I think it is important to continually remind students of why they enrolled in school in the first place--to get a job in their field of study! In some classes (like general education classes), career college students struggle in finding how the course relates to their program of study. It is helpful when an instructor can create assignments or questions that relate to the students program. I am a general education instructor, and I will simply ask my students how the unit we have just studied will help them with their career. I will also create scenarios in which the students may find themselves in for their job. For example, in my speech class I will ask the students to present a persuasive speech around a situation that they would find themselves in when they are on the job--persuading a boss to accept a proposal, persuading a customer to buy a product, etc. It is very helpful when a student can relate what they are learning to their career choice.

One of the first things I recognized when I started teaching at my current institution is how many of the students are introverts. Since the majority of people in the world are extroverts, this really stood out to me. I try to make introverts feel comfortable by acknolowleging their often subtle contributions, providing a variety of ways to contribute to class discussion and incorporating some class activites where we discuss how introverts and extroverts both bring value to group interactions and projects. In the past year or so,our school has implemented a personality / communication style profile called Insights. this has allowed us to integrate an understanding of other students styles in many classes.

I have a student who does poor classroom work and always blames it on English. She has lived here for 12 years and speaks well. How do I help her?

This is almost the same as my class im taking now

I have found that field trips can inspire students and provide an excellent forum for active learning (if properly thought out and executed). For example, when teaching legal research and legal writing, a trip to the court of appeals helps to bring the subject matter alive. In addition, the experience gives students an opportunity to see the legal process in action and meet other major players in the legal field (judges and other attorneys).

I chuckle when I run into teachers and coaches who put on affectations when in front of a group of students, athletes, or their parents. I pray that I am not one of those instructors. Nothing would kill my motivation more than someone who puts on airs. Relevant stories, especially those that seem to expose the secrets or realities of the profession, tend to catch the students' ears and increase motivation. Though class time is short, when a student asks a question that begins "What about this?" it's clear that the student is thinking and applying, or at least exploring.

I wonder how many instructors update or simply recycle the stories from personal experiences that are shared with a class. My students know me to be a storyteller. I have to remind myself that new groups of students have not shared my experiences and so the information is new and instructive to them. I also share current or relevant case studies that are not mine but apply to the topic of discussion. I think effective storytelling enhances the instructor's credibility, and therefore effectiveness, with the students.

My most motivating instructor in undergrad gave me low grades in the first course I took with her. I took that as a challenge to do better, to master the subject. It helped me learn how little I knew and how much I needed to improve. Has anyone else had a similar experience? What traits did your most motivating instructor have?

Students bring such a wealth of experience, opinions and ideas to class each day. I am fortunate to teach a subject (marketing) that can leverage all of this to make class much more personal and interesting for each student.

Non-Traditional learners are greatly affected by what we call "life events" by our campus administrators. The vast majority of non-traditional learners have good intentions and goals about their education, but many of them will never reach their educational goals due to external issues or situations. Usually, related to family, work or lack of thereof or other more personal issues. My question: Should the instructor show emphaty and try to help the students in reaching their goals by using all tools within the educational organization?

I find that once students complete a research/writing project it is not sufficient to just return their submission with a grade and brief handwritten comment. Alternatively, I find that meeting with each student and giving them very specific feedback is most helpful. More importantly, it gives the student an opportunity to clear up areas of confusion, or receive special praise for areas that were nicely executed. Ultimately, if students know there will be an individual meeting, they are less likely to turn in substandard work.

The most effective way to maximize student learning and retention and further application is to break materials down into elements, what this module called "bite-sized chunks." Students are better able to process and understand the materials then use apply them to real-world applications both inside and outside the classroom. Is there a more effective means of managing materials or learning materials? Breaking down materials into elements lends itself well to all of the basic learner methods: literary, visual, tactile, etc.

I find nontraditional adult learners to be more motivated to succeed and to accept challenges than traditional students. I also find that they will question rules and assignments less than the younger students. I find that nontraditional students do not give up as easily as traditional students. Younger students often have not been challenged to think critically. Such a challenge tends to be perceived as "being picked on." I have found that older students tend to work through their frustrations much better than younger students. A supportive, well-structured lesson plan and classroom is essential for all students' success. I think one key to success in a diverse classroom is to have well-developed rules with a purpose.

I often share the struggles I encountered in my journey through college. I talk about balancing school, work, friends and family. I let them know that I have been in their shoes and I structure my classes to ease some of that strain by not assigning things on a Tuesday and making it due Wednesday. I like to give the weekend so they can fit it into their busy schedules. Colleen

How do you handle the student who has had a life change during your course and is having a difficult time coping? I have a student whe had a baby a month ago and has not turned in work on time since. I suspect that she may be dealing with the "blues" but at what point to I end taking her late work? Colleen

I like to use a variety of games, worksheets, reviews to help motivate students. But, I also include a reward at the end of these activities to give the student incentive.

This a great concept. As instructors, we all need to find time to look at ourselves, and recharge and rejuventate. This will keep us excited about going back to the classroom.

I feel it is important to learn your students names as quickly as possible. It might not always be easy, but our students feel valued and that we care enough to make them more than just another name or number.

I think it is important to get to know your students. That is one thing I like about teaching in a small school; it allows me to see students in many classes throughout their education with MSB. When I get to know them and their learning styles, I can better create a learning environment that will help all my students reach their educational goals.

I find it takes some time to really get to know where students are coming from - not just the fist session but fairly well in the quarter. Most students appreciate and respond well when the discussion can be, at least in part, about them so I like to have them apply course concepts around their experience - the bonus is that they all learn so much from each other. Sarah