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The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices.
We as faculty are so far removed from that step into adulthood that we may not understand or fully appreciate what that is in taking that massive step.
Narrator:This is the Transform Your Teaching Podcast. The Transform Your Teaching Podcast is a service of Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Hello, and welcome
Ryan:to this episode of Transform Your Teaching. In today's episode, Dr. Rob McDole and Dr. Jared Pyles continue our series on stirring motivation by chatting with Doctor. Michele Worley.
Ryan:Doctor. Worley serves as a faculty member at Liberty University in the School of Education. They discuss how getting to know your students can increase student motivation. Thanks for joining us.
Rob:Doctor. Worley, introduce yourself and let our listeners know who you are, what you do, what you like to study.
Michele Worley:Absolutely. Well, thank you for having me. I'm actually really excited about our talk today. Just so thrilled to be able to meet with you. I have been at Liberty for about fifteen years.
Michele Worley:Came out of the k 12 world and then went to that higher education level and, actually work in the school of education. So I get the privilege of teaching teachers. It's the best life. So fun. So fun.
Michele Worley:So I teach freshman, sophomore. I have some of the intro classes. And then right now, I manage all of their practicums too. So I watch them from literally beginning to end, and then congratulate them as they pass over when they graduate. And then even connect with them after that.
Michele Worley:Love love mentoring. Love love connecting with students. As far as what I love to study, anything related to education, absolutely love it. I dove we're diving a little bit into AI somewhat because that's the hot topic right now. But we we venture into all kinds of things.
Michele Worley:I have a strong presence. It's at Liberty and specifically school of education about Christian school education. So I actually lead a student club called PACE. It is Professional Association of Christian Educators. And so we talk about Christian school education.
Michele Worley:I've been really instrumental in supporting the local Christian schools no matter what size, in connecting our teacher candidates with them. So all of those areas are are really big areas of of interest. Personally, I'm married to a retired registered nurse, and so we have lived in the service field all the way through. Me on the education side, him on the, nursing side. So, absolutely love living in in Lynchburg, Virginia now.
Jared:We are specifically in this series talking about, student motivation and helping, spur on and drive that motivation. But we wanted to have you on to discuss this idea of life outside the classroom. And we've talked about sleep previously. We talked a little bit about the environment where students come from, like the, their upbringing and stuff and how it can be a motivating factor. But what other factors, main factors shape how students arrive into the classroom each day?
Michele Worley:Excellent topic. I think it's a fascinating, consideration that faculty truly need to, reconcile, that they need to know that this is going to play into how how they govern over their class. So so one of the things that I so appreciate is my students are coming to me at a very specific time. And for them, it is them stepping into adulthood. I mean, literally, as a college student, I am not just seeing a person in front of me that just is there to learn about lesson plan development, in my case, or study skills or whatever.
Michele Worley:They actually are carrying much more than that in the fact that they have now left home. They are now in a new friend group. They are now trying to decide what am I gonna do with the rest of my life, like, literally those massive questions.
Rob:Mhmm.
Michele Worley:How do I govern my time? How am I gonna pay for my, you know, education? All of those things are swirling around in their head and possibly even that they're carrying on them as they enter into my classroom. So the motivation piece, they may be highly motivated to learn about what I'm getting ready to teach, But there's gonna be those mental, blocks that are happening as they're talking to me or listening to me, but then they're taken to a whole other place in their mind and the considerations of of what they have to, you know, come to terms with. Time management.
Michele Worley:Like, how am I going to get everything done? Do I have a part time job? Is that going to skew into, like, what I'm what I'm doing? All of those things are factors. And so I believe as a faculty, you know, one of the jobs that we have is to meet them where they are, really realize that, you know, each student that walks in is walking in with something and meet them at that place as a human being.
Michele Worley:And, honestly, as a Christian, as an image bearer, like, they carry the image of god in a unique way. And meeting them on that ground and letting them know, see you. Like, I see you holistically. I see what you're carrying. I see what you're, trying to reconcile or trying to come to terms with.
Michele Worley:I see all those aspects. And I understand, and I wanna further you along. And so taking the topic that you are discussing and allowing that acceptance of to be part of the discussion. It it's I see a lot of freshmen. My freshman class is one of the biggest classes that I have.
Michele Worley:And so while they're excited about being there, there's also a lot of anxiety. And so, making sure that they know I'm in their corner. I am with them. I am not just the authority in the room, but I am here helping facilitate their adjustment to adulthood. And it looks different in different ways.
