My students ALWAYS seem motivated to learn a topic when they, or one of their classmates relates a personal experience or anecdote related to the topic we are learning.

It's always a challenge to keep moving ahead in class and not get sucked into the students technical problems...things like: tuition/academic status/registration, etc. I have to try hard to get them to take care of these issues on breaks or before/after class so it doesn't interrupt the whole class!

We are essential in the motivation of the students and positive reinforcement and oppeness are very important.

Feedback gives the adult learner an opportunity to offer some of their suggestions and experiences to a course. This also makes them feel as though they are heard.

Most students do not view their instructors as human in my experience unless you are able to build report through sharing your life experiences. There is definitely value in sharing a few of your emotions during professional experiences in the field.

Knowing your students gives you a better opportunity to understand their specific learning style, abilities, and personal goals. This information will help you to teach and also encourage each student as an individual.

It is true that security or the feel of an adult learner specially middle age learner that never been at school for years can interfere with continuing school, because they do not belief themselves able to perform well at school or succeed in the program, they feel that it is a better fit for younger learner.the methods of enhancing or solving this issue was very practical, easy to follow which will be my goal with the next group starting class.also giving the opportunity to the student to suggest or choose or select give them some control on the learning process which once they feel it they will be motivated to accomplish , bring all their efforts and strive to succeed.

I often find that my older students express frustration regarding how much the younger students are "babied" along.....for example, allowed extra chances or extra time to complete projects. I don't allow this in my classes, but it is tolerated in other classes. The older students express their frustration to me. How do I handle this situation without denigrating other instructors?

While watching the presentations, one of the suggestions was to allow students to make choices - let them pick the order of the work they do was the example. I couldn't help but feel that was not a good example, at least for what I teach - composition. The research paper really needs to be the final work the students produce because everything leads up to that project. Each project has slightly higher requirements for outside sources, etc. It makes sure that they build to what they need to understand. I do, however, give them free choice on topics. What I find interesting is that many students ask me to give them topics - they tell me how difficult it is for them to figure out a topic. I generally help guide them to a topic they find interesting (something job, school, or life-related), but I find it interesting that so many adults get stumped by being given a choice. So my question is this: How do you deal with offering choices and having students request you take that choice away? Does anyone else have experience trying to include more autonomy in a composition class? Thanks, Kate

I believe an instructor could benefite from student suggestions as to how they could improve their skills.

It may be valuable for students to log a 3x5 card for each lecturing which contains nuggets of learning from each lecture and share these nuggets with the class mid term

I believe that each student should write down three career goals and share these goals with the class. The feed back could be valuable.

I believe informal introductions during the first class can help with student fears. At this time career goals and family information can be shared.

it is true that practicing skills frequently over a time will help students transfer short term memory to long term memory, very applicable for lab skills. Also motivation through application of the new information and skills help them to develop confidence in themselves and their abilities, raise their self esteem and the level of satisfaction to take those skills to the field. I always notice all those feeling in students near to be done with the course and the exitment to practice what they learned in the field

very powerfull and stimulating game that teach students to work under pressure and think sytematically at emergencies.Good idea, will try it in the first occasion.

I liked saying that the students are customers and that the human factor is the key to retention and it is done by building a rapport with them from the first day like retaining their names, get to know their experiences and backgrounds

it is true that understanding students needs helped me to know how to support one of my students who was dislexic to enable her to continue the course by providing her with special ways for testing rather traditional ways

I enrolled in college already having been diagnosed with Type 1 IDDM. I found that as a student (after explaining my disease in detail) that my disease was of no concern to the instructor's. They did why I had to leave the classroom at any given time (for health reasons of course. Now that I am an instructor, I am very understanding of real disabilities (that can be proven of course) and how to teach that student, even if they have narcolepsy. I hope more than less Instructors/Teachers/Professors all do the same.

As instructor, how do you respond to student that make fun from your accent ?

how as instructor be able to reinforce shy student who sees himself less than other students because his past experience