Kathleen,
You are so right about constant communication. Students have selective memories anyway when it comes to due dates for projects and quizzes. By keeping these dates and related information in front of them on a regular basis they will be able to keep up with the requirements and not feel overwhelmed.
Gary
Gary Meers, Ed.D.
I find that since the classes are so fast paced and at the beginning, overwhelming, I really make an effort to "spell out" the future of the next 6 weeks with me. MAking sure they understand what is due when and breaking it down in terms they can handle makes them motivated to not only complete the tasks, but to do well. It takes constant communication.
Tamika,
I think this is a great way to continue the personal and professional building process for students throughout the course. Thanks for sharing it with us.
Gary
Gary Meers, Ed.D.
I have a few favorites that work well for me.
1. Every student has a day to write a favorite quote on the board. They also have an opportunity to present to the class the significance of the quote. I have a motto: Every class should begin with a positive affirmation
2. I always invite prior students into my class to speak with the current students as a motivational tool.
Maureen,
Like your approach to providing support to your students. By them knowing you are available to talk to really encourages them to approach you and discuss what ever issue they may have in the course. The sharing of real world examples and experiences validates the content being offered. The students start to see the relevancy of what you are sharing and how know this information moves them closer to their career goals.
Gary
Gary Meers, Ed.D.
Dear Dr. Meers and Class, there are many motivating techniques that can be used by instructors in their classes. It is important, however, that the techniques used are those that the instructor feels comfortable with. There is always opportunity for change through trial and error, but once you have used one and been successful with it, it can be used with some variation, over and over again effectively. One technique I have always found very successful is using a real-life on the job experience to illustrate something from the course. This generally engages most of the students, even those who are the most reticent, to join in with their own stories. From those, it is often possible to glean other information that is also applicable to the course content. Again, as has been mentioned in the lecture, when students can see how the content of a course can be and often is applied in real life, they tend to be more engaged and more enthusiastic, and, I have found, more successful in the course. Another motivating technique I have found very helpful in dealing with students who are not as comfortable in the class is to let them know I am always approachable. I do this through speaking with those students outside of the classroom, privately, to let them know they are doing well, or to offer tutoring if they are not doing well. Getting this personal touch from an instructor with a large class, generally makes them feel that they are an individual to me, not just one of a group and their success matters to me, which it does.
M. O'Connor
As the course explained, the effective motivation can come from what is the goal that student trying to achieve and also what they have experienced in. The students gets motivated when they know something that they like to do. The hard part is analyzing their background.
Jamie,
This is a good way to get everyone involved in the learning process. Spreading the opportunity among students helps them to get to share what they have learned as well as keeps them focused on what is being discussed in class.
Gary
Gary Meers, Ed.D.
Get the students involved! I think that I could take a topic to talk about and choose a student to help teach it. This way the students will not know who I might be calling up to help teach, therefore they will hopefully study the leason. I think that it would be fun for the other students to watch and learn from each other.
Carol,
I like to use case studies for this in my courses. These situations help students to learn how to think critically and problem solve. This really helps in building their confidence and skills in the field.
Gary
Gary Meers, Ed.D.
Amy,
Humor is a powerful teaching tool and can be used in so many different ways. So by sharing a funny story to reinforce a point that has been made you are entertaining the students for a brief while as they reset their brains and reflect on what has just been covered.
Gary
Gary Meers, Ed.D.
I use mock situations to encourage the students to think for themselves and also on their feet. They enjoy this sample of how their massage skills will fit into the work setting.
I also love to tell funny stories to break the ice. Often I find laughter to be the ice breaker when students look nervous. It shows them that I am human and we can relate.
Don,
I use graduates a lot in my classes as well. They really help to increase the motivation of students and get them engaged at a higher level in the course.
Gary
Gary Meers, Ed.D.
Monica,
So true and this goes a long way in the classroom.
Gary
Gary Meers, Ed.D.
One thing that I do is bring in successful graduates as guest speakers. When they see someone that has succeeded after having been through the same training that they are currently going through, they seem to get a renewed sense of purpose.
We all want to hear about something from someone who is passionate about their subject
Maria,
Respect is the foundation for the development of rapport. I strive to earn the respect of my students and in return I will respect my students if they conduct themselves in a professional manner.
Gary
Gary Meers, Ed.D.
Daryl,
Students like hearing stories from the field. Not only are the stories interesting they also help students to see the value of what is being taught. You are increasing their ROI in the course by sharing these stories and examples.
Gary
Gary Meers, Ed.D.
Dennis,
Good plan on your part. You get two very valuable forms of information that you can use in your instructional planning. Then you can build from there in terms of how you are going to approach the delivery of instruction for your students.
Gary
Gary Meers, Ed.D.
