How much is their motivation our responsibility?
As an intrinsically motivated learner, I sometimes find it difficult to reach out to my unmotivated students. I find myself with the attitude that it's their money and their life; if they don't care to work, I can only do so much to help them. This is especially true considering the schedule and lifestyle of the adjunct instructor. I teach English at three schools in three different programs. I'm provided with course syllabi and textbooks for each course, but individual lesson resources/activities, tests, quizzes, etc., are often lacking when they're provided at all. And it can be difficult to network as an adjunct instructor.
In other words, as a young instructor with training in his field but not in teaching, I find my time already full between familiarizing myself with the course curriculae, coming up with any (let alone good) class activities, and grading. I enjoy teaching and care about the success of my students. But I find the idea of motivating them really challenging.
I feel really prepared to work with motivated students. I'm encouraged by their enthusiasm and excited by their accomplishments. When they'd rather play on their smartphones or gaze out the window, I'm pretty content to let them as long as they're not distracting others.
How about those with more experience? Does it get easier to work on motivating students when you're not constantly battling to keep up with your lesson plans and grading? How do you get to know the "personal interests and hobbies" of your students when you have so many full classes? Is this something that also becomes easier with time? And how do you balance professional development (such as spending the recommended four hours on this module), all the responsibilities of teaching, getting to know your students, and not have it bleed into your personal life?
Maybe these are all common concerns for an inexperienced teacher who has the good fortune of getting several jobs at once, but any tips or advice would be appreciated.
I have gone through the shock of being a new teacher. I found that students can quickly identify your weakness and create stress. Being possitive and using motivational teaching will increase student engagement. Learning about what motivates them makes your job easier and creates a better student experience.
Benson, well stated. Our role as educators is to build professional relationships and through communication and critical thinking with some problem solving, figure out the best way to reach our students. If it were easy, everyone would do it right? Be a difference maker and not an excuse maker.
James Jackson
It is absolutely true, what you say about motivation being an internal call to action. Everyone has an inner need to succeed at whatever they are tring to do. I have found that even students who verbally profess not to have any interst in a particular subject and just want to get by, can change their viewpoint if stimulated by the right "why, how or because". Finding that key is sometimes difficult. Communication of my past experiences in school and work, presented in a very frank manner to my students seems to provide that key to motivation for most.
I agree: it is very much a two-way street. Motivation must reside within the individual. There is very little we can do to fill a vessel that is empty to begin with. But if the kernel of motivation is there, we can do so much to nurture it and help it grow. Simply through encouragement and reinforcing positive self-esteem, we can help with motivation. If we model motivation within the classroom, it is a positive influence.
Amjad, good for you with respect to not rushing to judgement. Such practices is a real problem in higher education today. Too many individuals allow their own perceptions of what is right and what is wrong get in the way of truly objective evaluation of so called student motivation. Have you thought about looking into those "light bulb" moments and working on ways to bring such learning opportunities into your own classroom? Innovation is a key to overall success and researching ways to bring students closer to an understanding of why something is important to them will only enhance your learning environment.
James Jackson
Michael, different students will have different motivations. The real focus should be on building relationships. This can be more of a challenge with short term classes that are measured in days versus weeks but relationships none the less are the most critical bonds to build. What is discussed during the first class session can go a long way towards building relationships so make sure you focus on your strategy for what you cover during your first class session.
James Jackson
Denise, very well stated, nothing more need be said.
James Jackson
Agreed that adult learners have to take responsibility and ownership of their learning and training, (I teach in an Allied health College).One can only attempt to improve self esteem of students but there is only a limited amount of time available during class. I try to talk to students after class but most are in such a hurry to leave.
Agreed that adult learners have to take responsibility and ownership of their learning and training, (I teach in an Allied health College).One can only attempt to improve self esteem of students but there is only a limited amount of time available during class. I try to talk to students after class but most are in such a hurry to leave.
I have been teaching sonography for may years. Most students in my classes have intrinsic motivation and are aware of the 'rewards' that come with graduating successfully. Some few do need extrinsic motivation. All attend class regularly and participate in assigned tasks. However, i have noticed that those that "appear less motivated" often do very well after their graduation. During the last 20 weeks of the program students are at a full-time externship, and then students understand the relevance of what was taught in class and that is the 'ligh bulb' moment. Therefore long ago I stopped make any 'judgement calls' about who will succeed.
Kimberlee, make sure you are not confusing motivation for lack of the necessary resources to be successful. I see this too much as I visit with other school systems and observe what takes place in classrooms. Yes, there can be students that simply are not motivated and they are attending school for reasons not related to education. No, not all students that are labeled as having motivational issues really have motivational issues. Many may simply be under-resourced and not have the basic literacy or cognitive skills needed to be successful. Is this your responsibility as an instructor? Maybe not as an instructor but as an educator your own intrinsic motivators should inspire you to dig deeper and discover what is really at the source of the student's motivation or lack of motivation. Teaching is not easy and is not a profession for everyone but outstanding educators find a way to move their students forward and I see examples of this in every type of socioeconomic setting and diverse environment.
Regards,
James Jackson
sometimes students haven't made a committment, aren't sure which way to go, we can help by putting a value to their education..career wise, the ability to make a good living because of the effort put into their education
I agree it is more difficult to motivate extrensic motivated student.I have tried many rewards, recognitions, and feedback. I have come to see that I might of missed a key factor to make it all work. I assume this too often but I think the student needs to know they are important. Important to society and to their eductation. If they do not realize it then they will not think they are important in their educational success. I am trying it out to see if it helps with my unmotivated students or those you want a reward for every little accomplishment.
Hi Denise,
I recall in a PhD residency the instructor ask a question about how we can motivate people to "do". It was discovered after hours of discussion, that in fact, an individual cannot motivate anyone to do anything. Motivation is a response to an internal call to action. With that said, however, it is important that an instructor create an environment where a student is able to be clear from any internal or external obstacles that may prevent them from self-motivation. The ability of another to actually motivate another may be arguable. I would suggest, however, that the ability for an instructor to absolutely remove confidence, security, and internal motivation is possible.
The ideas of presenting the "why", "how", and "becuase" within the classroom aid in creating an understanding of the importance behind the classroom goals and objectives.
To a degree I believe their motivation is dependent on our motivation for the subject matter, how relevant we make the subject matter to their field of study, our enthusiasm for learning and our expectation of them and ourselves. If you show an attitude of why should I...that is what you will certainly get! So I place the responsibility of being a part of the catalyst to that motivation on myself, the instructor
Theresa, what are your thoughts concerning the changing times and how the students of today view education as opposed to how it was viewed 20 years ago? Have these changes, if any, caused instructors of today to change their teaching methods? Please explain your response.
Regards,
James Jackson
HI James,
I know the conversation is about motivation but I feel that the burden is on the instructor to "entertain" the student at all times. While I know that an engaged and passionate instructor can reach many students, the student still has to do the work that is necessary to build a foundation, no matter what the subject matter is. I feel that many of todays students lack the discipline necessary to succeed. It can be quite draining at times.
Terri Funaro
Chris, well stated. Important to build those relationships so as to determine motivation versus possible learning disorder or other issues that may block the learning process.
Regards,
James Jackson
I believe it's alwasy easier to teach students who are intrinsically motivated, but I've never in my life taught any class where ALL students are such.
I agree that when teachers take the time to listen to students who more freely talk among themselves and take the time to build a rapport/relationship with those in any particular class,this is a motivatinf factor. Also, the enthusiasm an instructor shows can be very contagious!
