Rochelle,
Thank you for sharing this resource with us. It is a good one and can benefit instructors at all levels of experience. Your investment in the students is what is making the difference in their success I am sure. Keep up the good work.
Gary
Dr. Gary Meers
How do you increse motivation, especially if you are dealing with students that may have a learning disability (dyslexia, test anxiety)? A few years back, I read a book called Tools for teaching. A qoute in it said " Train Students to Take Your Course: What exactly do they need to succeed in your course? Make the first week a 'learning week,'. During the course, instead of pointing out to students that they are 'way behind,' point to ways they can learn and offer help (Davis 195).
This has had huge success in my classroom!
Linda,
I am convinced that adults never grow up. Yes, they like the Bucks as well as the Gold Stars because they have value to them in that setting. I use things like this myself and I am always amazed at how hard a student will work to earn a prize that is similar to the one they earned in kindergarten. (Keeping in mind I will work hard to earn Hershey Kisses myself).
Gary
Dr. Gary Meers
You need to know the student to know how to help motivate them. You can get some of this information from introductions and other information from talking with the students.
At our College, we have SBC Bucks which students can use to buy logo items, paper,pens,pencils etc from the Bookstore. Every class I hand out this money for attendance, good answers to posed class questions, participation above and beyond that which is required, above average test scores,etc. Also, I periodically hand out Gold Stars to students who go above and beyond, as a group or individually. Seems to motivate them because all the students know what my Gold Stars mean. In fact, once I ran out and they were so upset!! When I replenished the supply, those not receiving them made a beeline to my door to obtain theirs from before.
Our student need to be granted acknowledgement for little successes they achieve everyday so they have a better time being able to accept larger acheivements.
Dorothy,
I agree. We need to all retain a bit of childishness throughout our lives.
Gary
Dr. Gary Meers
I do the same. If a student is struggling with math and suddenly understands I do celebrate in some way- dancing or cheering or high-fiving. They're adult students but don't mind a little fun with success.
I really like this idea. I have also tried to have discussion time.
I always tell students that there is no silly question and that that have a question to ask it (because if one of them is asking there a likely others asking the same question). I also stop regularly a lot during lecture and ask students if they have any questions, concerns or comments. The other day a the end of lecture I asked my human biology students if they had any questions or concerns, one popped up her hand and said "well its actually a commment". Then she shared some interesting new info that I did not know about on the topic we were discussing. That was awesome as the students are teaching each other and myself.
Letting the students give examples of things that relate to the material.
I find in my field, as I have students introduce themselves and share their goals for the future, I find most of them have a vary narrow idea of their professional options. I really try to open up their considerations by discussing alternate fields where their career could possibly take them. I also like to share my personal work and the professional work of others to better illustrate my point. I have even had assignments where students must do some preliminary research into these areas, and then show the class what they have discovered.
Dennis,
Great to hear if the success you have been able to help them achieve. This is one of the great joys of being an educator.
Gary
Dr. Gary Meers
Successful students usually find motivation in their own accomplishments. My position as a lab assistant allows me time to work with students who are experiencing difficulty one-on-one. The extra help can them to achieve objectives and increase motivation.
In my English classes I have assignments geared toward students writing from personal experience. They feel more engaged and since it concerns them, they put more passion and effort into the work.
I also like this idea and have incorporated in my classes as well successfully. I have also played review games with my students, rewarding them with candy per correct answers or extra bonus points. Even adult learners enjoy positive reinforcement!
I have noticed that the students will tend to form up into teams themselves. At first I noticed that there would be some side discussions as I was presenting my material. When I opened up the topic of the side discussions and how they could be distracting some of the students indicated that they were helping the slower students to keep up. As a result I have permitted the discussions as long as they are on topic and do not get loud. When the discussions are going on I can slow the pace of the presentation until the group has caught up. There has been a lot of enthusiasm for this by the class as the necessary material is covered with good understanding by all. Overall test scores are good and the class is working together with lively on topic discussions.
In addition to discussing the course content, and how it relates to their career; you may want to touch on the different career opportunities available after completion of the program. After speaking briefly about this, ask each student to define what their career aspirations are.
This is a good idea for me to try with the next new class!
I use this strategy with my students also. by doing this I make them more interested about the course they will be taking.
