Reinforcement is definitely one of the major aspect as students can easily loose stamina and focus if they perceive that their performances are below their expectations.
Also, I personally think that linking the topic of the class to the overall goal of knowledge development and relevance to their current or future field of activity can help motivating the students.
There are many factors that contribute to a students motivation. Acknowledging when the students preform well. Understanding of difficult situations that make it necessary for students to turn their work in late. Being a cheerleader for the student in both good times and bad. Positive interaction from the teacher under most all situations will keep the student motivated.
When students feel that what they are learning is going to directly benefit them, they are more motivated in a class. When they feel that an instructor is genuinely interested in their success, they are also more motivated.
Hi Joseph,
Key point. You have relate to the students within their frame of reference. By knowing how to relate to them you are also on your way to developing rapport with the students.
Gary
I think one factor that contributes to the motivation of students would be for them to be able to share their experiences. In doing so students are engaged in the class and get motivated to complete the class.
Using the whole range of positive reenforcers is necessary in a class. Everyone responds to some sort, but not everyone responds to the same methods. Verbal praise may work for some, others a pat on the back. Younger students respond to a high five or a fist bump, while older students like a warm handshake. You need to know the individual and what he/she will respond to the most.
I think they recognize that they might have missed out on a significant opportunity earlier in life and want to experience every aspect of leaning - including the smiley faces - this is a remarkable phenomena.
In a recent literature review, I identified several factors influencing motivation:
- clarity of role and expectations (do students understand learning events and what they must to be successful)
- role expansion (are there opportunties for students to go beyond course leanring events and continue to grow)
- task diversity (does a course contain a diverse number and type of learning events)
- reward, recognition and reinforcement (the 3 R's, self explanatory)
Rosemary and all,
I would agree that showing current students that others who once walked their path have succeeded will motivate and empower them. I keep clippings of articles and copies of e-mails I've received from graduates and show them to my current students as models of achievement. They also compete with one another to see who makes into my book first after graduation!
Hi Claire,
Good point about providing instructional support. Even though we are teaching adults they still need support at times much like children. The fact you are sitting there gives them a great deal of comfort so they have a higher level of self confidence even when they don't need any direct help.
Gary
I like to acknowledge students for their persistence and their commitment to their education. This can be especially effective when a student has failed a test or even a class. I can be honest and straight-forward in praising them for not giving up, and this often inspires them to give it another try after a particularly difficult class or quarter. I've found some students need me to sit in a computer lab with them while they work on assignments. I can be working on other projects, but just knowing I'm there and available if a questions comes up keeps them working and helps them realize how much they really do know.
All students need motivation whatever their ages.The old students ask me to put happy face on their paper if they got good grades.
Motivation...kinda equals interst, desire, passion...If you can assess a students reasons for being in class, what they want out of the class, and what their passions are for the content of the class, use that to develop and present subject matter that encorporates what gets the student "excited" and interested.
Hi William,
I agree with you about this student segment. They are fun to teach and a joy to watch learn. They make it easy to go to work each day.
Gary
I have found that most of my students - generally in their thirties - are motivated by what they see in their workplaces. Fellow employees that have degrees get better, more challenging, more satisfying, and better paying positions. They want to improve their lives/positions with an education directly related to their careers. I love teaching these students as they are motivated, do not miss classes, do their homework and make demands of me to teach - they ask questions until they 'get it'
Creating an evironment where students have ample opportunities to succeed. Rather than give two or three massive tests and base their grades on tham, utilize smaller methods of assessment using a variety of methods (short open book quizzes to test reading, critical thinking questions, group projects, games, etc.) that taps the various methods that students learn. Not only does this increase motivation but also retention.
Hi Denise,
Teaching is much like a buffet line. By offering variety you will appeal to the different learning preferences and engage the students. This keeps their interest in the content and class activities.
Gary
There are so many factors that contribute to motivation for the students and they are all so personal and individual to each student. They can be financial, goal-oriented, career advancement, love of learning, and more. My biggest question is how do you balance the need to meet these individual motivations and get all the material out to them that you need to? It appears that some ways of teaching would be motivating to some and not to others and that you just have to mix it up.
If the student see his instructor as a positive role model, then the sudent will have the motivationton do well in school
Hi Charles,
Great point concerning transference of success. Once success is gained in a required course and they see that that success can be used in other courses it is like a landslide of "ah-ha" moments start to occur.
Gary
