Students feel that effective use of time by having the ability to apply the theory to practice helps them learn and understand how relevant it is to the future and the careers that they choose.

Active listening requires at the very least understanding, acknowledgement and feedback (amongst other things). Admittedly, I have a bad habit of anticipating what a person is saying and finishing the sentence for him/her. This happens as a result of wanting the person to speak faster or take a more direct approach to getting to the point of the conversation. Takes deliberate effort to slow down and let people speak at their own speed use vocabulary/structure they're familiar with. What active listening rules do some of you break?

The tools we are learning seem to be the Motivational model from Maslow and Theory X and Y Models from Management/Psychology class.''Interesting.'

student learn in different way , I use a mixture of organized lecture that is well delivered

I have had all ages of students in my classes from 17 to students 60+. In my experience it doesn’t matter how old the student is, it’s are they interested in what you are teaching. They have to want to be there and want to learn what you are teaching. Your ability as an instructor will either make it easy or hard not only for the student but also for the instructor. but in the end they will succeed if they want it.

Sometimes students question the future job opportunities in this economy and if thee efforts in the academic will be validated. I always encourage them to strive since the people that prepare themselves, for when the better times come, are the ones with a solid advantage over the street smarts. Many of them lost the job do to business closings and the only thing backing them is the experience they had since there is no academics. The question is who will the companies prefer, someone with an academic degree and a problem solution spectrum or someone with experience and no academics.

It has always been very good to take time for each student to do a reflective diaries on what hes learning on a certain day or subject.

What is the best approach to address a student that is not doing his or hers best because they think they can not compete with the younger classmates?

At the start of each class, my students introduce themselves and greet eachother as they are in the work place. This helps the quiet student the opportunity to make small talk that they will be doing daily in the doctors office, this is one of the most important skills required of a medical assistant. They are who will be putting the patients at ease

I have had the opportunity to teach bout younger kids and adults; I find in easier for me to work with adults. I agree they are more motivated and goal orientated but you must listen to them and acknowledge their questions with respect. I find that if they see no value to the material they will not participate but when they see how the information or lesson impacts their life they are eagerly motivated to participate.

How can I motivate students in a class that they may not particularly enjoy?

How can I refocus a large group of students who have lost focus in a subject?

How can I get younger passive learning student to become active learners?

How can I get the "just out of high school" students and the older "life experience" students to relate to each other?

IT IS A GREAT REVIEW OF HOW TO MOTIVATE STUDENTS IN THE LEARNING ENVIORNMENT. I BELIEVE THAT BOTH ARE NEEDED TO BETTER ENHANCE THE STUDENTS ABILITY TO LEARN

I have learned over time that different students obviously have different learning styles, and they tend to linger or wander if they feel something is not hitting close to home, or they do not understand exactly what the material is being relaid to them is.

Understanding and relating to students and their problems, helps to start the connection process with your students. It lets them know you are on their side.

Instructor enthusiasm is the essential force needed for student success. Instructor apathy is a virus that can wipe out an entire class.

As a facilitator it is absolutely essential that we make our classroom, lectures and labs meaningful to each individual student in our class. The ability or inability of the instructor to inspire a diverse adult classroom will not only determine student success by retention as well.

I agree that these techniques help with both intrinsic and extrinsic students.