Listen closely to students; use your own experience, expertise and enthusiasm about your program to be a positive model for your students.
Hi Scott,
This is critical for students to see. If they can see application and relevancy to their career goals you will have continued motivation by students.
Gary
Hi Lyn,
Thank you for these great points about different kinds of motivation. They should give us all different ideas of how we can develop different motivation strategies for our students.
Gary
Hi Debra,
These kinds of opportunities to communicate are often enough to get students engaged and contributing to the class discussions. These methods also let the students know that you are there to support their efforts.
Gary
Create "tea rooms" on the discussion boards where students can come together and just talk about any subject. Instructors can send personalized emails to each student, encouraging them to contact them if they have any questions. Some instructor give our their personal cell phones out, so they can have more personal conversations with their students.
Hi - that is a good idea. Relating what is learned to what they hear or read in the news brings relevance to the material. Lyn
Richard, That is so true! Sometimes we focus too much on "correcting mistakes" and forget we also need to reinforce what is right. Lyn
Hi All,
One point made in the module was that students are motivated by many different things. Some are very motivated, whereas others just cannot seem to get moving, or focused, for as many reasons as there are students, it seems.
In the past, I have taught students that were Biology or science majors. They were already interested in the material. For many years now, I have taught online Gen Ed natural science courses. Since my students are not science majors, motivation can be a challenge.
At the start of class, I ask my Biology students what topic on the syllabus interests them the most. This is a "sly way" of suggesting that they WILL be interested in the material. And, we have discussed before the importance of relating course material to their lives, personal lives if not a one-on-one transfer to a career.
Then, during the class, I try to break down complex topics and explain them in plain English, making comparisons to things that students may already be familiar with. Use analogies.
I often give them resources such as practice games, and audio visiual tutorials. This helps not only to learn the material, but also to build confidence.
I prefer not to use grades as motivation, although doing well on an assignment should be praised. When they succeed I tell them what they did right, with a keep up the good work sort of statement.
Finally, if a student is not doing well, we try to figure out what the stumbling blocks are. There is no "shame" involved with not doing well; it is just a challenge that needs to be addressed. Lyn
Connecting the course content with their career goals (help) keeps them motivated.
Examples of motivation techniques are using what is available in terms of knowledge and experience. I think my students become more motivated when they learn about what other people have done and ideas that others have to present. I think having the feeling that they are working towards something that is greater than just coming to school, reading the text, and taking the tests for a grade. We have impletemented Service Learning in many of our courses, which has allowed students to see a greater good for that which they are doing.
Learning students names and maybe something personal about the students on the first day of class. Repore is immediately developed. I feel also that being active during lectures ie walking around the room, and including the students in the discussions helps with motivation. I am also a big advocate of returning assignments, quizzes and exams the next class period, with comments for discussin for the students. It seems to keep them motivated to know where they stand. And most important for me is the real world application of the class material. If we can apply the information to things that truly happen in the industry, students are much more likely to retain and understand the relevance.
Examples of the type of work and the skill and quality needed to succeed in the work world
giving verbal (positive) feedback - and written feedback on assignments - I use a "Feedback Sandwich" with a positive overall statement - with a criticism for improvement (eg suggestions etc.) and then close with a positive praise
That is a great idea. This helps the students to see that what they are learning can be applied to real life experiences. No one likes to think that they are learning something they will never use.
Suggestions:
1. Lecture for 10 - 20 minutes at a time maximum
2. Incorporate hands on activities in between lecture segments
3. Ask students to give suggestions on how they would like to learn a certain topic or technique
4. Have students create lesson plans for different topics or techniques they are learning.
Hello,
I have found that using more then just the standard lecture can motivate students. Using multiple visual aids, videos, new clips, but most of all hands on practice is by far the best. Actually having the students walk through a procedure step by step. Not only do they learn faster, they have fun!
Chad
Herb
That practice of having your students go out to the job site and "shadow " is outstanding. Not only does it motivate your students its demonstrates your competent professionaliam.
Hands on activities
Discussion of techniques and skills learned on job trining or work experiences.
Understanding that there will be a gap in skils in between classroom and on the job .
Hi Herb,
I am a big fan of shadowing for the reasons you listed. Either way the students have learned something. One, this is the field for them or this is not the field for them. Growth and knowledge has occurred and they are progressing in their career development.
Gary
Hi George,
Yes, instructors need to be good communicators. They need to look for ways they can keep students engaged in the learning process while getting the content across.
Gary
