Yvonne,
This is an important part of the learning process. Having them verbalize how they have progressed helps them to see that in fact they have and that they are moving toward their career goals. They need help in keeping their vision of the future alive while going through school when the pressures of daily life start to impact them.
Gary
Gary Meers, Ed.D.
I can be a motivating instructor by giving frequent and positive reinforcement and feedback. I think bringing enthusiasm to the classroom is important. Also allowing students to express themselves and to be able to verbalize their understanding of the class topic is helpful. By allowing the students to put in their own words what they have learned and giving them the encouragement and support to do so is motivating.
Tamara,
Students really perk up when they have stories from the field shared with them. These stories increase the value of the content being shared and illustrates to the students the relevance of the content.
Gary
Gary Meers, Ed.D.
Bring as many real life experiences and stories to the classroom as you can to help students relate to the objective you are trying to teach them. Help them make the connection between this is what I want you to learn and this is how it applies to real life.
Billie,
So true. Students need to see the passion we have for out field and the enthusiasm we have for teaching our content. These two elements go a long way in focusing the students in on the course and the goals we have set.
Gary
Gary Meers, Ed.D.
Through reflection, the students can see how motivated and passionate you are about teaching. This will ispire them.
David,
Like your motivation strategy. It is examples like this that reinforces to the students that they have made the right choice and that they can through effort be successful not only in school but also in their careers. This is the message they need to hear over and over.
Gary
Gary Meers, Ed.D.
Virginia,
It seems that with real life issues pressing down on students it is easy for them to forget the reason why they are in school in the first place. So by reminding them on a regular basis you are keeping the "carrot" in front of them as they move through their program.
Gary
Gary Meers, Ed.D.
As the Director of Education of a Massage School, many of my students are here in career transition or because a previous career or school choice did not work out for them. They are worried, anxious, 'is this the right move for me?' So what I do is ask them to be completely quiet for a moment. Then I say, "Listen. Do you hear that?" THey usually respond, "I don't hear anything". I say, "Exactly. THIS is what your future career will be like. No more bosses yelling at you. No more deadlines. No more overtime. It's just you, your client, and peace. Not a bad way to earn a buck, eh?" They ALWAYS eat it up and you can see their eyes lights up. :) I also say things like, 'GUys, i just passed some workers on the street working on the road. It's 100 degrees out there and they are sweating their tails off. Some people don't have a choice. This is the work they have to do to survive. But you guys are here. You have a choice. Make the most of it!!" Those types of things really get them fired up.
I remind them daily of why they are in school. They are there to learn a new profession so that they can move ahead in the world rather than staying where they are. We talk about learning to help people who are in pain to overcome that pain or at least learn to control the pain. We also talk about the ability to provide a better life for ourselves and our family. There are so many reasons to start a new career. All of us have different circumstances that bring us to school, but we are all there to better ourselves in some way.
Courtney,
Connecting the dots between math and application is critical. You are doing this so you are increasing the value of the content as well as engaging your students in the process. This is such a valuable part of the educational process.
Gary
Gary Meers, Ed.D.
Melvin,
What do you do in your classes to be that motivating instructor? Thanks for sharing about this area.
Gary
Gary Meers, Ed.D.
As a fellow math instructor, I too try to provide them with real world examples that help to make the material relavent in their minds. This also provides them with motivation knowing that is information that they will need in their upcoming career field. It provides evidence that their goal is within reach.
Motivating instructors that bring heart and passion to the classroom.
Karen,
Yes, lab courses are easier in this area as you mention. Students are developing skill sets and making application of the content so they get really excited about what they are doing, even though sometimes their initial efforts may not be the best.
Gary
Gary Meers, Ed.D.
Mark,
Right you are about needing to be an example for the students. Instructors need to have passion for their field and then bring enthusiasm to the class each time it meets. If we are not excited it is for sure the students won't be either.
Gary
Gary Meers, Ed.D.
I find this easier in the lab setting than the lecture room. I dish out praise for students who perform a certain skill well. Also, if a student is discouraged, I can say something like "Of course you can't do it as well as you like - this is your first time! It takes practice, silly, that's why we're here!"
i think our own attitudes, and how we approach the material is the first way we can begin to motivate the student.
sometimes it can be a struggle to remain motivated if the class isn't motivated to begin with.
Jackie,
Thank you for sharing this personal example of how you have moved into being the instructor you are today. You are right about you having to be true to yourself and be who you are with your students. The results as you have shared will be rewarding for everyone. I wish you continued teaching success!
Gary
Gary Meers, Ed.D.
Well, by being myself, by being who I am as a professional and as an individual has worked better for me than being who I thought I was supposed to be when I started teaching adult learners. The students saw through the sham of me being who I thought I was expected to be and showed me little to no respect because I wasn't being true to who I am. (How do I know this you ask? I asked them what their deal with me was, that's how I know.) Once I taught from my genuine self, the students responded to it like magic!
