I have been seeing more disrespect to the older students. The younger students tend to feel entitled to an A where as the older students believe they have to work hard to achieve. I have trouble communicating on this topic at times since I am from the old school way of things.....does anyone have this same problem? If so, how do you bridge the gap?

It is important to let adult learners know that the education they are getting will be instrumental in bettering their life prospects and that they will make a difference.

It is important to take into consideration the fact that adult learners have many more responsabilities than a typical younger counterpart.

Practicing enhancing security during instruction works well with my students the first day of class.Students have the full understanding of what to expect in class.

I think creating a non-threatening environment is VERY important for students. They really have the opportunity to blossom when they feel they will not be made to feel foolish or silly in front of others, when they feel what they have to say is valued, and when they realize we are all in this together.

As and instructor i pratice extrinsic motivation skills,and i get great response from my students.

This was a good course. I feel good that I am already doing 90% of what was suggested here. However, the way our portal is set up, it's difficult to drop grades, as the Assignment List doesn't allow to let some drops grades and others keep their scores...once the assignment is set up, that grade goes in and registers a zero if you were to 'drop the grade.' Basically, you'd have to drop the entire assignment, which could hurt some who actually did well on that assessment.

I enjoyed and agree with enhancing security. I believe that by starting your class ensuring these techniques will provide clear direction for the entire term

The discussion about extrinsic and extrinsic motivators is very relevant at my school. Many students come in with an interested high on the extrinsic end (pay) and it is our challenge to turn that into an internal, intrinsic motivator.What are your thoughts? Have you seen the same trends?

I find this section very effective in understanding ways to retain students. Simply knowing your students' full name is a great way to start!

I have noticed over the years how learning students' characteristics have changed in students in comparison to students' learning characteristics of 15 years ago. As technology advances teachers must present new and more effective ways to instruct other than the classic chalkboard. This idea is slightly of subject but highly fascinating.

It's amazing how we spend so much time in a classroom teaching using these methods to get the student to understand, and we never really think about the technical terms until we see it again then all of a sudden it becomes a light bulb. I had forgotten all about Extrinsic and Intrinsic until I started this lesson

How do you motivate a student that is constantly distracted by life out-side of class?

How do you handle when you student is older than the instructor and feels he has more life experience and more career training experience than the instructor?

A string that has connected many of the lectures in this training has been the need to show interest and enthusiasm in your classroom. Where I absolutely agree that students will mimic the mentalities of the instructor and that viewing passion is one of the most powerful motivators available, I also think it may be worth noting that there is such a thing as too much enthusiasm. The consequence of which resulting in students that see their instructors passion as being less genuine. Has anyone felt they needed to dial back to emphasize other points in lectures or experienced a professor that seemed to be on either extreme [too passionate or too Ben Stein]?

It is so important that instructors value and respect their students. I get to know each of the names of my students on the very first day of class. I address them by name in class at every opportunity that arises. This makes them feel important and that their professor actually cares about who they are and wants them to succeed.

Sharing your personal experiences as they relate to the materialbeing taught engages the student and creates students' interest. Students begin to feel a level of comfort and may even contribute to the discussion.

Students will feel empowered if you allow them to take the initiative and actively become involved in the learnng process. Create an environment that will allow students to take risks. A nurturing, caring instructor sets the tone for successful learning.

It is a challenge sometimes when you have adult learners who are highly motivated and engaged mixed with students right out of high school. The younger students have a difficult time adapting to the college atmosphere and do know how to behave in this class setting which does upset the adult learners.

I struggle with this point quite often. I always love working one-on-one with students after class. I enjoy getting to know the students and discovering where "voids" in their knowledge and understanding are so we can fill them in. There have been a few times where I struggle with the delicate situation of where I feel like I am spoon-feeding the student. Is this really helpful to them? It is my job to faciliate the learning of the material, but the student also has a responsibility to learn as well. My main question is, when is too much help- no longer help?