knowledge/skill sets they need in the "real world" (aka, workplace). Many of the course I teach are General education requirements for degree-seeking students. As such, many ask "why do I ahve to take a business course when I'm not going to be a business leader". I find I can peak their interests and get them to engage in the course if I can show them how the course obejctives can increase their effectiveness as a future employee. In some cases I find many apply the course principles into their personal lives as well.....
In addition to the methods mentioned such as showing students what is in it for them, clearly covering assignments / evaluation, then utilizing some sort of ice breaker, having a guest speaker from the industry speak to the class about their overall program or the specific course the students are sitting in can be a great introduction. Even if this is not the first day, and in fact it may be better if it is not the first day, students are more prone to see the value in what they are learning if someone other than the instructor can convey the importance of the subject(s) the students are currently learning. If the speaker is engaging, it adds an additional note of excitement to the course.
