One way is by offering expertise. Many times students have a difficult time learning new techniques. I try to breaking down the method into steps they can easily grasp, and explain the reason why each step must be done to achieve the technique.
Another way is through empathy. I always assign assignments that are due within a reasonable amount of time, instead of pressuring them to complete the project as soon as possible.
Many students encounter constricting schedules. If they approach me with a reasonable explanation for not completing an assignment or missing a class, I will give them an opportunity to make up the work.
It helps if the instructor is a self-motivated person to begin with, but isn't absolutely a must. It just means that they will already have the enthusiasm and the aspiration to succeed. Instructors must also care about whether they are making a difference in the student's life, or not. When it comes to the students, hopefully they can show empathy, give positive reinforcement, and then build on what they already know.
If I had to pick a solid combo..it would be showing excitement about the topic and empathy to the students. That demonstrated commitment on my end as well as attention to the student.
I agree with Robert. You have got to be excited about what you do and convey each classroom or clinical time. It is most certainly contagious. I do absolutely love what I do. I Love hearing about the life experiences from my students also, as they have much to offer in the teaching arena. Remembering where they are going and alluding to that end product also keeps the excitement going!!! The students do worry about mistakes, so, again, I agree with what Robert stated about sharing your ups and downs with the students. That we are all human and learn from our mistakes.
Hi Jim,
This really helps to motivate students as well helps them to connect the dots between their classroom and going out into the work world.
Gary
Showing passion for the topic you are teaching is an excellent start! Show your students your desire to learn as well. Show humility and empathy. Use the power of language to demonstrate clarity of your topic. Share your life experiences and allow them to share their own, if it relates. Lastly, never allow yourself to be stagnant. Constantly flow and move mentally and your teaching personality will scream motivation.
Role model and mentor...students need someone to direct their ways and not just hand them ma lot of information
I think a large part of our job is to "sell" the student the importancce of what it is we are teaching...and why it is valuable..when we add our real life experiences it is like icing on the cake
passion for what you teach... i teach culinary arts.... im a chef i love what i do, i love food, i love cooking.... and my students feel that passion and eat it up and it motivates them to be the best that they can
I work on setting up as many relevant field trips and guest speakers as I can. This sparks the interest of students, and they enjoy seeing how others in the field are applying what the students are studying.
Make the material interesting through the application of real world stories and examples. Also by explaining why it is important in their future career to know the topics being presented.
Motivating students requires a multifaceted approach. Here are a couple of concepts that I can use to motivate students. First, I need to be enthused about my subject and help the students see the validity of taking the class. Second, I can also provide frequent and immediate feedback so the students feel a connection and are drawn into the course work. Third, offering positive feedback, both written and verb, is an additional motivator for students. Fourth and the most important concept that I can use as a motivator is to let the student know that I care about the him/her by giving the student a voice in class by respecting the student's opinions.
Hi Lisa,
Great strategy. If this doesn't make the need for good communication skills come alive then nothing will. Your practical approach gives them a number of opportunities to show and share what they have learned. The value of what you are doing in your classes is illustrated by your point of not having anyone ever come back and say that writing does not matter in a career.
Gary
Actively engaging disinterested students is a challenging but not an impossible task. It certainly helps when students connect with how the learning will benefit them. Telling my freshman that proper writing skills are dire in the workplace and in life does very little to affect their engagement level or desire to improve weak writing skills.
However, I send them out to discover how important good writing skills are by assigning them to interview someone in their chosen field of study. I require students to probe with these questions: “How much writing do you do in relation to your career? Who sees what you write? How does the writing you do reflect on you and impact others? How would someone whose writing is filled with errors be limited in your career field? How could someone in your career field use good writing skills to advance his or her career?”
Students write up these responses in a Q & A format to be submitted to me. However, when students arrive back to class, they are required to disseminate what they have learned. To accomplish this task, students can choose to create small group discussions, dramatizations, large group discussions, written summarizations, or PowerPoint presentations to relate their discoveries to peers.
I have never had anyone come back and report that writing does not matter in his or her career field in all the years I have been requiring this assignment. Better than that, this assignment actively engages students and spurs their desire to become more effective writers because they want to succeed in their field.
I help my students, and myself stay motivated by spending a great deal of time on hands-on labs. Students read the theory of a concept and then it is applied in the lab (I teach medical courses).
Field trips to clinics, and guest speakers, who talk about their experiences and demonstrate the latest & greatest technology also give students tangible affirmation of job potentials after completion of their course work. It helps keep them focused on why they are in school.
Hi Rosie,
Good point about student motivation. Instructors have to be the instructional leader so the students can see why and how the content is important and will become a part of their career development.
Gary
Hi Harprit,
Good strategy. Adult learners like to be active in their learning rather than passive. By having the students question and interact they are using their newly acquired knowledge in a practical way. This lets them make application of the course content.
Gary
You can be a motivating instructor by asking students to participate in discussions, getting them involved with the material, and fostering their need to learn more. Students who are successful will ask insightful questions because they are looking for more depth on subjects from their instructors. This zest for more and interest in the topic is the result of the motivation provided by the instructor!
Hi Janiel,
Thank you for sharing these different ways of providing motivation opportunities for students. You make a good point about Maslow and the need for meeting the lower needs before moving upward. At times we need to remind ourselves about the backgrounds of our students because many of them don't have the basic needs being met so they have a very hard time seeing how they can progress upward. We have had students homeless and hungry trying their best to stay in school. I really admire and support these students and their willingness to keep trying in spite of very challenging situations.
Gary
After lecturing, I usually call upon my students to engage in practical skills. This strategy allows the students to take a more active role in class rather than being passive as they are allowed to move about, talk, share, learn and teach the knowledge and skills they've gathered. As a result, students look forward to the practical exercises and are much more motivated to learn.
