I believe students should be more responsible for their own learning. In some cases, students expect to have only testable course material taught to them. They don't beiieve studying the accompanying course material as relative course material. However, this material explains the testable theories and practices and is very relavant and needed. The onus is on the student to take responsibility for their learning.

After giving a project that applies an elective course objective, what's the best approach for engaging adult learners who feel that elective courses are irrelevant for their career path?

How do you motivate students in "required" or pre-requisite course?

As a medical coding and billing instructor, I find it difficult at times to change the perception of adult learners. I've had a few aldut learners that had worked in the field and returned to school for the certification. Not having the proper training and/or basic foundation, they have developed bad habits and inaccurate approach that is difficult for them to break. How can I address this situation without being negative and creating additional stress.

I find myself challenged by the fact that I teach a course that the students have to take but most of them don't really like. Looking for ideas to transfer my enthusiasm for the subject onto them.

i like the idea of letting the students have some choice in assignment details but is it really helpful to let them choose due dates? I think that that is too much autonomy.Should I make it that the later the date the more complicated the task? I don't want students taking forever to do easy assignments as that might drag the class down.

If you ask the right questions of your students you should identify that they have different needs and learning styles. That way you can adapt your style to better suit their needs.It is always important that you are approachable to all your student needs.

As instructors, we will always come across students that need that extra boost due to the lack of motivation. I always try to apply multiple approaches in my classes; I think this gives me the opportunity to see what I’m up against. From the initial meeting, I can pretty much determine who I’ll need to work with closely, and whose already highly motivated. My question is, how do I prevent those students that have been categorized intrinsic from falling into the extrinsic category, i.e. life changing events. I can see how one may go from extrinsic to intrinsic, but I want to effectively help those that are already motivated to stay motivated; even when they’re dealing with the hardships of life, and without getting too involved in their situation.

encourage participation and discussion of relevant life experiences to the course objectives

I realize that factors that motivate myself as an instructor do not fall too far from the tree as my students would desire. Students have their own individual reasons that motivate themselves in a classroom, hence extrinsic vs. intrinsic motivation. It's an instructors role to allow the students some autonomy in the classroom in order to empower the student and make the class subject more conducive to the students learning experience.

I teach a modular program, so a few students are always completing their education as new students are coming aboard. I find the students who've been through the program, or have been in it longer, have established their own type of peer pressure. They are constantly asking the other students how they will proceed once out of school, and encourage them to take the national exams in addition to receiving their state license. They even "pressured" my new co-instructor to take her national exams. Seeing all of the success of these students has driven some of the newer ones to want the same success. I find they do most of the motivating, and I do more of the reassuring of those not quite confident enough in their own ability. It works well for our group, so I'm content to provide support to those people that aren't sure of themselves, and let the cohorts do some of the motivating.

I recently took over a program that was a bit in the "dark ages". Many students complained when the former instructor retired, even going so far as to say the company "forced" her out. Since then, I have moved the program onto the standard curriculum, and updated much of the information given to the students, including lectures, activities, labs, etc. I've also integrated use of computers whenever possible, as the industry is heavily reliant on computers and technology. For a while now, I've been hearing students comment positively that they are pleased with the direction of the program, even if they do feel it is more difficult than in the past. Hearing me and my co-instructor discuss what is the current trend or standard in the industry, and how we want to present that to the class has cemented that we truly do want them to have the most current and relevant information available. This also solidifies that they will have an advantage over others competing for jobs once they graduate. Both my co-instructor and I have a lot of enthusiasm for our industry, and that carries out to the students. They now see that change in itself can be exciting when it makes their education a better experience.

Sometimes upon ones' own personal reflection, I ask how will this subject or topic relate to a specific profession, i.e. Physics to become a Radiographer. Upon being advised by a career services representative and/or the instructor, they can provide an informed reasoning as for its application to that specific profession or subject. As an instructor, it is my duty to fully inform my students as to the relevance of any subjects/topics in order to make the student more informed. This is just one of many techniques such as becoming a better listener and providing insightfull verbal/nonverbal cues.

As an instructor, I do focus on both intrinsic and extrinsic practices within my classroom. As a whole, we do live an extrinsic world with k-12 students getting many motivators of candy/rewards/etc. For adult learners, this is "taught" by rewards from credit cards, focusing on getting "points" on bonus cards, etc. To help explain and teach other practical aspects to students that not all "extrinsic" motivators will be there in the working world I try to help bridge the two motivators by focusing on helpful feedback to students. One thing that instructors often do not do is give helpful feedback to good students. Research has shown that even good students would like to know what they did really well so they can repeat this on future endeavors. Do you give helpful feedback to good students? If so, what are some examples? If not, how will you plan to implement in the future or why will you not implement this practice?

How do we keep a student motivated who has very low self esteem?

What can we do to help homeless students be successful?

How do we help students who say they cannot attend class due to being in an abusive relationship, no gas money, or no child care? We do provide resources, but some of the students really just need to know that everything will be ok.

What I would like to know is what can i do to keep intrest in my class when I present information that is over 20 years outdated and is no longer relevant?

Confronted by tests, many students get nervous and forget concepts because their anxiety over test performance is so great. Motivating students involves giving them the preparation skills they need to succeed. Success is not the same for every student so you have to find what motivates each student to their level of success. I can vary between Intristic factors as well as Extrinsic factors. This involves you as the instructor being very engaged with your students. Being engaged allows you to see what helps the student and it gives the students a great sense of security.

A very important message was sent here in the form of "think what you would want for yourself and then deliver it to the students" or something on that line. I'm a firm believer in this. Even though I'm now an instructor I'll always consider myself a student. Lack of sound information, and lack of truly caring where one of the factors I felt affected me most as a student. I've always felt a lot of instructors work on the "show-off" mode rather than the "show-me" mode. I want someone interested in teaching ME, rather than showing off to me what they know. Motivating my students to me starts with pride. They need to feel a sense of pride for what they're doing and they need to feel accomplished not by me showing off but by them doing it themselves.IT WORKS!!