In addition to showing students how what they're learning will have practical and immediate application on the job, I like to share success stories of our graduates, especially graduates who have contacted me to tell me how useful a particular assignment was. This not only lets students see the application of what they're learning, but also focuses their attention on their eventual goal and reminds them that they WILL graduate someday, even if at the moment that day seems far away.
I've found guest speakers are a great motivator. Students hear working professionals stress the same things I've been stressing and this motivates them to work harder. It also increases my credibility and makes students believe things I tell them when they hear those currently working in the field stress the same things I've told them. I have also worked hard to break tasks into small steps and allows students to be successful at each level before we move on to the next. This gives students confidence in their ability to master new material as they master new tasks step by step.
I find that leading questions, covering basic concepts, gets the students envolved and motivated.
Breaking hard to understand material builds a good foundation to build on and helps my students learn.
Techniques that i use for motivating students is to first give them a goal pertaining to the class. Then i start with a foundation and steps to achieve this attainable goal and why each step helps one another. Then i give them real life situations so they can apply what they learned. this helps them retain, relate and come to a realization the importance of the topic at hand.
Hi Michael,
Great job of giving prompt feedback. As you know this is so important for students. This way they know both the good things they have done and the things they need to work on and they know it within 3 days of handing it in.
Gary
Hi Richard,
Thank you for sharing this example. The human factor needs to be considered when dealing with students. Sounds like the common interest that you all shared about your children was enough to bridge the gap between her not wanting to be in the stats class and her being successful in it. Keep up the good work.
Gary
During class, I ask the question, why are we studying the particular topic. I do my best to relate the topic of the hour to current events and ask them to comment. My students seem to respond to that.
On another track, I give them prompt feedback. All papers are graded within 3 days of submission. Also, I make it a point to tell not only the areas where they need work, but also what they have done correctly. If they have done anything well, I let them know it.
Sean,
It is motivating for the students to see how certain approaches could lead them to success. I also found that discussing case studies helps them come to the same conclusions on their own.
Cathy
Bringing people working in their fields into the classroom can certainly be a motivator. Also, visiting where they are working can excite students. This is especially true if the people they meet are similar in background to them.
It's more difficult, but I find when students develop a rapport with the instructors they naturally do better. I've had one person in the statistics class who is angry about being there, and considers the material stupid. Since we had a chat about our respective children she suddenly is willing to work harder to get through. Seeing me as a person seems to have relaxed her a lot.
relate to your students the pitfalls of the industry of their choice and give example as to how your instruction is relevent to avoidence and then success.
Patricia,
It is important to scan the environment for current issues and trends. I find that the students start to pay attention to current issues so they could actively participate in class discussions. They often like to initiate discussions. In addition to current events, I also like to touch on classic examples.
Cathy
By constantly updating my approach to the classroom I keep the material fresh, both for me and for the students. By constantly looking for new material to relate to the syllabus, I keep the relevance of the classroom material related to what's going on in my field. By "talking" rather than "lecturing", and preparing the material so that I don't read from notes or the text book, I make the material personal and therefor more interesting to the students.
The students debate issues. I also have them role-play in class. They work in groups to solve issues. I provide them with current ethical issues that are based on the textbook chapters. They also have to research ethical issues. I like to play devil's advocate to generate discussions. I have them answer scenarios based upon their professional viewpoint as well as their emotional one. They also work in groups on exercises in class.
Hi Amanda,
Two key words form the basis of instruction. Relevancy and application. You are showing both of these words to your students through the method you are using. By letting them use their previous experiences they can get settled into the course quicker, feel accepted and contribute to the discussion.
Gary
Many of my students have a lot of real world experience. I think they find it motivating when they can look at past situations and analyze them with current course concepts.
For example, I teach organizational communication and we discuss the students' former and current organizations. When they can see the course content at play in their own lives, I think they find the info. motivating.
Hi Brandon,
Getting students to assume responsibility is always a challenge. Some students have the maturity to come in get the work done and have course success others never put forth the required effort and are always looking for a break on course requirements. I like your idea of the two make up days. You are showing them that you understand that they may fall behind on some things but they have two days to make it up and only two days. This way they catch a bit of a break but are held responsible for their work throughout the rest of the course.
Gary
Some effective motivation techniques are: shoing enthusiam, having empathy and demonstrating claity. I believe enthusiam is my strong suite. I have been working on my empathy, but with make up work I still put the responsibility on the student by holding them responsible for setting up a date and time that works for the student and I. I haven't had a lot of success with the students who lack organization on this technique and I am thinking about having 2 days througout the quarter that will be designate for make up work. That way they can just come to one of the two days to make it up, instead of organizing a time to meet with me.
Hi Ajani,
You make a very good point. To help those students that don't see the connection between course content and application I create learning groups. I put the younger less experienced learners in groups with more experienced learners. When they work on projects together they start to share life experiences and it really helps the younger students to see how the course content fits into their career development.
Gary
Hi Thomas,
Well said. This is a critical part of teaching. If students can see application and relevancy to course content they will start to make the connection between what they are studying and the field they want to enter.
Gary
I list the objectives at the beginning of the lesson and then review them again at the end of class to demonstrate to the students how much they have learned during that class period.
