What are some effects strategies in motivating students who are not interested in being in class?

In institutions of higher education, student retention is enhanced when the faculty is familiar with the concept of students as customers, implements effective communication techniques, and sets guidelines for advising and mentoring students.  Faculty needs to focus on the learning needs of the students and realize that academic and non-academic factors influence the success of each student.

Fear of failure is the reason many students do not start and in my experience the reason some do not finish or drop out early.

This section was extremely valuable for me because I have to start from day one to consistently reinforce and reward students.

I especially like the part about helping students overcome challenges without feeding into complaining. It's a balancing act, empathy,

understanding, and helping them to stay focused on the goal by constantly reminding students that they deserve a future and a life they can

be proud of.  Following our brand, give students a reason to believe!

The course treats this topic as if all the motivators mentioned are cut-and-dried one, the other, or both.  I disagree.  Just about anything can be an intrinsic motivator, even grades and a good job.  It depends on the motivator's value as perceived b the individual.  Getting a good job, for example, is certainly an extrinsic motivator because it resluts in rewards that can be easily seen by others, but for most people it is also very much an intrinsic motivator because it provides a sense of accomplishment that is purely internal.

This was very important info, and is great input to put into play for your students.

One of the most efficient ways to improve student retention is to reach at-risk students before they leave the university. Institutions like Beaufort County Community College do this by implementing an early alert student referral program: Students who are experiencing academic, personal, financial or social problems receive a letter informing them of the college's resources and available workshops that can help them address the issue at hand.

Do they really help?

College and success

I would like your help on finding resources and agencies that will provide us with materials and assistance in our effort to offer quality instruction to English language deficiency learning groups. please.

Thank you.

How do you remember student names that are hard to pronounce?

important information

How many of you think that this course was valuable

How would you describe your teaching style?

When teaching adult learners, what ways are best to spark internal motivation when it is lacking?

I try almost everything on the book to motivate younger inmature students! I used intrinsic, extrinsic motivators! what else, can I use to implement and increase their motivation! In the other hand, my older, more mature students; I did not have to use hardly ever any kind of intrinsic/extrinsic motivators. They were motivated already!...

Excellent topic

Research has shown that athletes who have the best motivational outcomes, such as persistence, a positive attitude, and unflinching concentration, tend to be both extrinsically and intrinsically motivated. Athletes who are predominantly extrinsically motivated tend to become discouraged when they do not perform to expectations and can experience a downturn in form. Conversely, athletes who are predominantly intrinsically motivated often do not have the competitive drive to become champions. This is because they tend to enjoy mastering the tasks that comprise their chosen discipline, but they lack a strong competitive streak in their personalities.

We can conclude similarly that educators / instructors should work to create a positive motivational climate for their students. Research has shown that the motivational climate can be performance oriented, which means focused on social comparison and ranking, or mastery oriented, which means focused on self-referenced goals and feelings of competence. Though there are many resources for coaching athlets efficiently with balancing intrinsic and extrinsic motivations, there's not much reliable resources for other type of teaching / learning relationship. Whatever is available, is suggestions and comments based on personal experience and theories and ideas.

I believe that the best way to teach and manage an adult learner class is through blended learning. Of course, there are methods and models for implementing blended learning -- from the flipped classroom, to the flex model. All of them are on the continuum of just how much time is spent online or in the classroom. Blended Learning can provide a unique way of not only engaging students in collaborative work and projects, but also personalizing and individualizing instruction for students.

However, there is still one piece that is missing from a great blended learning environment: engagement! As an experienced teacher of higher education students, I am familiar with the challenges of engaging students in class and lab work. Fortunately, the blended learning model still demands a kind of in-person, brick-and-mortar learning, so there is a unique opportunity to use this structure to engage students.

1) Leverage Class Projects with Collaborative Work

2) Create the Need to Know

3) Reflect and Set Goals

4) Differentiate Instruction Through class / lab Work

5) Use Tools for Mobile Learning