I'm intrisicly motivate to do a good job in the classroom because teaching is a crucial element in my sense of self-worth and self-esteem. Teaching is more than a means of money--it is my purpose in life. To help students better understand a subject or a field of knowledge is the source of accomplishment. Helping students overcome self-doubt and confusion is a challenge and a joy. Giving them confidence is an essential first-step in their development as professionals and as people.
I'm extrinsically motivated by, of course, a steady income. Also by a sense of professionalism. Being a college professor is usually regarded as a worthwhile and important profession in the world at large. Getting respect from students and others is a kind of motivation. However, it is not the most important motivation for teaching.
I certainly want to be looking for more information in my field all the time, but intrinsically, as long as I know that I have made as much effort as possible to share my knowledge in the best way I know how every day, I am satisfied. Extrinsically, when I see the students excelling because of what I have shared with them, and I notice the "aha" moments they experience, I know I have done what I set out to do that day!
I agree with you! I teach Cosmetology, the one subject that most students assume is easy and exciting... Until I start teaching chemistry!! They lose any and all form of interest. I use as much hand-on learning as possible to show them how the chemistry will help them to be a better colorist! Once they realize the value in learning chemistry, there's nothing to it. I call it the "what's in it for me?" scenario.
Dixie, what actions do you take to constantly improve your skills and stay on top of the learning curve with respect to the latest research in teaching and learning methodologies?
James Jackson
Intrinsically-students are enthusiastic about the subject.
Extrinsic motivation-students achieve good grades and complete their objectives on time.
Because many of the students attending our college are ranging from 19-60 years of age, I have to become creative and get all students engaged.
I will often put them in team projects mixing the ages together so they can feed off of each other. They have to choose a leader and then determine the strengths of each other and present in class their final project.
The collaboration together and the pride they put into their projects far exceeds of what you think they will do. It's rewarding for the students and the instructor.
In Law & Ethics for example: - I provide them "what if" scenarios and then have the students debate in class --so everyone has a voice. Students do their research, they enjoy the challenge and in turn without knowing sometimes :) they are getting it! -
When I go through our topic books, I will read a portion; and discuss with examples and ask if anyone else has an example. Often I will have students alternate in reading and see if anyone can provide examples as well.
I also advise them to "think outside of the box."
When the class comes to the last 5-10 minutes I asked what they felt they had learned today? Everyone responds. From their responses it also helps me to determine what was a weak area that I can enhance in the next class.
At some point during their 5 week mode - they are instructed to type an essay of 200 words or less of what they thought was the most important item or items they learned each class.
Job impact seems to be the most compelling. (Could I get you to testify to my classes?)There's also the subtle threat that the higher up one goes the more writing and speaking are required. Image and other people's receptiveness to their ideas don't seem to be quite real enough for them.
Dixie, what other incentives do you provide them about what they will gain from mastering their writing skills? I have found that many students are not aware how good writing skills can impact their chance of getting a good job, keeping a good job and moving up the ladder of success. Those with highly effective communication skills tend to make the most money eventually.
James Jackson
Chemo, can you elaborate a bit on how the change in your teaching style keeps your students engaged? Anything you can provide as to how you measure engagement would be in great interest to other readers. Thanks for anything you can share.
James Jackson
Ali well said. I too feel that being a teacher has a built in intrinsic factor, the act of helping others is awesome in itself. Likewise, extrinsically, my primary motivation is to gain the respect of the students whom I mentor and my peers who down the line have my students in their classes. Their knowledge and skill when they move forward in the program is a direct reflection of what they did and learned in my class. If they are successful in their future classes my reward is the satisfaction of knowing that other instructors will continue to welcome and desire my students in their classes.
I would say that I enjoy helping people so for me the act and process of teaching provide my intrinsic motivation. When considering intrinsic motivation comes from enjoying the tasks that you do it is easy to keep my motivation level high which in turn makes me more effective because I enjoy all of the interactions and challenges that come with helping students achieve success in the courses that I teach.
I find that being engaged with the students, caring about their success in the course and touching base with them several times a day to ensure that are involved and correctly on task has a positive effect on their perception of me as a professional. This in itself provides my extrinsic motivation because I want them to know I care about their education and that any feedback or advice given to them throughout the course came from an expert who had their best interest at heart.
Intrinsic motivation for me includes a desire to continually improve my skills and talents and to express them in ways that enrich other people's lives as well as my own.
Extrinsic motivation for me centers on demonstrations of the effectiveness of what I've done--for example, seeing a student who started a course hating to writing and reluctantly doing it badly complete the course writing competently and confidently. I like the little extrinsic rewards, too, such as a student's comment about learning and enjoying it.
As someone who's witnessed your efforts to help your students succeed, Craig, I'd like to add a little extrinsic touch: I very much appreciate your reminders and demonstrations to your students that their ability to communicate through writing is and will be important to their success. When your students accept that extrinsic motivation from you, they bring more intrinsic motivation to my writing classes. Thank you!
In my freshman composition classes, occasionally a student will remark, "It's just so boring!" I remind them that it's their writing on a subject of their choice--so why are they boring themselves!
WOW, I see this everyday in class as an Instructor but never knew the "labeling" aspect and this is certainly what occurs in many classes. I often mix up my teaching style to keep my students engaged and movitated.
When I begin a new class of students, this is one reason why I ask why they choose the field of healthcare for them. Their responses are extrinsic, intrinsic or both.
Noticeably, stating to a student that they have done a great job does often increase their interest and gets the student or students more motivated.
This is makes soooooooooooo much sense to me.
Thank you!
Roberta, greatly appreciate the feedback. Engaged instructors such as yourself are what make the class interesting and fun so thanks for your awesome participation. Please let me know if I can assist you in any way.
James Jackson
Absolutely but the rewards are terrific - also thank you for being so interactive - I think you are one of the most involved facilitators that I have had! Makes it more interesting and fun!
Roberta, what a great testament and affirmation as to the power of attention, caring and persistence. Some students simply need more of our attention than others. Not all situations will have such positive results but we will never know without trying. From one instructor to another, thanks for all that you do and for what you do to assist your students.
James Jackson
My most proud moment was watching one particular student cross the stage at Graduation. This young man had failed his Externship I course two times and was about to lose his opportunity to graduate at all when I was made the new Externship Instructor. I put this student on a very specific program to complete his externship. Part of that program was to check in with me every day even on weekends. We chatted everyday of both of his externship courses - many days for as long as 45 minutes. He had his ups and downs but because we were talking things through, he never quit and he was able to graduate! He is now working successfully in the industry and he is my pride and joy!
Roberta, what is your most proud moment as an instructor? Thanks for anything you can share.
James Jackson
