The literature on retention of adult learners strongly suggests that previous educational attainment is closely tied to participation and persistence. Educationally disadvantaged adults are more likely to lack self-confidence and self-esteem, have negative attitudes toward education, and need mastery of basic skills such as literacy before attaining job skills that could improve their economic circumstances. Recent research by Hayes (1988) confirms several propositions about this population: (1) educationally disadvantaged adults typically experience a combination of barriers that cause them to drop out; (2) perception of these barriers varies according to such characteristics as age, sex, and educational level; and (3) even among groups with similar background characteristics, great differences exist in motivation and deterrence factors. Hayes classified six groups of low-literate adults based on their scores on five deterrence factors: low self-confidence, social disapproval, situational barriers, negative attitude toward education, and low personal priority. Most groups had relatively high scores on more than one factor. This new typology suggests that the most effective recruitment and retention strategy may be to tailor individual programs to the needs of specific groups.

Our school encourages teachers to obtain at least 1 outside lecturer per term in our concentration. I have been teaching onsite for over a year and just couldn't seem to find the right person. I didn't give up though and last month stumbled across a motivational speaker that owes some of the school management some "favors". I'm actually getting a periodic lecture for free. Additionally, as far as I'm concerned, she ranks high on my list of really good speakers. My point here is - keep looking. These folks will break up your class and add energy to the students.

I like to praise and re-assure students that we'll all get through a tough subject or class. Teaching fundamentals of math to adult students can put students in to fear mode. I praise them openly when they solve a problem, and constantly re-assure them that they will get through it.

The definition of regenertaing: 1. To reform spiritually or morally. 2. To form, construct, or create anew, especially in an improved state. 3. To give new life or energy to; revitalize. I also find that I need a complete break, a hobby or something outside of teaching to clear my thoughts, and just to relax away from school.

Adults are always needing to keep up with the new stuff coming out.

I have a question for other Instructors. I have a couple of students that are hard to get along with due to their course lifestyle and working environment, (seasonal construction workers). They tend to rebel against authority figures, and challenge me on material they believe to be right, even when I prove them wrong it's like they don't except the answer. If another student would give them the same answer they would rather believe him/her than any instructor. How do you deal with this type of student?

I find that student will feed off the instructor’s excitement and enthusiasm. If you walk in the classroom and tell the students, “This is the first time I am teaching this course so we are going to learn it together”, (I have actually heard this), you are setting yourself up for disaster. Students will complain (as they did) and the instructor has lost their expert status along with respect. I keep the excitement in the classroom with lots of real world experience.

I have tried tutoring outside of class. The student missed the appointment. I have one additional tutoring session set up. If that is missed, is there another way to present the material that would appeal to the student?

I find that when I provide a real life reason for taking my course, thus making it their course, and then add the four essentials of motivation, students respone.

Dr. Covey calls it "Sharpining the Saw." See if your objectives are still really your objectives and that you are committed to reaching them. Look forward and "Keep the end in mind."

There are times in the teachers lounge that you can hear teachers talking about students as if they are something less than human. I need to reject that way of thinking and respect students for the unique people that they truly are.

Dr Meers, do you think groups should be changed throughout a course? That is the students should be in different groups throughout the term to broaden their horizons.

I've found that a good way to get my students to engage in the class is to keep them guessing what I'll do next. Sometimes I'll walk up and down the rows or call on a student seemingly at random. I may assign a surprise in-class project, tell a story or a joke, or act out a scenario. The most common technique I use is the discussion model; rather than lecture I start a discussion to get the class involved. This method does make it difficult to stay on subject at times, but I've found that the student involvement that discussions generate more than makes up for this.

One class that is very unpopular to teach is Operating System Concepts. Its a very dry subject that can be difficult to get students to engage in. So how did I get the students to engage in the class topics? I taught the majority of the class not as a laundry-list of facts, but as a series of stories; the story of why the first digital computer was made is an exciting one if told properly and given some context. After teaching Operating Systems several times I eventually turned most of the classwork into stories or interactive group discussions, and these classes have had some of my best student participation.

I've used some fairly unconventional methods for gaining the buy-in of my students, such as giving every student a different puppet and addressing them though their puppet persona's. That might sound like a juvenile technique, but I've gotten very good class participation in my college courses this way. Many of my students identified with their puppets and I used them as a reward for good participation. In several programming classes I had two puppets: Bananas the 'code monkey' that was a reward for correct answers, and Popo the pig of shame who was given to students with incorrect answers or low participation. You might think this would not work with college students, but I found that by week three my students worked hard to get the code monkey and to avoid the shame of Popo the pig. Plus it was kind of fun, and that always goes over well in any class.

What are some examples of effective motivation techniques that career college instructors can use in their classes? An instructor can ask students to share a life experience they have and how it relates to the course topic. For Intro to Business, I coach my students on writing a research paper that appeals to their interests and business. The topics are all across the board, but the students seem to really enjoy the fact that they can write something that appeals to their lives. Motivation techniques are beneficial when the student feels appreciated and heard. I make sure to personally greet every student so that they feel that they can come to me at any time during their course duration. I think by knowing I am available to them it motivates them to work ahead so they can ask questions.

Learning a Student name I think can creat a very positive relationship with the Student. Two methods I have found helpful for me is making a seating chart with there names and whare they are from. where they are from help me recall their name.

Why do instructors need to occasionally take time and "REFOCUS" themselves in order to be more effective with their students? Instructors need to take time to REFOCUS in order to make sure they are still teaching for the right reasons. by refocusing, they are able to make sure the information they are sharing is relevant and up to date. Students want information they can use right away. By refocusing, instructors are able to supply current information that can be used in their students every day life.

How can instructors become aware of effective retention strategies for use in their classes? Instructors can talk to seasoned instructors on what works in their classroom. For online instructors, sending a personalized greeting to each and every student has been a proven element in keeping retention numbers high. Instructors can also research new and different strategies based on adult learning theories.

I often times find myself eager to get through the material because of time constraints. Not thinking about how the students are taking it all in. This section will help me change things up a bit and has given me some new ideas, and I will have to revisit some of my old tactics.