Heather Rothbauer-Wanish

To motivate students, often I will ask them what they have witnessed in the news or read in a magazine since we last met. Then, we discuss how that topic relates to class. By being able to draw correlations between course material and 'real-life,' students become more motivated to continue learning.

I have found that focusing on what the students already know is beneficial. For instance, instead of me explaining a story, I ask them for examples. They may not have recognized that they did already know some pieces of knowledge about the topic until you do this. Often, they just did not know the correct terminology or recognize it as something applicable to the classroom. When they realize they have knowledge, they are more excited and motivated, which spreads throughout the classroom.

At our university, we encourage retention and attendance as critical success factors. We have a policy as follows: if the class as a whole receives 95% attendance through the quarter, the class receives a free meal complements of our campus director. It is interesting to see the students then hold each other accountable for attending class.

As a way to better understand the student characteristics of the students in the classroom, I have required an introductory letter for certain classes (such as Business Communications). Not only does this allow me to check their writing capabilities, but the students are able to provide information about themselves that helps me familiarize myself with their individual characteristics and future goals. As an assignment that is completed at the beginning of the quarter, we are able to build a rapport among the students in the classroom that can be built upon for the remaining of the course.