My goal is to gain as much information as possible on the subject matter that I am teaching. This enables me to be more creative and to encourage more student participation. To provide a learning environment where students can be productive is very important to me. Discussing related articles, engaging in single or group projects, and giving them problem-solving situations are all activities that challenge students and give them more self-confidence.
There is no question that my intrinsic motivation is stronger than my extrinsic motivation. I enjoy the paycheck but the internal pleasure of seeing students succeed is a much stronger motivator
Brenda, the best form of flattery is when a peer comes to you for assistance or advice. I cannot think of a more compelling reason to want to be an excellent instructor than to be accepted by your peers. Thanks for sharing.
James Jackson
Samantha, great post. Students can tell easily which instructors are interested in their success and which ones are there just to do a job. Your comments suggest strongly that you have a true interest in the success of your students and take the extra steps needed to help them become successful. Thanks for sharing.
James Jackson
The things that motivate me intrinsically are familiarity and comfort with the subject matter being taught. Also the level of interest I have in that subject motivates me. Students doing well on the tests of the subject matter is very motivating.
Things that are extrinsic motivators for me are recognition for my efforts by my co-workers. Requests for help from a team mate with a subject matter that I have mastered. Student satisfaction survey results are very motivating for me.
For me, the intrisic motivator is just always wanting to do my best and give my students every opportunity to succeed as well as give them as much knowledge as I can. I teach both in the classroom and out in clinical sites. I know that the more information I give and the more time I spend with my students, the better clinician they will become. I make my work sch. around them, while still being aware that they still have a family and an actual job they still go too. Extrinsically, my motivator honestly is just seeing my name where it says: Instructor. I LOVE being an instructor and working with students, so anything I can see with my name makes me feel good. I also stive to get "excellent" on the teach eval forms that the students fill out.
Mark, I totally can feel your passion in your words and love the enthusiasm. One thing to consider here is not all students are wired the same as we are or were when we went to school so be careful not to count against them just because they are not like us. Use your passion to remain focused on your subject matter and passion for teaching but remain open minded with respect to how there are many paths to success and continually get to know your students and assist them in finding the path that is best for them. Keep up the great work and never lose your passion, it is contagious in a good way.
James Jackson
Intrinsically: I feel good about the students learning and understanding the concepts I am trying to teach. It is very gratifying to see them apply what they learned in the class out in the lab area. Extrinsically: I like having the opportunity to work on projects outside the classroom because I do well as an instructor.
I am still actively employed in the field of which I currently instruct. Intrinsically, through instruction of my students and helping them to gain the knowledge and skills required, I feel a sense of pride in not only helping someone better themselves for their future, but in "giving back" to my chosen field. The extrinsic value would be actually seeing the student graduate and go on to have a successful career and possibly working right beside me. Now that would be a true "pat on the back."
My intrinsic motivation in the classroom is my inner desire to help students learn and become better adults. Watching them have that "ah ha!" moment is my extrinsic motivation. Both are very important for me.
CK
I am motivated to do a good job, to give it my best and my all. I loved college and I especially enjoyed classes where the instructor demonstrated their love and enthusiam for topic. I want to be that instructor who made me feel excited about Science, Psycology and Western Cililization. Who made me feel that excitement by just being there. I wanted to share and prove I was a good student, worthy of praise conmendment.
Jerry, what are some of the ways you take advantage of these "A-ha" moments? As I read your post I was reminded of a lesson I learned through The Pacific Institute by Dr. Joe Pace: The teacher will appear when the student is ready is the concept and basically is the same as what you describe. How we as instructors take advantage of these golden moments define our level of success.
James Jackson
Juliet, we all need some form of monetary compensation in the performance of our jobs in order to sustain our lifestyles. Not all instructors however are passionate about their subject matter or about their students and there are much easier ways to make money. Your response demonstrates how much passion you have for your subject area and for your students to be successful. Please keep up the great work.
James Jackson
My intrinsic motivation for being effective in the classroom is that I thoroughly enjoy the subject matter and enjoy sharing what I have learned with my students. The enthusiasm and energy that an instructor brings to a course must be genuine and not contrived. It must be transparent that the instructor enjoys the material. The hope is that it is contagious with the students. In addition, it is gratifying to have the sense that I am helping to change lives.
The extrinsic motivation comes from more material rewards, such as continued employment and a steady paycheck. Also, another external motivation is the recognition of others, including peers, students, and administrators that I am good at what I do and that it has value for the institution.
The combination of both forces makes the whole possible.
Intrinsically I enjoy helping my students to reach their potential. I also like the subject matter I am teaching.
Extrinsically I like it when past students come back to me and inform me that my class was great. It is fun to know that the students are learning and enjoying what I am teaching.
I am intrinsically motivated when during the course of a semester, one of my more difficult students has an "A-ha" moment and finally grasps the course material. I am extrinsically motivated when that same student goes from being in danger of failing at the midterm to pulling a B at the end my working his or her tail off once they gain the confidence from that "A-ha" moment. My only hope is that it is not too late in the semester for them to recover.
For me I enjoy helping students become nurses. It puts a smile on my face and a whole in my heart when the students come back to me after passing their boards. So intrinsically it's seeing the students succeed in their lives and chosen career paths. Of course the compensation is always nice, so extrinsically for me I would say is the financial rewards.
Lindsey, well stated. Students can tell easily which instructors are motivated by student success versus material rewards. The more students that can see your passion will result in more students showing up on that dean's listing. Keep up the great work.
James Jackson
Anthony, well stated. The focus of all professionals including us as instructors is to ensure you give all you can each and every day. As long as you can look in a mirror and say to yourself you did your best, you are doing well above average. : - )
We cannot reach 100% of our students but we want to give 100% at all times.
James Jackson
I am intrinsically motivated by the joy of teaching and successfully teaching someone else through my knowledge and professional experiences. I enjoy hearing my students talk to other students about class topics in the hallways. Hearing their conversations makes me feel accomplished as an instructor. My increase sense of accomplishments increase my confidence in my teaching abilities.
Extrinsically I am motivated to see my students on the dean's list. When my student achieve the dean's list I know they have made the grade and provided proof that the accomplished their courses' objectives. The more students from my program the achieve the dean's list, more public evidence is provided to others that my students are just as accomplished and informed as their students. Also when my students achieve the dean's list, it proves to me that I am successfully teaching the course objectives to the students.
