WE SOMETIMES HAVE STUDENTS WHO COME THROUGH OUR CLASSES WITH DISABILITIES THAT WOULD PREVENT THEM FROM EARNING A LIVING IN OUR FIELD. WE DO OUR BEST TO TREAT THEM AS WE WOULD ANY OTHER STUDENT IN THE COURSE, SHOULD WE STILL ENCOURAGE THESE STUDENTS, OR SHOULD WE BE HONEST AND COACH THEM MORE TOWARDS TREATING THE COURSES AS HOBBIES

Any facilitator will tell you the ability to motivate anyone, much less a student, is easier said than done. Motivation can mean something different for individuals, some are motivated by the challenge and others by the potential of getting a better job, while others need more tangible motivators, like a nice home or a bigger car.

In today's learning environment, there are many innovative tools available to assist both student and instructor to remain focused. With such an excellerated environment, students expect to be engaged constantly, which is a challenge for any facilitator.

In my current place of employment, student retention is everyones responsibility. It is very interesting to observe several methods utilized by the instructor staff to encourage students to "stay the course", but I think all methods have one common thread, and that is genuine concern. The students feel that their instructor truly cares are generally the students who remain in school.

As a student working towards my undergraduate degree in business, I have the unique ability to view both sides. It is in my opinion that the classification of "student" has evolved over the years, it is no longer uncommon to see an older student learning side-by-side with a student who just graduated from high school. I think it benefits all because it always students of different generations learn how to work with each other.

Attempting to understand our students is not always easy. Not only do we have the cultural, and other obstacles that come naturally. We are sometimes faced with the student that has grown up economically disadvantaged. I have had students that were gang members and came from an environment that I simply could not comprehend. Drugs, Violence, absent parents,sexual abuse, ect, ect. Sometimes getting in touch or at least understanding these students can be very fullfilling both professionally and personnally. Just something to think about.

I teach students in upper division courses in a technology management BS degree program. I have a couple of students that continue to only do half of the assignment. I outline the requirements at the beginning of the course and send reminders during the course to no avail. Any ideas on how to further motive them to do all of the work? Thanks.

In this section the class makes reference to students who are missing a basic like skill. For example computer skills, writing or reading skills, or communication skills. My question is how do I help them be sucessfull in my class and not change the level of depth for the rest of the students?

I teach for a career college and have very little ability to personalize instruction materials (the slides, etc. were put together by someone else). I do my best to personalize my lectures but it is difficult to go over the same material without being able to personalize it. Consequently, I find it difficult to "recharge my batteries." This feeling is exacerbated by the fact that the courses are six weeks long, so I go through the same lectures regularly. I realize that my situation may be unique, but has anyone experienced this or have any tips for me to get my ire up once again?

One method that I use in teaching is anticipation. Some concepts that will be seen further on in the course will be introduced earlier through seperate exercises. Once the concepts have been introduced, when the student reaches the same concept in his/her text, the "ah ha" will come. For example, in teaching a reading course, it is important to know the topic/main idea of a passage. However, sometimes figurative language or inferences may interfere with the earlier comprehension. Before we explore figurative language, I use handouts and/or readings beforehand. When the students reach the particular area in the course, they not only find the concept easier, but really remember afterward.

The suggestion of the 60-second term paper is good if the duration of the class is 60 minutes or less. I teach longer sessions of up to four hours in length, sometimes at night. I find it a challenge just to have the students' attention at the end of the session. Is there a way to adapt this stategy to longer sessions?

How would you bring a student back to the conversation if you notice them looking bored and not focusing?

I recently taught Business Law I to a class of 20 including one deaf student. A sign language interpreter was provided for the student. She was very motivated to achieve and to succeed in the class. She participated by signing her questions and comments; the interpreter spoke for her and signed in response whatever was occurring in class. The most challenging part of her presence in class was the distraction of the interpreter to the other students although that lessened as the course went on. It was a challenging experience for me as an instructor. The student earned a B in the course. She studied very hard and often outperformed the hearing students. Has anyone had a similar experience?

I found that students, both active and passive learners, definitely want to be involved in the process; however, academic insecurity can prevent them from doing so. What works well in this case is to ensure the instructor ends each class with a list of items from the students that they feel they will need more help on tomorrow (written on the whiteboard for all to see). This accomplishes several things. First: It is an immediate indicator as to whether or not the instructor got through to the students. Second: The student knows that his/her questions will be answered as part of tomorrows review (providing a reason for them to come to school, rather than feel lost). Third: Chances are that the shy students had the same question(s) and were afraid to ask for help. You might want to limit the questions to between 6 & 10 but make sure they are covered the first thing.

Sometimes you encounter a student that has a very bad back ground. They feel the whole worlds against them. How can you get that student to let their guard down enough to realize thats not the case in the short time we spend with them.

In every class you have the superstars very out going.But what about the shy stunt?What is a proper way to get the student to participate,and boost their confidence level?

Being a 30ish year old teacher I see a different view of both. My question is,is it possible to be to old to learn or to young and stuborn to listen to experienced people? What about combo's of both?

I have been instructing for over 8 years and have found that sharing personal experiences from my own schooling helps every type of student...because no matter how diversified, they can all relate...and most often, whether the experience is positive or negative, the student feels "they too, can accomplish the task...you did, and you are now the instructor".

In the 6 weeks I have my students (two 3 week classes) I use stories to relate to the subject. I have a friend (mostly made up) I call John, he is my "Dufus" that seems to always screw up or get it wrong. My stories always relate to the subject being discussed and usually have a funny part in them...that keeps the students attention. Most of the stories are short and to the point but some are a little more involved. I feel these stories break up the dull daily routine and have often had students ask for a story about John if I havent told one in a day or two. John becomes a common friend to the whole calss and seems to bring them together because I use him to make them feel better about the fact that he is much older than them but they have a better understanding of the subject being discussed. (Which proves a point that I often bring up to them...being older doesnt automatically make you smarter. And they shouldnt limit their own abilities based on the fact that they are young)

As a veteran of a cohort-styled vocational school, and now as an instructor in a similarly styled format, I have found that managing the individual needs of the students for recognition, acceptance, praise, competition, etc, is sometimes best juxtaposed against the group dynamic. ' My own experience is that the most lasting impressions of vocational school are those of my cohort - not the instructors, per se, or necessarily the administration or facility. So, knowing this, I feel I can capitalize on this dynamic by, in addition to individual needs, meeting the larger, and more diverse, personality of the group as well. The benefits, to my mind, of this approach, are an enhanced learning environment that allows the individual to achieve more as students, and the cohort as a whole.