Michele Worley:I mean, it's according to the struggle that that student is going through, that they're reconciling. Some are much more apt to do it, and then others have trouble acclimating. And so walking them through that acclamation is is just paramount to be effective. Effective teaching is not just knowing the material. It is knowing the student.
Michele Worley:And so seeing them becomes a central part of that.
Jared:So that reminds us a lot of our servant teaching that we've we talk a lot about, and teaching the whole student. So you said you teach freshmen. You also teach so you teach both ends, like the bookends of the pretty much of their educational career. Have you noticed a generational shift? Because you mentioned these freshmen come in with anxiety.
Jared:Is that something that you've noticed over the last few cohorts and years, or is that something you've seen long term or what?
Michele Worley:I've seen a shift in the last three years specifically. And I don't wanna give credit to COVID, but it is just a factor. They're used to being able the social aspect that happens in the classroom, their comfortableness in getting up and doing presentations, their readiness in connecting with each other, those types of things I've seen ex especially this year. The last year to year and a half, maybe to two years, it has been much more, pronounced in that acclamation too. So and and, again, I don't necessarily wanna give credit to that, but they lived through something.
Michele Worley:They definitely interacted in a different way coming through high school, during that time period. And because I teach one of my classes is an intro to education and technology. And so we talk about like, we have to talk about the technology within COVID, like, what happened there and how did you adjust from being in a classroom, being with your friends to now I'm distant and all of those things. So it's part of our our conversation. But their readiness to be able to be in a class setting to really embrace where they are, and embrace the environment that they're in, there's a a lot more hesitancy and a lot more work on my part to get them to that point, if that makes sense, just to make sure that they are active.
Michele Worley:I tend to be a very, very hands on, very active, engaging, you know, wanting them to really be involved in their education. And so I I I won't say I put a a high mark on that, but, I really worked to do that. And so it was, again, because of that that dynamic of hesitancy or sitting back or lack of not motivation, but lack of wherewithal to even know how to be motivated has has become more and more apparent.
Rob:So it sounds like there are these continual challenges. You've mentioned the shift. What do you think is there anything else that faculty maybe aren't seeing in terms of challenges that students have?
Michele Worley:I think we, as faculty, are so so far removed from that step into adulthood that we may not understand or fully appreciate what that is in taking that massive step. And the shift, I think, realizing, what what COVID did and what they lived through and this removal from society, I think they're, because we lived we lived through that as an adult in a totally different way. So their psychological development as a young person, as a young adult, 13, 14, 15, I think the effect of that in the removal and the distance, I think we, as faculty, need to take that more into consideration of of the same way that we are trying to make academic ground. We're trying to catch up on the academic ground that was lost. I think the psychological ground also needs to be done, needs to be viewed as maybe we I won't say handhold, but maybe we meet them on that ground a little bit more readily, and try to work with them to get acclimated and to baby step it a little bit more to make sure that they are fully grounded to be able to finish out their degree, step into the calling that God has for them, truly be able to embrace that moment.
Jared:Something that, we also have found through our different, episodes and everything else is that students are seeking a personal connection with faculty. And that that could also be something that's more of, changing of generations as well. Are you I I assume by your response, you would agree with that.
Michele Worley:Hands down. Absolutely. So mentorship is huge. Like, it itch it's the biggest area, and it's one that I actually invest in quite a bit, because of the nature of of the way I like to teach. And that I meet one on one with students and talk through different assignments that they have and get them, you know, to a point of of them feeling really good about where they are.
Michele Worley:But, mentorship is something I've seen that there's this openness in this generation to they want to hear the lived stories. Like, they want to know what your experience is has been, how you overcame, how you, you know, rose to the calling that god gave you. Like, they wanna know how you got there so that they're able to draw from that. And I do think that that's that's honestly a reaction to technology and the fact that they have a ton of information. They don't need more information.
Michele Worley:You know, you standing up and teaching, you're gonna give things sometimes that they could Google, that they they literally could look up themselves. Right?
Jared:Uh-huh.
Michele Worley:And so what is the difference gonna be? It's gonna be how did you deal with a certain situation? Like, what is it that you did when there was a challenge? Like, how did you overcome that? One of the ones that I I always pull out because it's true is, when it came to public speaking, I dropped out of my public speak speaking class three times in college.
