On the first day of class, I like to go around the room, get everyone's name, their declared major or interest, and one sentence they would like to share about themselves with the class. From the information I receive, I often give leads or information to the individual students of how they can reach these goals. Such as preceding classes they may have to enroll in, a test they are required to take, or extracurricular opportunities I learned about. I find this motivates the student, because it emphasizes the appreciation of the value of learning, and expectation of success.
Ellen,
This is what functional assessment is all about. You are letting them demonstrate their proficiency in practical settings that they will encounter once employed. This gives you and them an accurate picture of where they are in their professional development. Good strategy. Thanks for sharing it with us.
Gary
Gary Meers, Ed.D.
I look for opportunities to help the students see that they are learning and growing. I work in the clinical setting where testing is minimal and evaluations are based primarily on performance and application of knowledge. As an educator, I love to see when a student "gets it." I also love to see their reactions when they realize they "got it." I will verbally "quiz" them, giving them a chance to recognize what they have learned and how that can be applied in their current setting. I also try to find students' individual weak areas and seek experiences that will help to strengthen their skills / knowledge in those areas. I believe consistent success can be an effective motivator.
Ed,
This strategy does work because by knowing why they are in the course beyond that it is required will tell you a lot about the factors that motivate such students. It is one of those situations where the more you know the more support you can give.
Gary
Gary Meers, Ed.D.
A difficult thing.
Self interest motivates all of us, so--and this is difficult--I'd have to say an instructor needs to touch the very personal hopes/beliefs/aspirations of each student. Punch that button and they are on board. But how?
Many factors. Class size, type of institution, online/bricks and mortar, etc....
But, perhaps, the instructor (at first meeting) can ask for a bio with aspirational, specifically, comment. And, thus, address these revelations, subtly, in class.
I've never done this, but it is a very interesting idea.
Ed W.
Mary,
This is a great way to blend your excitement for teaching about your field with their own career goals. This way you are helping them move closer to their goals as well as being able to develop rapport with them so their learning experiences are enhanced. A win win situation for everyone.
Gary
Gary Meers, Ed.D.
I like to get to know my students first and ask them what is their career goal. I then tell them that they will be able to achieve tht goal with this class because it is not only fun, my favorite class to teach but will address what they will need to know when they graduate.
George,
Me as well when it comes to the value that guest speakers and field trips present to students. Both of these activities validate what you are teaching and gives application to the content in the setting that the students will soon be working.
Gary
Gary Meers, Ed.D.
I too consider guest speakers and field trips to be a great motivator of students. It makes them feel that they are not alone intheir problems, that someone else had the same problem, and that the problem can be conqured.
I always hit this after introductions. Part of what I ask them to share is why are they taking this course. Most of the time it is to meet the qualifications for getting a better job. I then go give them a brief overview of starting salaries. I also inform them that upon completion of the course and starting their new career that they will be considered technical professionals and will be treated quite a bit differently in their new work environments. I have found that this is a huge motivator for most all of my students.
This is definitely true. My students are always asking how they can become more proficient in a particular area they are focusing in?. I always tell them if you understand how something is supposed to operate, you will be able to fix it.
This undoubtedly over time can make you very valuable to an employer. This equates to a higher income which is what they are trying to achieve.
Jill,
This to me is the human factor in being a learning leader. You are helping the student to develop not only the technical knowledge and skills of the field but also the communication and cooperation skills needed for career success. This is a balance that instructors need to bring to their students.
Gary
Gary Meers, Ed.D.
When I grade an assignment or project I also give students detailed feedback. For example one student I had thrived in group projects but his solo assignments lacked that same "umph." The feedback when something like, "I noticed you act as a great leader while listening to your other group members. Consider bring this commitment and enthusiasm to your individual work as well."
By doing this my hope was to point out what the student was doing well and to motivate him to apply that same approach to other situations as well.
Making reference to their field of study and the course itself and how it will relate and help them in their field of study will encourage them to see the importance of the class. Involve the students in discussions and again mention how the materials relate to their field of study. Review the expectations of the class, assignments, etc and review how these things will all relate to their field of study and it will all come together to help them in their field of study. Be positive and encourage them to participate and share in discussions.
Sheri,
Great to hear. Are there other strategies that you have used that you can share with us?
Gary
Gary Meers, Ed.D.
I learned how I need to share information better for student interest.
RICHARD,
Like the way you help students see themselves in the future. By connecting their income to the how well prepared they are they can start to see the value of the content being offered along with the skills being developed. This is how motivation is increased and excitement generated.
Gary
Gary Meers, Ed.D.
One of the most motivating factors for the students in my class, both past and present, is the discussion of their future working environment, the job security therein (automotive service and repair, which by its nature, is not outsource-able employment), and the potential earnings in said industry. This is likely for the reason that the greater numbers of my students are from underserved communities whom previously, had little hope for upward socioeconomic movement in their lives. One must keep in mind that such impetus is not universally applicable; student motivation is as wide-ranging as the communities from which they are from.
Knowing their personal goals does help keep their attention and to help make lectures realistic.
Samuel,
Thank you for these comments as they reflect and reinforce why people enter the fields that they do. Being able to comfort and help a patient brings a level of personal satisfaction to which no money can be attached. As you so well said -- PRICELESS.
Gary
Gary Meers, Ed.D.
