Help
what have you used that seemed to be a positive motivator for your students, without it seeming like a bribe??
I find that when I relate what is being learned to their future as nurses (this is a nursing program) - it makes the topic relavent. With this in mind, the student may begin to think that it is important or necessary to learn as they will be expected to utilize the information or ability to perform tasks on patients.
Ultimately, the reward the students receive is the knowledge that when they passed a significant test they are minimally competent to go into the clinical setting and perform these tasks on patients. The drive and control over the learning becomes their own effort and not mine.
Additionally, I constantly tell them that I am here to show them how, to instruct them, to be there for them with feedback that will help them learn...they must bring their effort and those combined will create the results they desire.
Maria, one technique is to have some open discourse. Yu first setup some ground rules such as explaining the fosuc of the conversation needs to be around achieving positive outcomes of the class for your students. All topics are available for discussion and finally the conclusion needs to include actual action items that the course will openly accept when they are not completing tasks or participating in class. Then get into your discussions and be open about your answers. One question that comes up often is why they need your class. Be prepared to discuss accreditation, skills or critical knowledge your class provides to their degree and profession, and be open to their suggestions on how to make the class more engaging and interesting to them.
James Jackson
Brenda, bringing the lesson plans into a relevant context is a really great technique. What are some of the specific thing you do to relate the actual job practices into the classroom environment?
James Jackson
Because I teach fundamentals, there is so much that needs to be taught that is relevant. For example, the ability to communicate with patients. Students have "interview techniques" in their textbook, so I create mini scenarios utilizing one of our instructors as the patient. I give the patient issues that include not only physical symptoms, but maybe drug or alcohol abuse as well. The students then practice interviewing the patient by using correct techniques. This is actually a fun learning activity, as I divide the teams into 2 and give them party favors. They begin the interview and if they use an incorrect method then the other team blows the horn and states why, for instance, "being parental", "talking down to the patient", "giving false reassurance" etc.
The students take the activity very serious even with the fun added, and the feedback was that there was much learning.
Using a standard patient added so much, as she was able to question them when she felt they were being judgemental, etc.
Brenda, great use of active learning. Courses such as these tend to lend themselves well to such techniques. Math and communication courses can also benefit from similar active learning techniques. Thanks for sharing.
James Jackson
I try to relate assignments (I teach english at a medical college) will transfer over to real world scenarios. I also try to remind them that some of the students are going to become supervisors, trainers, department heads, etc. and will have to write reports in the future. I find that a most of my students like to know what *else* they can do with the certificate that they earn at our school.
Stephanie, outstanding to help build a vision for students of a career versus just a single job. The average american will have over 10 jobs and more than two careers in their lifetime so understanding they are preparing for a life is critical to long term success.
James Jackson
This is right to the point. I instruct technicians, so bringing real job situations helps the learner to connect what they are learning to thier success. When that connection is made the desire for learning becomes very safe.
What are some other ways I could use?
Brandon, I use to teach network administration. One technique that worked well is I divided students into work groups. Each work group was issued an initial set of points which worked like money. They used that money to buy resources and services from the other teams. Each team had a set of skills and resources assigned by me the instructor. The resources and skills were divided up in such a way that each team needed something from the other. Over the course of the quarter the students with the most points were able to use their points towards assignments where they did not perform well and wanted to boost their grade. The overall process was very engaging and got students to better understand how to use their resources but also how to use the services of others. I always had great reviews in those classes. I am happy to share more if you are interested.
James Jackson