Michele Worley:Like, I was like, I'm not ready. I'm not ready. I'm not ready. Right? And I had to finally overcome overcome that for the calling that God had for me.
Michele Worley:And it's something that I share freshman year, doing lesson plans, teaching for the first time. I share that with them so that they say, Oh, wait a minute. I'm not the only one in the room. My faculty understand and they actually, they get it. They understand where I am and what I feel like I have to overcome.
Michele Worley:And so all of a sudden it alleviates this high end pressure that they have to, I think I can do this. And because of that, they end up seeking you out. And so this mentorship, I have had, I people have sought me out to mentor. Like, I've taken walks. I've met in my office.
Michele Worley:Like, it is something that they are very, very open to. And I would say my colleagues have experienced the same thing. They wanna know what is it to live life and not only on academic ground. Like, what is my calling? How do I hear God?
Michele Worley:How do I follow what I believe God's called me to? How do I, you know, honor God in my relationships? It it drifts into a life, more life skills, which is beautiful. So, I think this generation definitely has more of an openness, to hear, to to really want to invest in the time and the energy to know so that they feel like they can handle life better, in what they're doing.
Rob:So let's, let's turn to maybe some practical applications here. Faculty want to empathize. They want to support, provide the structure, enough structure, but not not so much that that students don't take ownership. What are some practical things from your perspective that faculty can do to bridge that gap or to make their classrooms, whether that be face to face or online? Right.
Rob:You know, how can they make them more conducive to supporting students?
Michele Worley:So this is this is my love. Like, I love the strategies. It's one of my favorite things. So some of things are very simple and easily implemented. I will say that having a class of a hundred, hundred and fifty looks different Mhmm.
Michele Worley:Than 25.
Rob:Mhmm.
Michele Worley:And I I and I don't I don't take that lightly. But it is everything from, learning your students' names. I know that sounds so simple, but knowing who they are, like trying to find out and seeing if you can remember and speaking to them as a person, meeting them at the door as they walk in or walking around the room, like, standing behind the lectern. Like, the lectern stands as a barrier, and it establishes you as an authority, but it also causes students to think I cannot go to them. Right?
Michele Worley:So something as simple as walking around the room during projects or doing activities or even the beginning of class, showing up ten minutes before class and just talking with them.
Rob:Mhmm.
Michele Worley:Like, finding out what they what's going on. What's going on on campus? I and if you show up early, they show up early. I found it. It's so funny because they will come in ten minutes early and talk about, like, who's speaking at convo?
Michele Worley:What happened on campus? Where's everybody eating these days? Like, simple things. And what I found is when you atmosphere in that setting at the beginning, it opens them up where if they have a stress about, like, can I learn this content? They immediately go to, oh, wait a minute.
Michele Worley:I I'm in this setting. I I know these things. I know who I am. I know what I'm living, and she's talking to me on this ground. And then you go into the academics, and the more they're more readily available to you.
Michele Worley:Like, they're gonna connect with you in a deeper way because of it. One thing I did I've done recently over the last couple of years, which has been so fun, is I set up a dashboard like a Padlet or something like that where, students can load pictures of things that they did over the weekend. Like, what are things did you go on a hike? Did you go you know, what was the what was the big event on the hall? And, again, freshman group, they love it.
Michele Worley:Like, they're they're all about it. And then at key moments when we're doing a brain break or we're doing something, we may pop over there and go, oh, look. Sammy went to, you know, La Corretta this week and ate Mexican food. You know? Something cute, something that just gets them and they they go, oh, wow.
Michele Worley:They see me. Like, I they know who I am. Simple things like that. And then in the curriculum, the things that you can do, try to build community. I'm an avid, avid, believer in, the social learning that happens between each other.
Michele Worley:So what is it that they can do in communities? Do think pair shares. Do projects together. Get them to collaborate with each other and support each other. And that way, when you go for your lift, they have already talked.
Michele Worley:They they kind of build this internal cohort that they follow. You know? Even if there's not one within the within the program itself, it facilitates that automatically. So they get even if they don't get to know you, you know, if they don't seek you out, they may seek the person out next to you to them. So provide those opportunities so that they, you know, that they can make those connections, and, again, build that community, which, again, loneliness is a is a big is a big piece of, you know, why students don't succeed because they don't feel like they're seen.
