One of the ideals I have to teach is safety equiptment. As it happens , I lost my sister and family in a fire and I use the drama of that event to illustrate how vulnerable we all are to accidents, this opens the door, because nearly everyone has a sister or family member they would hate to lose, it does stike at the heart, But I always have their attention after that.
I agree that students seem to take more interest in class if they develop a more personal relationship with fellow students and/or the instructor. These bonds create a way to get mutual support for stresses of school as well as assistance when needed.
One method I use to motivate students is to relate a true story from my past work history to what we are discussing in class. Students can learn that the practical application of skills is only part of the daily workload. Compassion and understanding of the patient's condition should be in our focus even when we do not have direct patient contact. I also tell colorful stories relating past coworker issues and unusual specimens encountered.
Students are motivated by bringing in speakers that are expert i the area, going to visit sites where they mey work and bringing into the classroom real life examples
I'm a Chef Instructor and to keep the motivated I work together with them working around their ideas sto make them feel they are creating also.
I agree. Teaching clinicals at the facility it is crucial to evaluate how the student can correlate theory into clinical practice. Sharing with them the purpose of thier objectives and skills, before hands on gives them an understanding on real life on the job workplace skills. It really motivates me and my students when they remembered a situation that was taught to them impromptu due to the circumstances, and informed me later that they used the tips I taught them to resolve it. How rewarding.
In teaching Business classes I find that relating the topic to the students’ life or career is the best motivator. When I can give them real work experience involving the topic of the class they “Buy Into Itâ€. This also tends to start discussion when the students give their real world examples. They analyze what happened and how they could have handled it better. It sometimes becomes a contest of who can solve the problem the “Best†way.
By acknowledging each student with good listening and positive feedback they will get a sense that we care. The students will likely become more comfortable participating in class, increasing their motivation to do well, and get excited about learning. Having a comfortable two way conversation leeds to success.
I go into to the classroom with a positive and enutheastic attitude about the subject.Then I give examples on how this material is used in the real world of work.
I've worked in the Emergency room for 4 years and I find the students engage more when I talk about our material and tie to a real life situation that i've seen or done. I think it motivates them to do there best and graduate so they can experience some of what I have.
When students are made aware of the relevance and practicality of an activity to their lives, then they will more likely buy-in and participate. Managed artfully - when you recognize their buy-in - will allow creativity to spawn and they will enjoy learning. Being flexible in delivery to each class will help you find the path to their interest button.
By asking their feed backs on topics and sugesstions to various methods of approach to the topic and situation and any drawbacks that one can face and means to overcome them.
By providing a fun and exciting learning environment. Also guiding them with some demonstration and feedbacks that will give them the confidence to perform at their maximum.
I always like to do a demo for the students on what we just went over, then show them some tricks that are not in books and explain to them how cool it is to know this and how it relates to the real world. When the students go "WHOA do that again, please" and then it all clicks and then they start doing that trick/demo and trying new things.
No matter how dry the topic, the energy projected by the instructor has a huge impact on the atmosphere in the class. Cheerleading, cajoling, and interaction are vital. Linking dry topics to fun ones often helps; in teaching some pretty boring safety and sanitation information, I found it useful to create an imaginary catered picnic. By basing the facts and data points on food we all enjoyed talking about, I have been able to generate more interest and energy.
One of the things I do to motivate students is the first day of class, I ask them to briefly get up and tell the class who they are, what's their back ground. Some already know each other, but some do not. I find that if they know something personal about each other, they are more inclined to interact with each other and this seems to be a motivation to work harder.
I also agree that if you can show them how the course relates to their reality and future, they are more motivated. Someone said they ask them to imagine 10 years from now. What a great idea.
Instructors need to be the cheerleaders for their students. They need to be prepared for class, prepare to challenge and to be challenged,and to show up for their students.
Motivation come from within and without that we cannot motivate others. At a manager or instrutor we nolonger have the right to be negative in our teaching of others.
Our students should be an example of our ability to motivate and to teach the student to become the motivator.
Hugh Clark
National College
Its easy to motivate students if the are having fun . You also have to make the information intresting . and good job or you are good at this goes a long way
Teaching in the criminal justice field is an area which easily lends itself to emotions. In many cases I have to remind students they must controll their feelings. This stems from the basis of working in teams.
Jessica,
Isn't that amazing when the students help to lead the class. Truly great experiences.
Philip Campbell
