My most effective motivation technique is to get involved in their interests. They can get excited about making a pattern for a garment if they are excited about designing the garment.
I start out every term responding to each student in the introduction forum. I teach exclusively online and have found that connection must be made early and often to help students stay motivated. By giving them this (although small) individual attention early on, I have found students are more likely to contact me with small questions that otherwise might have turned into larger problems. I also send out midterm emails just saying hi...how are you doing...how can I help which has been well received.
Telling my own success as well as failure stories as one can learn and be motivated from both.
I want the class assignments to be base on real world projects. Design project that gives my students the skills to be successful in the real design field. As we develop the project we talk about the initial research done to prepare for the project and discussed possible worst case scenario that might happen in a project. We also delve conceptual design or technical resolutions during the development process. Communication is very important in the process.
Instructors often use modeling as an effective motivation technique. They can do this by showing a real interest in their subject and be keeping the class on schedule. By hearing and answering students' questions, they can also demonstrate that they value their students.
Thanks, Laura! Excellent connection to the workplace and end results!
Jay Hollowell
ED102 Guest Facilitator
Explain: Many students do poorly on assignments or in participation because they do not understand what to do or why they should do it.
Reward: Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behavior or answers, reward correct behavior and answers. Even something as apparently "childish" as a "Good Job!" stamp or sticker can encourage students to perform at higher levels.
Care: Students respond with interest and motivation to teachers who appear to be human and caring.
Participation: One of the major keys to motivation is the active involvement of students in their own learning. It is better to get students involved in activities, group problem solving exercises, helping to decide what to do and the best way to do it, helping the instructor, working with each other, or in some other way getting physically involved in the lesson.
In my "Wedding Cake" class, I sit down with the students and have a lecture about what happens if someone asks you to make their wedding cake. At this point in their schooling, most students haven't taken on this daunting task, but look forward to the day when they can. I provide them with some real-life experieces I have had, in addition to giving them examples of how to cost-out specific cakes and what to charge potential customers. I have always had my students express excitement, understanding and an eagerness to have their first big cake after I give this lecture. I think once they see how the skills they have been working so hard to develop will have a significant monetary benefit for them once they get out into the industry, a very motivating force.
This one caught my attention, in part, because of the timing. I am now teaching a new (for me) course. The subject is largely incomprehensible for new students: a real fog. Encouragement is key to keeping them going. Lots of it really often. About in this order: "you can do this", "that's it, keep it going", "nice work", "see, you CAN do it". Was seeing the film "Julie and Julia" recently and the Julie character was explaining to her husband that she "was no Julia Child" (an acknowledged expert in her field-French cooking) to which her husband replied, "Julia Child wasn't always Julia Child". Everyone who is any good at anything, at one time, was starting at zero.
Hi Julia,
These classes do take a bit effort to get the students charged up and ready to learn. Your method seems to be working well as you are getting input from the students in spite of the early hour.
Gary
I find the early am classes are bit harder to motivate, I give them time to settle in, have brief conversations about things they did or are doing. Then we are able to discuss and get demos going with some feedback.
We have been able to incorporate some design competitions for small projects that give our students some real world experience...and the winner gets a portfolio piece! It brings out the competitive spirit in our students...and it's a great motivator...especially if there is a prize involved when it's all said and done!
I think the most important motivation technique is to make the course material relevant to the student.
How about showing the students various outcomes that could happen in their chosen careeres. This could build up entusiasm.
I have students in every class that have at least some industry experience. I'm often able to solicit real experiences that lead to mini case studies to introduce or reinforce a learning objective.
Hi Cecilia,
Good strategy. I am sure this really gets the students pumped up and feeling that they can accomplish the required work for the course. They have to personalize their learning and you are helping them to do that.
Gary
In my class, one of my motivation techniques for students, is having pep talks with them..letting them know, that they can achieve and accomplish the tasks set for them... that everybody does not learn at the same pace. Give them positive reinforcements of why they have chosen the course.
I think that instructors are motivated by students enthusiam for the subject being taught.
The instructor got the information across and it clicked.
Hi Timothy,
So simple so impacting. It is a novel idea, though one's grade is the result of one's effort. Much like the work world. Hard work and dedication helps individuals to be successful in their careers.
This is a point missed by many students.
Gary
I will never forget the near perfect method of motivation, practiced by a favorite teacher back during my halcyon undergraduate days. He explained to us that there was a direct connection between the work we did and the grade we would receive, and that if we wanted a good grade, we should probably do the required work to the best of our ability.
It worked like a charm.
