louboutin pas cher Engaging Students In Learning

This article comes from a 10 part lesson on how to engage students in learning. It can be used by teachers, educators or performers for the purposes of engaging the interest and attention of an audience. The remainder of this article can be found at Top of the Class Home Tutoring Sydney:

Lesson 1: Do this and you'll have them eating from the palm of your hand:
What is the difference between ordinary teachers and great teachers? The most [link widoczny dla zalogowanych] important difference, above all else, is the ability to engage students in [link widoczny dla zalogowanych] learning. It's the teachers who know how important this is and who go to extra efforts to learn how to do this, that [link widoczny dla zalogowanych] ultimately make the greatest teachers with the best teaching practices.
The thing is; you already knew that didn't you. The other thing is; I knew you knew that. I wrote this article for teachers who know that engaging student learning is important and feel that they want to learn more about ways to engage students.
It would seem logical therefore, that telling someone something they already know is a waste of time right? Wrong. In actual fact, telling your audience (or students, customers, congregation, victims etc.) something they already suspected was true is a great way to initiate 'engagement' by establishing rapport. Why?
Because confirming someone's suspicions triggers off a little emotional buzzer in the brain that says "Oh yes, that's exactly what I thought too…..hey this person thinks like me." By confirming someone suspicions, you're effectively sliding your 'initiate engagement' ticket into the machine, opening up the boom gate which regulates the 'critical minds' flow of traffic - thus, allowing you to drive your lesson in past the first barrier.
Confirming suspicions by the way is different to stating the obvious. If you state the obvious, the effect is lost. So think of it this way: the aim is not to tell the learner what they know is true as much as it is to tell them what they WANT to be true (regardless of whether it actually is or not).
Engage Students in Learning Lesson 1: Confirm the learners suspicions. It established rapid rapport by making them feel smarter and more certain of themselves; two things all humans crave.
Does it kind of feel like I just messed with your mind a bit there? Did it feel like you kind of walked into a trap, just so I could prove my point about innovative teaching methods? Well…..good. Your feelings towards me are probably a bit more defensive now that it feels like your mind was violated. The point is that you felt something. Getting the learner emotionally involved is the first step to engagement.
And even though I threw the words "congregation" followed by "victim" in there as though it was no big deal - you still picked up on it didn't you? What did you think when you read that? Depending on your personality, it may have even appealed to your naughty side a bit. Did you think: "Hang on….did he just say….victim " before you forgot about it and continued reading?
Let me ask you another question……are you smiling….even if only mentally….because it feels like I've anticipated every thought along the way? Perhaps you're frowning because you don't like being tricked. Either way, I got your attention didn't I? And that's the whole point though isn't it. You came here looking for ways to create engaged students. Well guess what? There's no better way [link widoczny dla zalogowanych] of teaching someone how to do something than by getting them to experience the effects of it first.
Engage Students in Learning Lesson 2: Prove your point by getting the student to experience the effects of it before you teach it to them.
To give you a memorable example of this, in my first year of being a year 9 [link widoczny dla zalogowanych] science teacher, I attempted to murder a boy to test an idea I had about engaging activities for students. The learning objective was to understand that a hormonal response to stimuli lasts longer than a neurological one. This is because the hormone floats around in the blood stream for a while, whereas nerve transmissions are instantaneous.
Anyway, after having them all record each other's heart rate and breathing rate, I started getting very irritated with one of the more 'naughty' boys sitting up the back of the class named Matt. I attempted to exert my assertiveness by verbally warning him, only to receive a sarcastic reply from him. This verbal 'back and forth' continued to escalate, as did my obvious frustration. I appeared visibly angry, so much so, that I suddenly snapped. I grabbed the first item I found (a stapler from my desk), and charged up the back of the class shouting uncontrollably "I'm going to kill you" over and over. I proceeded to lay into Matt with the stapler, belting him senseless whilst screaming my desire to murder him.
Suddenly I stopped. I smiled, as did Matt. I turned to the class and announced that everything was [link widoczny dla zalogowanych] okay - it was all a big joke, and that Matt was in on it. I calmly walked back to the front of the class whilst Matt had a good chuckle at everyone else's expense. I then explained to them the purpose of the demonstration.
"Right now" I explained "your brain knows that you are safe. It knows that Matt is safe, and that it was all a big joke. No part of your neurology feels threatened any more. Whilst your nervous system fired up when you felt threatened, it has now returned to normal. The hormone [link widoczny dla zalogowanych] adrenalin however is still flowing through your blood. It's no longer being pumped into your blood, but the adrenalin that was pumped into your bloodstream a moment ago is still there now. Measure your heart rate and breathing rate now to see what I mean." They did this, most of them laughing about the humour of the prank, yet admitting that whilst they found it funny, they were still physically shaking from the effects of the hormone.
The purpose of telling you all this [link widoczny dla zalogowanych] is not to demonstrate an example of engaging activities for students, nor is it [link widoczny dla zalogowanych] to demonstrate the effectiveness of getting the student to experience your point before you make it - I already did that with the previous lesson. The purpose of this lesson is to demonstrate the effectiveness of telling an interesting anecdotal story as a means to stimulate engagement. If you were not a teacher however you probably couldn't associate with the anecdote above quite as well. You are a teacher however, which is why I picked a story that you would find personally relevant.
Engage Students in Learning Lesson 3: Tell stories that the student can personally associate with.
There is of course a good possibility that even though the story above was a very interesting one to associate with when it comes to effective teaching methods, it was a very reckless and potentially unethical thing for me to do just for the sake of student engagement. There is also a good chance that you're probably thinking critical things towards me now about my different teaching methods, such as "he should not be advocating such reckless behaviour as a person of responsibility - this guy is advocating irresponsible student engagement strategies." Well…..I got you again. [link widoczny dla zalogowanych]
The story above may be a true one, it [link widoczny dla zalogowanych] may be completely made up, it may be an exaggerated version - I'm not going to tell you. But it made you generate an opinion didn't it? It got you thinking something - [link widoczny dla zalogowanych] whether you thought it was a great thing to do or thought it was terrible. If I stimulated enough of an emotional response to generate some kind of opinion about it (even if it's one that provoked a critical response)......well…..guess what - you're engaged! The media does this all the time - it's called 'controversy'. In fact, talk back radio presenters specifically are the king of controversy. If they can't get their listeners engaged enough to want to phone in and join a debate - they go broke! So if the media uses this strategy for commercial gains, why not use this with your students to generate an engaging learning environment?
Engage Students in Learning Lesson 4: Stimulate enough emotion to generate opinions, debate or controversy.
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