I teach a beginning Spanish course for which there is no guarantee as to whether or not they will be able to continue on in their learning because there may or may not be another course offered. So I have them do a project that gets them involved in the Spanish-speaking communities or their area. They can take free dance classes and go to Salsa nights, volunteer in elementary schools to help with ESL classes that are all Spanish-speaking students (and there are a lot in Wisconsin), participate in cultural activities at UW, etc. It shows them the rich, fun cultures that speak the language they are learning and gets them excited about being a part of it.
I really like that idea. They learn important team building skills
I increase student motivation, my including them in every classroom discussion. I find a way to incorporate their input and/or feedback in each classroom discussion. Whenever possible, I try to assign pre-class related activities to students and have them briefly present their findings that open up our classroom discussion on their assigned topic. It helps the students take ownership in the class. I am always looking for ways to keep my students motivated. It helps make the class successful.
Everything we do ministers,
Jennifer Gaddy
Hi Elizabeth,
Right you are about the need to focus on students throughout the course. Giving them some attention and encouragement really helps to keep them focused on the course. Yes, they are adults but beneath each adult skin lurks a child that needs encouragement.
Gary
Giving students individual attention via direct feedback in each class lets them know your interest in their success, and they respond in kind.
Elizabeth
Hi Susan,
This is a great way to get the students involved in shaping the class. Thank you for sharing this strategy with us. I know it will benefit other instructors looking for ways of help students gain ownership of their futures.
Gary
This may sound far fetched, but in the courses where I have students with low motivation like you mentioned, I circulate a questionnaire of three questions that ask them 1) how they feel this course might apply to their field, or why not; 2) what would they change about the subject matter of the course and 3) describe a project they would like to do in the course.
Based on their answers, I provide additional materials, discussions, or activities directly related to their responses. For the third question, they have just started one of their own projects! By "taking requests" for a project, discussing issues they mentioned, and providing additional resources they are interested in, the students now feel more invested in the course and more motivated to participate. They feel they have made a contribution to their own learning --which they have-- in the first day of class.
Hi Jonathan,
Good way to get a general profile of the students you are going to have. This way you can target their learning preferences during your instructional planning.
Gary
At our facility, we hand out a student education packet that has a link to an online assessment that helps students find out what type of learner they are. A few basic questions are asked the refer to the styles of learning: tactile, auditory, visual. After the students find out the best ways for them to learn, they seem to be more reactive and motivated.
My course--psychiatric nursing--is often considered the "stepchild" by most nursing students. So I have to be creative in helping students see how learning good therapeutic conversation skills with mentally ill patients well help them be therapeutic with more normal patients. I also have to help them see that no matter what setting they choose 10-20% of clients will be struggling with a psychiatric symptom. It is also held up that their greatest accomplishment will be having a good relationship with the most impaired individual, not someone like themselves.
I teach a very hands on course in prop building. Having physical examples of student & instructor projects can inspire and inform students. I also like getting students involved in projects that alter the setting, such as resurfacing rooms within the school. In this way I can lead them the way I would a real world crew. They are forced 2 work together and it naturally establishes a chain of command. I can evaluate individual strengths & weaknesses in this manner.
The best reward & the one with the most value is when I tell them that they did a good job & the fruits of the labor are evident. If I feel they are good enough for me to hire them, they are ready to work for anybody, they know this innately...
Motivating students to get excited about group projects is particularly challenging in my class. So, I explain the practical importance of group projects, the specific objectives, goals and skills involved--as well as how group projects relate to real-world working situations. Once students understand the purpose and benefits of group projects, they seem much more motivated.
A great example can go a long way.
In teaching graphic design, I have found many ways to increase student motivation. One way is to encourage students use newly acquired skills to start working on their portfolios. Another strategy to motivate students is to show examples of new, high quality and award-winning work from active advertising agencies. Seeing that good work raises the bar and can be very inspiring.
In a lot of the classes I teach I have quite a few students who learn best by working hands on and with visual aids. The students perform massage therapy modalities on their classmates after the techniques are demonstrated. This type of hands on class seems to keep them excited about what they are learning.
As a teacher and acheerleader we must demonstrate compassion, entussiasum and also be humble when needed, we must remember that we were at one time on our career in there side, we must applaud there mistakes, because that is how the leraning start in there careers.
Gloria Chester
In these challenging economic times (2010), I realize many students are concerned about the outlook for their future career choices. I found US Dept. of Labor statistics on the occupational outlook for graphic designers (which is very positive) and have posted it in my online classroom.
I have been using "real world" examples in order to connect the class subject matter to something students already understand.
One good motivation would be discussing the positive benefits and purpose of their intended career. How the course would help their careers or goals. Create an excitement and aggressive drive to learn.
I praise publicly. I also emphasize the need for their skills in the industry. ~ Sandra
