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Get Your
Students Motivated
Tips For the Classroom
Follow up with all students who do not
score at least 70% on the first exam
(about 4 weeks into the semester).
By meeting ...
Try to create a comfortable environment
by using lots of humor and walking
around the class often. I use examples
to illus...
Make the class relevant. Look
for events, articles, etc. Most
anything in our everyday lives
that can relate to topics we ...
Students are more willing to buy in
if the teacher recognizes them as
individual people with interests, wants,
and needs. ...
I have made a series of short (less than
10 minutes) videos on some of the topics
that my students seem to be unsure
about...
I ask them to come to my office so that
we can make a study schedule. I want
them to know me and not be afraid
to ask ques...
I try to chunk things up in the classroom and
scaffold the learning. The environment is set up
so that kids are in groups ...
References
1. Felder, R.M., & Brent, R. (2016). Teaching and Learning STEM: A Practical Guide,
Section 4.7 and Chapter 6. ...
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Get Your Students Motivated: Tips for the Classroom

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Get your students motivated with these tips from educators.

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Get Your Students Motivated: Tips for the Classroom

  1. 1. Get Your Students Motivated Tips For the Classroom
  2. 2. Follow up with all students who do not score at least 70% on the first exam (about 4 weeks into the semester). By meeting with them individually, I can get to know them better, tell them about tutoring resources, ask them about their study habits, and tell them about students in the class who might make good study partners. Nicolas Zoller, Mathematics Professor Southern Nazarene University
  3. 3. Try to create a comfortable environment by using lots of humor and walking around the class often. I use examples to illustrate concepts using individuals, by name, to bring it home. I use ice breakers and require group work. Florence, McGovern, Accounting Professor Bergen Community College
  4. 4. Make the class relevant. Look for events, articles, etc. Most anything in our everyday lives that can relate to topics we are covering in class. Social media is a good tool to help with this. Jill Mitchell, Accounting Professor Northern Virginia Community College-Annandale
  5. 5. Students are more willing to buy in if the teacher recognizes them as individual people with interests, wants, and needs. Make the environment and the instruction engaging. Be organized and enthusiastic. Joe Vignolini, Mathematics Chair Flint Hill School
  6. 6. I have made a series of short (less than 10 minutes) videos on some of the topics that my students seem to be unsure about. Some of the topics are covered in the first chapter of the text, but many students need more of a review than is available in class or from reading the text. The videos are all done as a character that somewhat relates to the topic, i.e. The Crazy Scientist does scientific notation Marilyn Rands, Physics Professor Lawrence Technical University
  7. 7. I ask them to come to my office so that we can make a study schedule. I want them to know me and not be afraid to ask questions. Have icebreaker activities on the first day and try to pair unknown students with those I already know. Yuli Carolina Kainer, Biology Professor San Jacinto College
  8. 8. I try to chunk things up in the classroom and scaffold the learning. The environment is set up so that kids are in groups of 3-4 kids at a table. I focus on low-stakes, group-focused activities. However, I try and show an example of what I want at the start. Then, I specifically assign tasks in the groups. While they work, I monitor and ask questions of each kid to see what they are really doing. I also try and make the activity “real world” to encourage them using skills they already have but not specifically content they need to learn. Yuli Carolina Kainer, Biology Professor San Jacinto College
  9. 9. References 1. Felder, R.M., & Brent, R. (2016). Teaching and Learning STEM: A Practical Guide, Section 4.7 and Chapter 6. San Francisco: Jossey-Bass 2. Cornelius, T.L., & Owen-DeSchryver , J. (2008). Differential effects of full and partial notes on learning outcomes and attendance. Teaching of Psychology 3. Hartley, J., & Davies, I.K. (1978). “Note-taking: A critical review.” Programmed Learning & Educational Technology, 15, 207 4. Kiewra, K.A. (1989). A review of note-taking: The encoding storage paradigm and beyond. Educational Psychology Review, 1(2), 147 To learn more teaching strategies and tips, visit Wiley Exchanges Educate Blog at hub.wiley.com/community/exchanges/educate

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