Tiffany,
I agree. This information can really help with your instructional planning and delivery. You can customize your content based upon where the students are coming from and where they want to go with their careers.
Gary
I think knowing why the students are there makes a difference because it can give you insight into what they are looking for out of your class. If you have a class full of business majors, you can use examples from the business world instead of examples from a different field. It also helps you plan your course to their needs.
I try to identify their past experiences and use their experiences to help teach each other. In the lab parts of the class, if a student has extensive knowledge of plumbing, I will let him coach those that are struggling. I have also discovered that if the students already understand the extent of the subject covered, then that is the perfect opportunity to dig further into the topic, then repeat what they already know.
We have students at all stages of 'reasons' as to why they are there. We have to just 'sound them out' as to why they are there and go from there.
Mainly to understand student goals. I find most mature students are driven by money, they do not necessarily have the time to worry about anything else other than paying their mortgage. Younger students are also driven by money, but I feel that it is only a portion of why they are in school. I believe success and the idea of importance in what they do are the largest factors.
Bethanne,
Good point about knowing the reason for enrollment. This gives you a great opportunity to establish rapport with such students and then you can target your instruction for them as needed.
Gary
I think its important to know this in order to aid in identifying their motivation level. As was stated in the reading, an adult learner who is out of work seems to have an excelerated motivation. A young adult who is being forced or guilted into enrollment doesn't generally have that level of motivation. I have had exceptions to those rules too though. I have seen older students afraid of secondary school because they think they are too old to learn. I like to tell them that learning when you are older is not as bad as they may think because they tend to be a little more settled, and are motivated differently than they may have been in their earlier years. It's refreshing to see a young adult who is personally highly motivated. I think knowing their motivation levels/reasons for enrolling helps me to know who is likely to put effort behind their learning and who I am likely going to have to help to recognize the benefit of their college success/career.
Understanding why a student choose one program over another program give me a basic under standing in what they want and how they are going to reach their goals. If I have a student who was waving between two different programs, I have to see and they have to see if this program is a good fit.
Kathryn,
I agree with this assumption. This is why if we can know about what those career goals are and what is driving them then we can provide targeted support as needed.
Gary
Students enroll for many different reasons but ultimately I believe their desire to improve their life and sitution may be the strongest reason.
I believe that upon knowing the true reason why someone decides to enroll in any area of study which I would teach, enables me to assess whether the reason is one which actually is to achieve the goals of that teaching.
It can't be because mom or dad or a friend did it.It can't be because it "looked like a neat thing to do" on TV. I require knowing that the desire of helping the human form is the basic want of that student so that
I may feel assured that they are in the correct teaching environment for which my instruction is taylored.
Students are motivated to enroll in college programs, especially during this period of economic recovery, to enhance their career skills for second and third careers.
They want to gain the academic skills that will allow them to compete in this very tight job market.
I agree entirely with the statement because knowing the reason and goal for any student will enable the instructor to understand the needs of each students in order to supply them with the necessary information that will fulfill the students needs and expectations and this will create better environment between students and their instructor
When I first meet my studenys I ask them why are they here?. This method opens the idea of learning and lets the student share the reasons why they are here.
I can best determine how to motivate my students if I know why they are enrolled in the program and what they hope to learn from the course.
There can be quite a few reasons for enrolling:
New career, parents "making" them, continuing education, looking to make more money, self gratification.....
Each reason should be looked at and handled to assure attainment of the goal- although I feel the basics of encouragement and validation can be applied to all. Parents "making" them would probably be the toughest to turn around.
Knowing why students have enrolled in school helps to know what their goals are in regard to getting an education. If a student is enrolled to change careers or because they made the choice then retention of that student will depend on keeping them motivated and engaged in the class. Trying to keep a student in a classroom when they are only there because of the money or because the parent said they have to can be a very difficult task. If you know what you are against you can be prepared and have solutions for possible problems before they arise.
Knowing why the students enrolled in school helps with the way an instructor will be able to relate the information and to help them get excited about a new career.
Hi Debra,
Good method to use with students. Associating with students that have good attitudes is a positive way to build student rapport and respect.
Gary
Redirection can be difficult but actively involving them with students who are there for the "right" resons motivate them in a almost competitive way.