Michele Worley:They don't feel like they have a place. Look for those opportunities. And then even student clubs. Like, we have student clubs within school of education, which I know others do too. Those are little opportunities for community.
Michele Worley:So advertise that. Like, tell them about it. Like, let them know this is what's going on in our department, and these are ways you can connect to both faculty and, students to be able to become more a part of it.
Jared:What would you say to a faculty member who is teaching a gen ed course and the majority of their students maybe don't have that, desire? What would you say to a faculty member who feels like, yeah, but they really don't care. So how much care should I throw into it?
Michele Worley:Yeah. Well, I mean, I do think that starting it outside of the curriculum first and making that personal connection is still there. And then after you've again, you've taken that moment, then start talking about, like, what's the personal connections to the lit? And then they're able to better acclimate or better able to make the connections. I just I I think it it all starts with that, so that, again, they feel like they're being seen and not immediately judged.
Michele Worley:I think when we come in with, I'm gonna teach you the content, there's this immediate feeling that the student has of, I've gotta perform. Like, oh, oh, I'm stepping into performing here. Right? And if they don't feel adept to do that, then they're gonna immediately put up a guard.
Rob:And
Michele Worley:you're not you don't get so far with them because of that. So kind of lessening their defenses, so to speak, in a comfort level and realizing, you know what? You you are here. You are you know? And and you can acclimate to this.
Michele Worley:You can work through this. I just think it puts them in a better state of learning overall.
Rob:That's good. One of the questions that I ask our guests is, can you give us one practical thing? What would be the one takeaway that you'd want them to hear almost like an elevator pitch? You have the floor.
Michele Worley:Such a hard question. One thing. You can already tell. I'd I'd like I could give you 20.
Rob:Yes.
Michele Worley:One one thing.
Rob:You only get to take one thing onto the island. So
Michele Worley:one of the things that I think as faculty, we dismiss quickly, and I'm gonna go from a Christian worldview or Christian educator view. Is that okay? Yes, please. That, is the prompting of the holy spirit in moments as we teach. And I believe when we have those moments, it is in order to connect with those students.
Michele Worley:I do believe that there are promptings as you're getting ready to do devotions, as you're getting ready to like, if as you come on campus that the Lord can drop things in you and say, you know, just start with this. Say this. Or and and I've seen it. It just is so amazing. I had one instance, and I'll say it really quickly.
Michele Worley:I was in this freshman class, and I said, you know, I feel like we may need I I want us to reach out to people that are in our lives that love us and or that you know are rooting for you. I I think we should reach out. So I want you to FaceTime. I want you to text. I want you to do whatever to reach out to them and just say, hey.
Michele Worley:Thought of you today. Thank you for your support. Something like that. Right? What I didn't know is a girl comes up to me later and says, I scheduled with advising today for me to drop out of college because I was so homesick, and I was ready to walk out the door.
Michele Worley:And the fact that you did that said to me, I have a professor that sees me.
Rob:Mhmm.
Michele Worley:And if I have professors like this, I know I can do it. Wow. And she finished out. She went all the way through.
Jared:Wow.
Michele Worley:And I've had moments where I've, like, I've been vulnerable, like the speech thing, or I've spoken from my own experience and had students come up and say, I deal with that too. You saying that allowed me to realize I'm not alone. I am here. So I do believe that there are key moments that you have to be able to speak into students' life, and you may not you may not even realize, you may not understand why it's being stated, but it's a way of honoring that person as an image bearer that they are unique and that god sees them. And it's not us, but it's god, you know, speaking through us.
Michele Worley:So that's, for me, that's a big one. As I go into classes, I pray, god, you know, just give me the wisdom to be able to speak your words and not mine and allow you to flow through me so that that student is encouraged, is met, is challenged, in in what you have called them to. That's that's a big one for me.
Rob:Amen. That's great. Well, doctor Worley, has been an honor to have you with us.
Jared:We're very thankful. Well, we'll have you on again to discuss this. And
Rob:just thank you. You've got a lot more questions now.
Jared:I've got a lot more, and I wanna I wanna pursue it further. So
Michele Worley:Well, thank you. I've enjoyed it. It has been a delight.
Ryan:Thanks for listening to this episode of Transform Your Teaching. If you have any questions or comments, feel free to reach out to us at CTLPodcastcederville dot edu, or you can connect with us on LinkedIn. Finally, don't forget to check out our blog at cederville.edu/focusblog. Thanks for listening.