Reinforcement can be used to motivate students simply by reinforcing the information that was just learned. If I am teaching a lab class I typically present the information to the students, then follow it up with a demonstration of a skill. By hearing and understanding the information, reinforcement comes in when the demonstration occurs.
i usually when i explain to them about the objectives of the class and as i move on,each part of the material i design reinforment activities using mainly the board during wich they win the points for the class participation ,but at the same time if they have any question or doubt about the area ,they have the chance to see other studients coming to the board to do the exercise and they also have the chance to come to the board to try ,if i realize that despite that some of them still do not understand i go over the material again ,if few do not understand i spend time with them after class until they know the material
My students do not agree with all of the classroom rules. I include some that I will later negotiate away as a reward for participation or strong performance.
Deborah- I have tried this idea when new students enter the class at the start of new module. Each student must remember at least one thing about each class mate. However, it never occured to me to do this at the end of each class meeting. This seems so simple. I am going to implement this into my instruction time. Thank you for the idea.
Departmentally, progress reports must be distributed to every student every 5 weeks.
Personally, I give my students 10 or more progress reports: after each quiz and after each exam.
I have comments telling them that they have an excellent, very good, fair, or failing grade.
I recommend tutoring for students with fair grades and mandate it for students with failing grades.
As department head, I send student alarms to students with fair and failing grades encouraging tutoring.
Stewart, I really like this idea. It serves a dual purpose of having students share personal experience which gives me insight into their motivation and feelings and connects the dots as well. I am anxious to try it. Thanks
Loretta,
Activities and change of pace in the class helps to keep students engaged. You are right on with your varied approach.
Gary
Dr. Gary Meers
Get students involved in activiies in the class ask questions to help them get moativiated.
N.,
Reinforcement and review really helps students to retain the needed content. I teach evening classes and my students come to me tired. I have to use a variety of delivery methods to keep them engaged and focused on what we are covering if they are going to have learning success.
Gary
Dr. Gary Meers
If students appear to be distracted or tired I will recap the most important facts and the end of lecture.
I do this with a normal class. With the online class, the only approach I know is by asking them individually if they understand. Since I can't see their body language, do you have any pointers on a better approach?
Daniel,
Very important to remember. This is why you need to constantly "read" the class so you can provide support to students when and where needed.
Gary
Dr. Gary Meers
This is very important with regard to keeping in tune with your class. Seeing students struggle with a concept requires more time working with them to understand the material and then provide encouragement to keep their spirits up.
That's a great idea, one that I will incorporate in my future classes. I would do a summation at the end, but I like this as an addition.
Good job
Paula,
Good motivation effort. Small successes help to build the final project, which in this case is completion of the course. I commend you for your strategies. You are keeping the students engaged and focused on their futures while completing the requirements of the course on a regular basis.
Gary
Dr. Gary Meers
The students that I find the most challenging to motivate are those that are just out of high school and not yet "into" applying themselves in a disciplined, organized, determined way due to lack of skill sets in those areas. I put lots of effort into meeting with them regularly, first just chatting to get to know them and some of their outside interests, and then, over time, brain-storming with them about strategies for success that will fit into their personal "style" of learning.
Weekly, I check in with them (keep notes to refer back to for the next meeting) to see how their goals for that week have progressed or not, and then I try to re-focus the student on targeting how to reach those goals in the upcoming week. I given them as much positive feedback for anything they've done well and especially pay attention to any opportunity to give them a "pep talk" if they express feeling overwhelmed by course material or practice regimes they need to follow in order to succeed. What my students learn inherently demands daily repetitive practice.
If a student expresses discouragement, I ask them to look back past barriers they conquered -- that once seemed unsurrmountable. I remind them that they will do the same with this current challenge, as long as they can apply patience, determination, and persistence to the tasks at hand. I also remind the student that the skills they are learning are mastered in small, steady steps forward, not in huge leaps. I use an example like that of the efforts required by a pole vaulter. I point out that the pole vaulter doesn't just vault 12 feet overnight, but through practicing vaulting over small heights to start, raised inch by inch over time.
Finally, I ask the student to focus on reach one day's goals at a time, remembering the old adage that a mighty oak tree was once a tiny acorn.
After having lectured on a subject, I present a scanario in which something went wrong and have the class figure out what could have been done to avoid the situation. They usaully do well and are excited about having solved the problem.
One way I use reinforcement is to offer praise to students who remember thematic course content throughout the course. For example, in my Introduction to Corrections courses, I always reiterate the 5 Sentencing Goals of Corrections: Incapacitation, Deterrence, Restitution, Retribution, and Rehabilitation. I want every student to remember these goals and how they conflict, so during a lesson, I will go over an activity and ask "What are the 5 Sentencing Goals of Corrections?" Then I will give personal stories or reasons as to why knowing them is important, for they may conflcit with one another, compliment one another, or may help students realize what values they themselves uphold when they are put in an authoritative Criminal Justice position, and whether or not they should change their way of thinking.
Thank you Deborah for sharing. I think I will use that when I go back in January to teach and give it a try and see how it goes. It also goes to verbally summarizing which is another way to commit to memory.
Deborah,
I love this idea. I do this at the end of each term but I never thought to do it after each session. Thank yuou for the suggestion.
Heidi DeMello M. Ed.
