Depends on what level you're teaching obviously. I'm not a big fan of "trophies" for showing up but rewarding excellence is a must!
Relative, Viable to today....The course material is relatively "free of real world distractors" however extremely useful in terms of practical application to a potential real world scenario internalizing/developing crisis action planning or deliberate planning as a "tool/method" that's internationally accepted across a broad range of political/professional military organizations.
This is an important topic. Due to the needs of our students, I have found that motivation is highly desired because many of out students don't receive support and motivation at home. Even the smallest motivational comment or stickers-for an "A" mean so much to our students.
While teaching online course over the past few years, I have had a challenge getting some students motivated to even start the course? They are enrolled, but never attend class or finish tasks. Are there any ideas for motivating these students to attend class or start their tasks?
In my Sociology course, I have students check the textbook chapter contents and if they wish extra credit, they can choose a chapter of interest (i.e. deviance, gender, religion, etc). During the class session in which we are discussing that particular subject, the student brings a current article that relates to the subject in question and explains it and facilitates student discussions utilizing new soc. terms & concepts. (For instance, a student brought in an article concerning a Pope's involvement in child molestations (Religion/Deviance chpt. and how the church handled the situation.) This action not only connects theoretical learning with real life application, but also motivates the student to 'dig deeper' and gives them extra credit points in the process. This also has a latent affect of engaging students, especially if those students know that during the semester THEY will be the facilitator and will want active point/counterpoint discussions to take place...so they might open up hoping that other students will reciprocate when they facilitate. Obviously, respect for differing opinions and opening minds is discussed from day 1! Donna
Myung, Well said! Since many students have never experienced the structure that allows for nurturing and support, we definitely need to build that support into all facets of the college system. In fact, I believe that one word in your post, "Showing" stands out as critical. If a student has never experienced this motivation, he/she might not know where to look to get the support/motivation needed. This is especially true if the students' are living on 'fragile ground'. One alteration in their life can create a crises that haults everything. Faculty and staff that are passionate about student-centered active learning not only wish to motivate and support but initiate an opportunity for reciprocated learning. Thanks for your thoughts. Donna
I have worked in industry for 10 years and being fairly new to teaching I have found that students appreciate and are motivated by guest speakers. The more that you can bring the outside world to them the less threatened they feel about working in industry. By making the students feel more secure they are more likely to be motivated to pursue their goals.
Some Student learn better by doing, I find that role playing when possible is a great motivator.
My experience in teaching operations management type courses leads me to believe the students of today are visual learners and need to see the topic in action. I have made a point of taking the class on at least one plant tour each semester so the students can relate the topic to what the "real world" is actually doing. Once they see what industry is doing, they tend to ask more questions and generate quality discussions in class.
By giving them as much practical, hands-on experience as possible. I hit all the technical and theoretical aspects, certainly, but it's the chance to apply this knowledge to solving real problems in the field under fire that always makes them hungry for more.
During my lectures I interject my personal experiences that are relevant to the lectures and I make sure that my students do the practicum (or the hands on) after I provide the theory.
A big part of my job is reading legal transcripts for court reporting students. So I try to read as many different kinds of cases as I can-criminal, civil, deposition,etc.-and try to be interested and passionate about the subject matter, and transfer that passion to my students.
Students need to get motivated in class to be able to keep interested in the course. The key is to get to know your students to be able to help them how to become motivated in the class. Be able to understand their different needs to be able to help them learn and become motivated. Get the students involved in class and share their ideas and give them positive feedback. Teaching students something new everyday will keep them interested in the class. Ask each student to bring in a question about the topic they are learning about. If they bring a question everyday and discuss it in class, they can learn from it and remain interested.
I do a similar thing although I let the teams brainstorm the name for their team as their first collaborative task. They are creative and enjoy this early success working together.
Hi Steven,
I am using a team challenge approach where students draw the name of a team the first day of class. They sit and work with this team the entire quarter, preparing a team challenge for each class and doing in-class challenges every class, too.
Elizabeth
Hi Carl,
I start by first talking individually with the students that have such attitudes. I try to learn from them why they feel they way they do. Then I ask for their help in making the course better fit their needs. This request often results in their taking a more active role in the course because they have been asked to play a part in the course. If they still retain such an attitude I treat them as I do all other students but I concentrate on my students that are invested in the course because they are the ones that are going to be successful once they enter their career field.
Gary
If there is no motivation, there is no learning going on in the classroom. Motivation is an emotion and what motivates me may not motivate others. To motivate my students I will create a possitve learning environment, promote questions, encourage critical thinking, listen, review and reinforce, make personal connections, and have fun making all real by showing off my passion for the subject.
I believe certain classes have leaders of the class that simply impeade learning with poor attitude that seems to affect the rest of the class. How do you confront apathy or lack of desire to work and learn?
Hi Carl,
Not sure what you mean by "tough" classes. Some classes are tough because the students aren't interested others because the students aren't at the level they need to be for success so the variety in tough classes can be great.
If you can give me some additional information on the kind of tough we are dealing with I will be glad to share some thoughts with you.
Thanks.
Gary
I find that each class of students somewhat takes on its own identity and I need to improve to take those "tough" classes and encourage learning when a few students deter learning in the classroom. I think the best way is to personalize yourself to each student and show excitement. Any ideas for those tough classes?
