Good learning environment, institutional pride, presence of sense of belongingness though the participation of student activity like sport club, music group etc. could help student retention

It seems some students struggle with this. How can we help if this is not their nature?

As an instructor we want all of our students to get the material and to be a success in this endeavor. The best way for an individual to be involved in their learning is to be motivation from within, but can intrinsic motivation be taught, or is it something instilled or innately within us. I believe both. This kind of motivation is within all of us but it needs to be encouraged and nurtured. We as instructors are in a unique position to turn this "on" in an individual or suppress it. I believe this is a great power and with great power comes great responsibility. Many successes have been attributed to necessity, a necessity to adapt to changing conditions to interrupt the status quo just to get an individual to participate in their own success. I do believe intrinsic motivation can be taught and it is a power and responsibility that we as instructors need to take caution with and take as seriously as our own personal well being.

One part of this lesson talked about how we as teachers will be respected if we show confidence in front of the class. I am a very new teacher, and I have not yet found my footing in the confidence department. I know that it will come with time, but I keep wondering if it is better for me to feign confidence to my students or to be more honest about it? I feel like when I don't have confidence, neither do they, and it creates a terrible cycle. How did you guys cope in the beginning when you were unsure of yourself and your ability to be an effective teacher?

I have a student who presents me with a lot of problems. She is an older student (a grandmother, but a VERY young grandmother). First of all, she always gives up on a task the moment after it is presented. She refuses to even try! Second of all, she basically accuses me of not providing her a lecture worth her money. She always whines about everything - especially the cost of the program. And third, she requires a lot of extra help with technology. I am teaching in an extremely technology heavy program, and she can't even figure out where to save a document on the computer and be able to find it. I feel for her, but I can't spend class time explaining basic computer skills or defending my lessons every week. How can I help her build the confidence to try harder or take it upon herself to become familiar with computers outside of class?

I always like to greet the students at the door and be in the room atleast ten mins. early to make sure that the room is clean and neat for them.

students worry they cannot find a job after finishing school.you must encourge students to keep trying even if they fail on the first trys.

In our classroom most of the time is spent in a lab type setting.Some of the students use this wisely, some do not.Trying to keep them motivated is a problem

I have found when you allow students to share their life experiences with you they feel more respected and in turn are motivated to do well in the course. I believe it is very important to treat each student as the unique individual they are and capitalize on their strengths.

I have found when allowing students to share some of their personal struggles helps them to stay focused more on the material, becuase they feel as if they are really cared about and respected as a person.

At the end of each course, I write a motivating statement or email letting my students know what I expect of them, how proud I am of them and how it is out there in the field. How does this motivate them? It gives them the sense that I care for each and everyone of them and I do. It shows that if I can do it, so can they.

Sometimes when you have to refocus your class, it si best to slow down. listen or "read" your class and then ask questions. By asking questions, you can see what path you need to go down to refocus the class or get them reengaged. How do you learn from this? It helps the instructor create a better understanding of how the student is receiving the subject manner.

When making or creating assignments for students, include what they like or the time of year into the assignment. When creating a business plan in my class, it was near Halloween, so we created a business plan to operate a haunted house. The students took ownership of each role in the business. How do you keep them going? As the students specifics about their views on different topics.

It is important to let your older students know that they can learn just as the others do and have the same type of advantage that everyone else does. How can you make them feel less scared? Include them in discussions or ask them specific questions they know the answers to.

We cannot motivate students if we are not motivated ourleves. Walking into a classroom and expecting the student to have high energy and be eager to learn is unfair if we do not exude it as instructors. We have to be prepared to leave all distractions outside the classroom and provide a motivating and positive expereince for our students.

Giving students their weekly grades and where they are in the quarter is a great way to motivate my students to continue to strive to do their best

Surprisingly, I have had only a few adult learners in my classes over the years. Most of my students are between the ages of 18 – 25. I can also recall that each of those adult learners was a challenge to teach in some way. One in particular was indeed full of self-doubt and was typically despondent every time he entered the class. I always made an attempt to engage him in one-on-one conversation as he always arrived early to class. As much as I tried I could not find a “kink in the armor”. Then this particular design class had a group project. I intentionally paired him up with the brightest, most talented student in the class. Amazingly, this troubled adult learner came out of his shell and presented skills to his group that I had no idea he had. It turns out all he needed was team interaction. His work experience was anchored in that so he needed that dynamic to function comfortably in the classroom. I think that experience then gave him the confidence he needed to do well in individual work. He needed that validation by his younger peers, but he also needed the proper venue to make that happen.

I have found many of my adult students will make reference to the fact that it has been years since they were in school. I always encourage them by stating it is never to late to learn we learn everyday. I also let them know their life knowledge can really add to the course, therefore encouraging participation.

You've just got to love "Required Courses"! Those courses that are mandated by various accrediting bodies - the classes where students become glassy-eyed five minutes into the lecture. I find teaching these classes to be challenges and know that I have succeeded when students will change their schedules just to sit in my classes. It becomes a win-win situation for both of us - both fulfuilling as an instructor and motivating for the students.

I try to stay focused in my daily routine and often try to put myself in the shoes of my students. So many of them have issues outside of school that affect their education! I feel very fortunate that I have not had to face some of their challenges - health issues, transportation problems, homelessness, etc.