Diversity is a great thing in regards to age in the classroom. I do focus on making the learning environment positive and exciting. I have learned how to pair younger and older students together because each one possesses a skill or trait or experience that helps the other. This also contributes to those who need to feel accepted and those who are concerned with their age.

Teaching is not just about presenting and teaching students about materials that they need to learn. Yes, we need to master the skills being taught. However, it is learning to read people, identify their uniqueness, and their different learning styles. I have many things that have worked for me. Does anyone have any additional helpful suggestions?

18-20 year olds tend to fear rejection or failure to socially integrate while adult learners fear performing poorly due to their age. Is there a way to simultaneously ease the fears of both groups?

This is a old saying refering to the amount that you are paid monetarilyv but it could be applied learning environment in the classroom. Attitude is everything and when I apply brainstorming technigue that no idea is wrong but maybe not right for the momrnt at hand everyone is engaged, enthusiasm is all around.

With older students life experiences and younger students technical skill, went they are paired together they make a good blend for success and a wonderful learning experience for all.

ED102 explains that the instructor has some responsibility for motivating students; no argument there. Morale however is almost as important as motivation, and morale is what the instructor perhaps has more influence over. Motivation is often influenced by factors, consequences, outcomes and threat or reward, many of which the students arrived in the classroom with. Morale is often a result of environment. The instructor I believe has more control over the moral in the classroom than motivational factors, and therefore should take steps to ensure morale is prevelant in the learning environment. Cultivating morale in the learning environment contributes to the learner's sense of security, safety, feeling or being welcomed and included, supported and needed, and untimately success and accomplishment in the course and program. One little statement which helps to boost morale and to motivate students, is to suggest that tests are not tools utilized for determining what a learner does not know, rather for highlighting what a learner does know. Anxiety and worry about failing is replaced with excitement and determination to show what has been accomplished or achieved. Perhaps this is a different perspective than what we have encountered in traditional education, however in an environment of adult learners in technical or vocational programs, traditional education is not quite enough. Clifton

ED102 provided some great techniques for helping the instructr to maintain focus on students, to stay on track and not become distracted. I would add that the instructors can also benefit from encouraging student participation, particularly to maintain focus. In a sense, it is a two-way relationship although the instructor is of course responsible for maintaining focus. One technique would be to play a game with the students. The instructors ask the students qestions and points are awarded for correct answers (points not contributing to the grades), and students ask the instructor questions who is awared points for correct answers. This will also help to refocus the instructor and students after a break, after a lecture, at the beginning or end of the class. Questions can be asked from the learning exercises in text books, or students and instructors can make up their own questions (which leads to develoiping research skills for students). A running score throughout the course would contribute to a more stimulating learning environment, as many students would look forward to trying to "best" the instructor. Primarily, it is an exercise which enables the instructor to maintain focus, as well as the students. Clifton

Student retention, can refer to holding the students' attention and interest during each class, as well as keeping students' in the class physically. Does not retaining students' attention and interest have a lot to do with the success of keeping students in the course and program? I would argue that it does. Course ED 102 leads me to believe that retention goes beyound a single day, and extends throughout each week during the course, each course and even the program . Would anyone disagree? Clifton

This course led me to the understanding that student have different expectations, which are indicative of their reasons for pursuing their individual educational goals. Adult learners in the technical-vocation programs have expectations which differ than adult learners in strictly academic programs. The reasons for learning then are drivers behind the characteristics, expectations and attitudes of learners. Understanding what motivates and drives a learner is an important step towards determining the most appropriate teaching styles and techniques to apply in the learning envirnment. Would anyone agree that student characteristics are also worth considering when developing realationships with the students? Clifton

I find that the more excited I am about a topic the better my students retain it

I ask my students to write down one thing they learned new out of the class that day and it is their ticket out the door

Some students are more participative than others. I look to these students as class leaders. Other students misread this as favortism.

I often times struggle with how to motivate an adult learner who chose my program but doesn't really seem interested.

Intrinsic: Im really glad I took this course because I knew nothing about either of these.I never thought about a student wanted to just complete a goal on there own I feel I should may be back off a little and not having it be about my feelings. Extrinsic: The reward system weather it be grades,rewards It really comes down to knowing you student and what they need ! What a great course

Students must also understand the rewards of doing the work on and independent bases as adult learners

I taught high school for 6 years. I definitely experienced a learning curve teaching my first term with older adult learners. Their experiences are definitely an asset to the class in my experience. However both older adult learners and students fresh out of high school have made me realize how important my own experiences are in the classroom. It emphasizes the instructor's role as an authority figure.

What is the most effective way to provide personal attention to students in a lab class where some students need more attention than the others. How do you ensure that the other students are not disgruntled?

I teach in a school where each student gets a laptop.The internet is an integral part of how classes are taught. Often I find that some students would surf to non related websites during my instruction. I take this as a sign that either they are bored or disinterested or; they are not being challenged enough. I'm looking for opinions on how to interpret their actions and meet their needs.

I find that I have all different ages of students. Some are right out of high school and some middle age. I find that on certain subjects, it works well putting them together so they can compliment each other.

I'm not sure if I'm becoming cynical, but the cliché: "the more things change, the more they stay the same" is not ringing true with our school. Our campus has been changing and it is in the wrong direction. I have seen ABC 20/20 pieces and other journalistic approaches to career colleges and they never seem to be in the best light. The CE that I worked on (ED209-Students as Customers) shed a light on this subject of “admissions AND retention.” I have a few friends that work at other schools as well, and the new term: “Pell and a pulse” seems to be the resounding battle cry for admissions. “Get their butts in chairs” gives the impression career colleges are just institutions of profit. Yes a profit can be made, but it shouldn’t be at the expense of someone getting ‘some’ education versus high-quality direction. While I don’t want to paint with such a broad stroke, but more directors and managers (not just instructors/teachers) need to take this module/CE. “In fact, the majority of technology students believe that the students-as-customers approach should not be used because: • This approach affects instructor performance. • The goal of the institution may change from providing education to making a profit. • This approach affected relationships between instructor and student (Watjatrakul, 2009).” I can honestly say I have seen this approach weaken our ability in bringing the best information or discussions to our class rooms. Vice Presidents, directors and other management have focused on the ‘front end’ and less on the middle (education) or back end (certification/graduation/placement). Since certification has no bearing on our school ranking or our Federal Government standings, the focal point has been the exact opposite of this module: students are customers we need in our buildings. “Will educators try to avoid critical feedback when using the students-as-customers approach?” (Bharadway, 1993 and Johnson, 2003 cited in Watjatrakul, 2009) Unfortunately this has been a resounding “yes” at our campus. I believe our campus and our field have the opportunity to be great again: but reeducation for our management is sorely needed.