By, Edwardo Mojena
Assess your student before or while there in class, so you can individually motivate each lecture to each and every one of them so they feel that they are a part of the factors you speak in the course.
Since I teach online social relationships aren't a key factor in student motivation. I think most of my students are either interested in getting further in their current careers, for example, moving into management or they are acquiring skills to change careers. I think the students looking to get ahead in current careers are a little more motivated because they have a clearer picture of the rewards of their education.
Enthusiasm of the instructor, desire of the student to learn, overall atmosphere of the classroom all play important factors in student motivation
Student motivation could be partly based on their responsibilties at home. Some students are only able to participate within limits based on how much they have to do at home with their significant other and/or children.
Student motivation reflects on the instructor. My students show interest in leaning and they contribute it to the handouts and participation in activities in class. They know what to expect each week and I try to do a lot of activities with them as a group. Sometimes I have them partner up and complete activities and then we review the material together. If an instructor keeps the class interesting, students will look forward to each day. Student motivation comes from enthusiatic instructors and a desire to learn.
How you present the material (lecture)
Giving examples
Have student participate in class discussions
Give expertise as an instructor and all of the instuctors life experience that is related to the course that is being taught
On the first day of class, I introduce myself and tell the students my background ( where I attended college, my degree and a little about my personal information. I tell the students my experience with working with many different physicans and many different clincs and how it is related to the course. I get them motivated on how, I am a single of three and had no to little support and was able to got to school and work and how at the end of them (student) completing career college they will grow emotionally, financially and knowledgeable.
In addition to being prepared for the class, another important factor is to let the students know that you are available to help them. I let the students know that you are available to help them with their course. If you show the student that you care about them, they then care more about the course.
Hi Ofe,
I like your excitement about working with students. You are right about the returning adults. They are motivated and bring so much to the class. With some encouragement and self confidence these students are willing to share their experiences with other students while themselves benefiting from having the opportunity to share.
Gary
Instructor knowledge and student relevence. I found that when I was a grad student I wanted to know how things would apply to me. As I work with career students, I feel that we have that common bond in the course work that I teach. Keeping my motivation high helps with their enthusiasm.
I feed off of student participation and thank students for jumping in and sharing their story and ask if anyone else has something to add. My returning adults are great assets to have in the classroom.
I find Having a positive attitude and a smile as well as examples of relavent work experiences.
Hi Valencia,
I agree with you about the need to help them see what they are doing for themselves and their families by being in school. This is so important and they can forget it sometimes when the pressures of life start to bear down on them part way through the course. They need some real encouragement at this point.
Gary
I think that one big factor that contributes to student motivation is how bad they want the new job. Also I think another factor is their home life, and if they are wanting to improve it for children/families.
Hi Ronald,
You are right about knowing all of the factors that contribute to student motivation. By knowing them you can customize your instruction to keep them engaged and focused on their course progression.
Gary
There are several factors that contribute to student motivation; such as Social relationships, Cognitive interest, External expectations, Social Welfare. By knowing what motivates a student the instructor can appeal to these needs.
Hi Reese,
Thank you for your comments about the diverse student populations we are working with. Those that really don't have the skills or don't want to apply themselves are going to remain a challenge for us. Those that put forth the effort help us to remain in the classroom and trying our best because we are making a difference in their lives.
Gary
Honestly I find that this varies from each campus I teach on, to the the type of student and so forth. I teach for some proprietary colleges and the student motivation factor is extremely low. It seems that no amount of encouragement, carefully selected activities, interaction, etc will help students submit quality work, timely work, or even work that is college level. One of the issues is the fact that many (not all) proprietary schools take anyone regardless of ability level. Some of the students I have encountered may not have the college reading level or writing level and begin to get discouraged or unmotivated because they receive poor grades. HOwever, as an instructor I cannot give passing grades to work that is not college level. On the other end of the spectrum are those that want to get their money's worth, or are using the classes to move up in their position at work receive a certificate or degree, etc.
Some that I have experienced both as a student and as an instructor have been:
Student interest in the subject material.
Instructors interest in the subject material and how it is presented.
How the student can use the information and skill set that is being taught.
Contrast between the material and what actually happens in the field once they have graduated.
Grades are always a factor, but as stated, not as important to some, as they are more interested in learning the material and how it can be used in real life. With that said, I find little difference in the grades of students that appear to be more interested in the real world learning and those that are there for the grade. By association alone, the grade students must learn the info, and the info students will earn the grades, if all is right in the world. The thing for us to remember is technique changes for each individual regardless of their reasons for being in school.
Bottom line: we have a lot of control over the results our students achieve!!!!
Hi Karen,
These are the same type of students that I have as I teach evening courses as well. I seem to always be struggling with helping them to work through the reasons they are taking the class while coping with personal and family issues. Your connection with them as you have gone through what they are currently going through is valuable because it helps to bring the human element into the setting. As a role model you made it and so can they if they will just hang in there and take it one day and one class at a time.
Gary
Since I am an adjunct evening instructor, most of my students are non-traditional and highly self-motivated. Their motivations comes from being in the work field in ajobe that was not rewarding and paid poorly and they want to better themselves, so they are naturally hardwoking and highly motivated to succeed. My part comes in keeping them motivated when they are truly struggling with failing classes or personal issues to keep pushing shen they are really stressed. They really need to know you understand where they are coming from and that you can be flexible in emergency situations or they will just throw in the towel becasue their family does come first. I let them know that I myself was a non-traditional student raising two kids with a husband who traveled so I am very empathetic, but yet not a pushover.
