Hi Mark,
I understand where you are coming from. You have to be who you are and that is fine. The terms "cheerleader" can be used in many different ways. You don't have to be an over the top rah-rah person. A cheerleader is a fan of the team and wants to encourage the team in any way he/she can. So if students know you are there to support their efforts, want them to succeed and will serve a resource for them then you are being a cheerleader for them.
Gary
Well said, Stephanie!! (Wait, that makes me a cheerleader!)
Honestly, most people are motivated by a pat on the back and someone saying "good job". You do not have to be too "rah, rah" with your cheers. No matter how self-motivated you are, it is still good to hear that you have done an OK job... And it really is not that hard to say, "that's great!" Complimenting someone for a job well done is a habit that we should all develop - not only with our students but also in our interpersonal relationships.
One way to motivate and excite students is to show my enthusiasm for the subject. I do this by becoming a little flamboyant in the classroom. Although I may seem a little wacky at times, it holds their attention! I also find that the more I can relate the material to their majors, the more excited they are about the material. Having guest speakers and going on field trips engages them in a way that they do not even realize they are learning!
I try to do the same. By showing the students that I and others like them have succeeded, it allows them to realize that they can succeed as well.
Also, I am a composition instructor, so when a student shows me that he/she knows more about math than I do (or some other field that I am lost at), I try to praise or encourage him/her to use that ability or talent.
If there is a student who is a natural leader, I try to encourage him/her to lead a small group discussion. Students should be encouraged to use their skills.
I respect your opinion, and I completely understand it. I am also self-motivated and would love for all of my students to be the same way. And the motivation techniques described here probably don't work for everyone. I've never needed cheerleaders and often find them overwhelming or suffocating. Just in defense of the efficacy of the methods described, unfortunately, in a career college environment like the one I'm teaching in, I'm frequently dealing with students who have been so crushed by people, they need a cheerleader. Some of them have been told college isn't for them, they won't do well, or they'll just drop out in a few months. They've often had to deal with significant set backs and psychologically, they aren't really sure why they are here. I understand where you are coming from--it is hard to be a "cheerleader" for me, too. However, as to their efficacy, I've seen the concept work. Of course, if you are just going through the motions, it probably won't be as effective, but maybe by going through the motions you'll begin to be more comfortable with the method? Or maybe there are other methods that would be more effective for you...And there is definitely a point where you can take the concept of cheerleader too far, and we need to be careful of that. But overall, for some students, it not only works but gets them to work harder. I just wanted to defend the method that I've found extremely successful in my career so far.
I love to use analagies, and do so routinely. The only caveat is that they are helpful only if the student is able to relate to your example. An analogy based on professional football might work wonderfully for young adult males, but fall flat with older women (sorry if that's sexist or ageist, but you get the idea).
The replies already posted here certainly offer many techniques for motivating students, but these techniques are difficult to apply if they unnatural to the instructor (that is, ME). The Module makes reference to the "cheerleader" role of the instructor - uh, uh, not me Such an activity would be foreign to my basic personality. I have always been self-motivated, and expect the same of my students. And as the Module notes repeatedly, the instructor's personality is critical to formation of his/her teaching style. So, I can go through the motions, but they don't come easy, and I have serious doubts about their efficacy.
RELATING THE COURSE AND SUBJECTS OF THE COURSE TO STUDENT'S LIFE CAN BE VERY HELPFULL FOR MOTIVATION.
As an instructor showing excitement and show examples of positive life rewards for hard work.
Students get excited when the learning that happens becomes applicable to their work or daily lives. But before they can discover the relevance of what they learned, they have to understand the material first.
I have discovered that as an instructor in nursing, students get really excited when they get the "Eureka moment". They also respond better when learning is presented in a fun way. It is my job to explain material and content that they should fully understand. How I do that is through a variety of strategies including visual images, diagrams, videos, knowledge-based games like Subject-Jeopardy, charades, guided imagery or even plain and simple imagination exercises that employ understanding nursing concepts.
Hi Karen,
These connections are so important. Many students don't realize that you have extensive experience in your field or you wouldn't be in the position you are in. So by sharing your life experiences you are showing them that you have earned a living by working in the field and that if they put forth the effort you can help them be successful in the field as well.
Gary
Hi Darlene,
You are taking the right steps in preparing to be an instructor. Welcome to teaching. I have been an instructor for many years and I truly enjoy being a part of sharing my field with others as well as leaving a legacy of well prepared graduates.
Your subject areas are going to require a blend of content and real life experiences just as you have planned. It will be interesting to hear how your first teaching experience goes. I wish you the very best
Gary
HI Joel,
This is so important. This is part of helping students create a vision for themselves about how their career can develop for them. They need help in many cases with making the connection between the classes they are taking and their future.
Gary
I am in clinic, and what I have found that keeps the students excited in the course is by telling them the different stories of my 33 years as a clinician. If we are learning anesthesia and they are nervous, I relate the time that I went through the same things they are going through. It shows that their concerns are shared by all. It's a learning experience that we all go through.
I have not stepped into the classroom yet, but the time is coming (late July). I believe I can help motivate and excite my students is by letting them see my interest and passion for the subject (animal physiology and related diseases). I also intend to incorporate real-life cases into the material.
I feel that if you enjoy teaching that most times the students enjoy learning.
To help motivate my students and I like to inspire my students to set goals that they genuinly want to accomplish, and then remind them why my class is going to help them acomplish the goal. That way they always have a clear understanding of why they are taking my course and how it will help them.
Set examples, involving them actively in class discussions.
1. By being enthusiastic yourself about the subject.
2. By using various teaching tools such as videos, power point presentations, images, fun assignments and hands on materials.
3. By relaying real life stories about what you are teaching.
allow them to see my personal motivation and excitement in presenting and teaching the course
