Adult students are really very motivated and they do understand their goal. But sometime I find adult students like to tell teachers what to do. For example they will start to talk their life experiences.

I liked knowing that after a while extrinsic motivations can produce diminishing returns. I liked learning that they are to be used until a student can tap into his/her intrinsic motivation

How do you handle a student who tries to talk over your lecture because they have worked in this field before and think that their ways are better??

This course opened my eyes to the idea that extrensic rewards like gift certificates, free meals,tokens, etc. for outstanding performance in a class may actually work against the student in the long run. I didn't think about what happens when the rewards go away, perhaps in some future class. I will concentrate more on the intrensic rewards from now on, combining them when the opportunity presents itself.

Sometimes the students do not realize that what they need to succeed, in class or life, is right in front of them. The instructors do a good job of placing the info in front of the student and are wanting for them to absorb it.

I've found that motivation is a two way street. We are taught we must find what motivates our students, while in turn my students actually motivate me. When they get excited because they have had that "A-HA!" moment and when we start to dialect back and forth on certain topics, it shows me that they get it and that is what motivates me!

This section really helped me...because there are times when I start to wear out and get frustrated when I feel my teaching methods are being reached to the student. It usually happens towards the end of the term. But now I know I need to step back and refocus to get re-energized!

I've noticed that by us instructors setting the stage and starting the process, it automatically offers the students a sense of security as well as comfort. If we show we are concerned about them and their well being (ex. calling them when they miss class) they will be more active with their education.

I've noticed that it's very important to ensure you are reaching all ages in your classrooms. Because of the fact that we are teaching in non-traditional classrooms...I find myself having to make sure I find that balance and sometimes I get going and forget until I look out and assess my class and see my younger students ok while my more seasoned students looking confused. Does anyone else come across this issue?

This is a common problem in my location. many differen cultures with strong beliefs about women as there teachers. I can use suggestions regarding how to manange some of these problems

great learning expirince

I do my best to speak with clarity and knowledge of my field. I strive constantly to motivate each student. I hope I always model a member of the dental field that my students can admire and emulate.

I found the verbal cues for building rapport very helpful. I make every effort not to embarrass or cause anyone to feel left out. In a lab setting this is usual not an issue since it is a smaller group of students, but in lecture, I appreciate the "script."

I plan to make a greater effort to learn student names within the first couple days. This is definitely a weak area for me, and I know the value in this. People love hearing their name and I do know this.

I find in our program, the adult learners (over 30) sometimes require more encouragement. They can lack confidence and I have to be careful that I am not "babysitting" as the course warns about. They do seem more motivated but look for validation from me about their progress.

I have found that my knowledge of pop culture helps me to break down barriers and form relationships with my students. I use it to engage all of my students, and also to bridge the age and experience gaps. While not every person in class gets all of my references (I utilize both current and classic pop culture references), I am assured that some of the students will get some of the references. I have used this to get some students out of their shells, and to join in discussions that they may have otherwise avoided.

I have had some specific difficulty in helping students that have disabilities, especially because of one of the requirements of the Americans with Disabilities Act. As an instructor, we are not allowed to approach a student with a disability to ask if there are any ways we can accommodate. We have to wait for them to come to us. I have one student in particular who had difficulties in completing computer work (and completing certification tests)because she had suffered a stroke and had almost no use of her left arm. The only thing we could do in our department was speak about asking for assistance in generalized terms to the entire group of students. Even then, it wasn't until her last term that she asked for assistance. This becomes particularly frustrating when there are ways that you know you can help a student, but are unable to provide that assistance. Are there any suggestions on how to help in this type of situation?

Good points about listening, being active listeners. Listening is a fine art, as it requires really hearing, and processing what is said. We listen to wait to give our opinion, which goes against the grain of listening at all. There is a wonderful movie called "K-PAX", starring Jeff Bridges playing a psychiatrist who doesn't listen. He doesn't listen to his patients, his wife, his children...until one patient, played by Kevin Spacey, arrives to help Mark begin to listen. One of the key scenes has Prot telling Mark, "Mark, Mark, Mark...you're not really listening are you?" The non-verbal communication that goes on in the opening scenes is so classically the passive listener. I have used these scenes often in my human communication class when we talk about verbal and non-verbal communication. By the end of the movie, the doctor is listening, and in ways he can't believe is possible. Great movie, and a great movie to use in class to bring in this very topic, if it works into your course. Back to listening, it is so important to look behind the words sometimes, and get what your students are really saying. Listening... and really hearing.

My class has a variety of students that earn a variety of grades - from A all the way down. At the same time, due to the course, the scheduling, and other factors, most of the students in my smaller class all tend to know each other outside of class, and are a fairly tight-knit group. Tight knit in that although they don't necessarily help each other - they do tend to know what each other is making in the class. Because of the technical nature of this course (relating to computer graphics) some students naturally perform well and others do not - the one's that do not - after seeing their grades dip below their peers - seem all-too-willing to just give up. What can be done to keep these students motivated? Perhaps assign a group project? Extra credit to help equalise their grades? I'm not sure.

I find that if you speak convincingly about some of your past projects, interactions with dealing with inspectors and knowing your rights. The students see you as a individual that may or may not have faults? You though are helping them to understand real world ethic's and what can happen when you don't hold up your personal emphases on quality and delevering your product. The students then can help to place themselves into the situations and know that they can relate to a real life circumstances. This help everyone feel that they could open up and relate to class after hearing personal stories.