Motivating students who will not be motivated.
I find that almost each module there is one to four students that I get in my classes that are extremely difficult to motivate. I have had some students tell me that they were in school because they had be since they could not find a job. These students pick health care because there are more available jobs in this field. I strongly get the impression from some students that they are just there to take up space.
Does anyone have any ideas on how I can get these students motivated?
Hi Mindy,
As a new instructor you have a clear gasp of how to work with such students based upon your experiences with your patients. Use the strategies you have outlined and you will do fine in working with students that are not motivated to be in school.
Gary
This is such good information. As I'm just starting out as an instructor, I'm not sure about the unmotivated student. i just find it hard to believe that students don't want to be in a class learning. But you also can't let that one person make the class hard for the others. I guess I would extend as much support and empathy as you can but at some point the line needs to be laid down. i have actually had to do this with adult patients that insist one trying to control the conversations and office activities. Mindy Smith
Hi Clayton,
If you have talked with the student and tried to encourage him to complete the work at an acceptable level and he has chosen not to, then by all means talk with the program director. You want to make sure you have documented all the support that has been given to the student when you talk with the director.
Do you have competency points where students have to hit certain skill levels to move to the next phase of the course? If you do and the student doesn't meet them then you should remove the student from the class. If you don't then I would suggest that you put them in place and use them has indicators of learning mastery for him and all the other students.
I would set a probationary period for the student and let him know that if he doesn't meet the competency levels he will be removed so when and if you do remove him there will be no surprises.
Gary
I am starting my fourth week with this evening class. I am teaching 3D modeling, which is very exacting. Engineers usually insist on things being correct. A lot depends on the accuracy of the drawings. The course is only three months, one term of six they are required to take. I have eight students. Their willingness to learn and their participation ranges from "not at all" to "can't get enough."
I have been working in the field for over seven years, so my classes are all based on actual workplace projects. What I am trying to instill in my students is what it is actually like when you are employed and must do a job for someone. I started out moving fairly fast through the very basic skills needed to get started. At first, as usual, most were shell-shocked, but by working with everyone and presenting something new each class, then incorporating exercises utilizing the new material, everyone seems to be "getting it" and enjoying the work. Everyone is "getting it" at different times, but they are improving...all except one.
This one seems to have an attitude. He doesn't pay attention, and has to be told multiple times to do things. I am constantly trying to impress on the class why things need to be exactly as the instructions imply, from pleasing the engineers, to the result of costly errors and remakes. Last week when explaining why he needed to put something on a drawing, his reply was "who cares," or "it's not important." In reviewing some of his work, it is totally unacceptable. My other students try to help him, but either he really doesn't want to be there or he has more problems than I know about.
Other than speaking with the program director tomorrow and asking him to speak to the student, I am not sure what my next approach should be. I hate to spend a lot of time trying to get through to him when the other seven students are making very good progress and also need my help to advance.
Any suggestions?
Hi Audrey,
Good strategies for keeping students motivated and engaged. Thanks for sharing them with us. It is a constant challenge for us. The more we can learn how to do this the more impact we will have on our students.
Gary
This is tough sometimes but, I have found sometimes I have to take multiple approaches from time to time with these students. The first appraoch I use is relating getting into there head by relating and then making some valid points about certain things, and explain how I also went through what I would call transitional phases in my life and how I found my conclusion and my love for what I do. Another way I motivate students is I am in class early I try and catch as many of my students as I can with a positive comment direct toward each of them individually, they may roll there eyes but, in the ling run I have seen changes in attitudes. I also try to incorporate in class activities one example is where I have the students form groups and they have to come up with 10 questions to ask the other groups, and upon completion I have them hand in their questions and explain I will take a few of those questions and use them on the test, so they feel they had a part in that.
Hi Pam,
Good comments about how students need to be shown the value of what they are learning and how they can help in providing support and care to others that are in need. Understanding this may in fact get them excited about being in the health care field just as you suggested.
Gary
Have you tried helping them see the truth in the mirror ? The student is "there" because they have no work - they picked health care because there are jobs available in health care. If they need motivation remind them that with a degree they can persue the work and become financially independent again.
I am sure some people get into health care because they want to help others - but some students are there simply out of basic needs. Yet, after they get into health care some metamorphosis may take place --- they may actually like taking care of people. Plus they met their first goal of having work.
I try to find out which area of massage therapy (which is what I teach) they are most intrested in and try to include a bit more information about that field and what is required to obtain a job so that they know I am intrested in what they want to do and try to motivated them by showing this type of student that there is a reason why they do NEED to know or have a certain class.
Hi Robin,
I would hope for the same outcome as you expressed. In addition they need to realize that the skills of number two will be reflected in their care of number one, the patient. I know I like everyone else what that skilled and knowledgeable person helping me with my health care needs.
Gary
I teach clinical classes ,usually towards the end of the corriculum. My goal is two fold; first, the students must know they are entrusted with human life. Second, hands-on skills are challenging because students must meet a set passing score. Hopefully, the second goal will motivate students to suceed and therefor become employable.
Hi Dianne,
One approach I take when I have such students is to try and personalize what I am teaching to them as much as possible. I use service learning to help them see how what they are learning is of value to themselves and others. This often will turn them around. On the over hand I have students that never become engaged. I treat them fairly and encourage them as much as I can but I won't let them take me down to their level. I enjoy my students that are putting forth the effort and from them I get the reward I need to continue working hard as a teacher.
Gary
