I openly discuss with my students the opertunities I have been able to experience. We discuss their goals and how to achieve them to be successful in their career no matter what path they take.
Speaking for myself I find that encouragement is the most motivating factor, young and older students sometimes just need positive reinforcement younger learners need to be shown how they can apply the learning thru what I call success by making mistakes, older learners need reinforcement that what they have learned thru experience and schooling can be applied to new areas
One thing that works for me is to relate some of my experiences in the field, especially the mistakes that I made while working on customers cars. This helps the students releaize that they will not have to be perfect when they start working. It also shows that I am someone who has made mistakes, and survived. Often I try to put a funny spin on the story. This usually puts the students at ease.
Getting the students to participate in the activity and share experiances. We can learn from what we have done wrong.
Give the students examples of what they will be able to achieve once the complete the class. This will help them see the path they will be going down during these learnings and help them organize their thoughts.
be able to apply the studies to something they my want to do later in life
Hi Lane,
Good example of how you can bring student interests into the classroom to serve a motivators. This is where application and relevancy start to impact on the lives of the students.
Gary
Giving the student feedback through grades, if the student performs well on a lab assignment give them a "good job or well done." It seems that sometimes the student receives bad feedback and no positive reinforcement. Raise the lab point percentage required, a motivated student will strive to achieve this goal and the unmotivated student will have to try harder, making them focus.
I like to spend a little time on lecture to set the ground work and give them the basics, then take them out to lab to test the theories they just learned. When the actual lab time comes they have already had a "practice run" at what is required. This solves the short attention span problem also.
Many of my students are hands on learner types, the power point and written word do not work well for them. Taking them to the lab with information fresh in their heads and allowing them to perform the duties cements it for them. Most of them, once shown a procedure, will never forget it
I see several posts make refernce to "real world" type challenges. I think that's a great idea. I have several students interested in race team experience. I create a situation that requires them to think and perform like a race technician and have them perform a task/tasks as if they were at a race. It's fun and gives them a little taste of what they could be getting into.
Hi Byron,
You should feel good about this compliment. You have established a learning environment that reflective of the world in which these students will soon find themselves. This should make the transition process easier for them.
Gary
Hi Eric,
The question I raised deals with how you develop the instructional delivery that you choose to use for your classes. Is is from observing other instructors, reading about teaching techniques, or some other way you find to identify how you are going to be a quality instructor.
Gary
Hi Dr. Meers,
I read your E-mail but I'm not sure what you were asking. Would you expand on that message.
Thanks, Eric Lemon
Yes I have work stations for service manager and technician alike. I run the classroom the same as a service department. I think it adds to the learning process and gices the students an idea of what to expect when they reach the field. I have had several students tell me the classroom felt just like a real shop, which is what I was aiming for.
I think motivation may take many forms. Instructor showing interest in students performance. Maintaining a level of excitement as the students aquire competance with new skills. Allowing students to make mistakes by providing a safe environment for them physically as well as emotionally.So these might be just a few ways a instructor might empower student motivation.
I set up my lab activities as simulations. I give them real life scenerios and ask them to troubleshoot and repair the problem. The purpose of the activity is so they develop their critical thinking skills and teach themselves.
For me I have to be fired up in order for my students to be fired up. Speak loud & clear, demonstrate tasks by explaining thoroughly through the process while performaing and then at normal speed. Most importantly, make sure you let the student know when they have performed the job on their own, even if they need more practice. An "at a boy" can be a real confidence booster and motivator.
Provide positive reinforcement when a correct answer is given, and recognition of their efforts when an incorrect answer is provided, (e.g. That is incorrect but it showed some very logical thought).
showing students how the learning will help them be succesful
I find that using examples from my career gets their attention, but using those examples to show that they can earn respect and make money by doing the job right motivates them even more.
Gary,
Make a fun game that involves looking or performing activities that bring the class in interest to the subject matter!
Charles
