How do you re-focus as an instructor?

There will always be a few out of the bunch who lack motivation. What I find helps me, as well as my class, is that you can try to reach those students that are on the fence and are still able. But there is a median group who are still "choosing sides" and you can attempt to open their eyes. Once you have your teaching style down and have found what works for you the menial tasks become easier to handle. Finding out interests and hobbies can be as simple as listening to their responses, or applying what their learning to what they already know.

Some instructors are a wailing bore. After 5 degrees, I am here to bear witness. At various times I have talked to students from other schools. They will really tell you the way it is. Some individuals drone on until everyone is either falling asleep or sleeping with their eyes open. Their eyes glaze over. As I was trained to be a school principal, I am aware that evaluations and gentle feedback can be helpful. I am referring to evaluations of instructors. Their peers and supervisors need to gently help them see themselves and re-ignite their excitement. Sometimes their lack of self confidence is inhibiting release of their emotive aspects that can present enthusiasm. In house workshops can be helpful.

The best motivation and retention is positive reinforcement. Discussions about desire and how we can only make it possible with education.This will get students to think about their desire for their future.

The toughest challeng sometimes is keeping the student focused. I have found being approachable and genuine after getting them refocused helps. If the student feels comfortable with their instructor they will share problems that need to be addressed.

I use many stories in my teaching. I often tell about an event that took place in a clinical setting involving staff and patients or students and patients. I never miss the opportunity when it is relevant to the topic at hand. I also use events that hit the news recently or in the past. An example is a hospital that got sued over a medication error. Health care workers that went to jail are another favorite. Another area is examples of famous people. The latest lawsuit over a drug is another.

To not ignore the students outside problems is essential. Just listening makes for a motivated student. All of our students need to feel that their work and effort,despite one's problems,are very much noticed. The human factor is a life factor. Success in the class room will flow out side the class room because, of knowledge and human skills that are being acquired.

Give students more then they bargained for.

The student take direction froom the instructor.

Allow the students to know that you are there to help them.

Motivation is my key in class. When students are not focused on diversity's but, on how we all are unique. The frustration is not a issue. I stress the support from each student in class to give help and ideas regardless of any diversity to each other so as to keep our class focused on the subject matter.

As humans in general, we all appreciate a little positive reinforcement in all of our efforts. This is especially important with students as an instructor because it instills a sense of confidance in them and keeps them motivated to keep working even harder.

Humor actually changes brain chemistry. The chemical change is enhancing to learning. Instructors need to be willing to laugh at themselves. We should never have humor at the expense of others. Recognizing a situation presents an opportunity for situational humor is a great skill to develop. You will know if you have got it when everyone in the room--even the most serious ones--at least come out with a chuckle.

I find this to be very important. I remember that even myself as a student would get into a "lull" midcourse and start to lose interest and wonder why I was there at all. I think that by doing a midcourse evaluation and having the students take an inventory of the course so far is important to recapture their interest and commitment and to enable them to remember why they are there to begin with. At the begining of my course I have my students make a mission statement after a class I teach about goals, intentions and our "why" for being there. I have the students put their mission statement at the front of their binders so that they are reminded daily why they are there. I'm thinking now that midcourse it would be a good idea to have a class on re evaluating and reviewing their mission statements to recapture their commitment and purpose.

One of the challenges in working with the adult learner is to be able to pick up on subtle behaviors that indicate that they may be having a personal crisis. Of course, it helps to know the students well. Instructors who spend a great deal of time in the educational setting with a student naturally know them better. These situations can range from a cold to a divorce of the worst order. These students need special attention and encouragement.

It is true that even as adults we are still interested in being rewarded with candy, playing games, being competative and look forward to pizza or ice cream parties! The other day I gave my students a quiz and rewarded them with mini candy bars for every question they got right without having to look at their textbooks and they loved it! They passed the test immediately after with 100% and completed it within 10 minutes! I wasn't sure the candy method would work for them but they were all over it!

I was just curious and would like to see feedback on what other instructors have experienced in their class rooms, or in the work place on which (intrinsic or extrinsic) factor "creates" a more successful experience? Perhaps it's a point of view.

the question is: how do you motivate an ADD student without threatening his autonomy and false sense of security....

My students aren't motivated - how can I help them? Instructors have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the instructor's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. We may have heard the utterance, "my students are so unmotivated!" and the good news is that there's a lot that we can do to change that.

I learned a lot about motivation with respect to both Intrinsic and extrinsic factors. I will definitely be taking this to the classroom!