How much is their motivation our responsibility?
I know that other professor tried this topic, but I want retake it. In my opinion, we have 60 % of the responsibility for the student’s motivation, and they have the other 40 %. The professor is the main figure who guide the academic process and convey the students the knowledge they need, and the way the students will be in relation with them. In addition, the professor is a live example that the students follow in a high frequency. The professor creates the conditions for them to feel security and autonomy which are the key issues that influence the classroom motivation of adult students. Students who have a sense of security, feel competent, and strongly belief that they can perform the tasks are assigned to them. When the professors create a good motivation, the students show increased effort and persistence.
Paul, I understand your comments but there is another way of thinking. For many students they may not have many if any positive influences in their life outside of what they see in school. According to Dr. Joe Pace of The Pacific Institute we as instructors may have to find as many as 11 positives for every negative in a students life experience. This can become a very daunting task but the real message is to always remain positive and to model the behavior we want to see in our students. If we want our students to always be positive and never give up on themselves then we must always be positive and never give up on them. Before you categorize a student as not being motivated make sure you do your homework and get to know the student so you better understand where they receive their positive reinforcement. If we are their instructor are one of the few positive influences, how can we add to those numbers? What programs can be offered to the student and what peer groups can we get them involved? Some may say it is not our responsibility to take things this far but the most successful instructors seem to find ways to motivate their students where other instructors fail so for those students it was not a matter of their motivation but the tenacity of a caring instructor. Just something to ponder as you decide what side of the fence you want to reside.
James Jackson
One way to think about it is this, the instructor sets the bar and the students success is determined by how they reach it. We can't lower the bar to suit the student and we accept that some won't make it, that's life.
Delisa, this really falls into the category of leadership by example. We as instructors must model the way and regardless of how our students may treat us, we must always treat them with respect and be on our "A" game. May not seem fair but this is what the job requires to be considered an great instructor.
James Jackson
Being prepared for class, in addition to being familiar with the course content and main objectives will assist in enhancing a students security about the course. Thus it will build security in their ability to stay on task.
This is also a career enhancment for that student.
Kenneth, be careful about how you define "our 100%" as this thinking can take us in a direction of indifference. Every student deserves our best effort and every student can be successful if we as instructors take the approach that 100% retention and student success is possible. Striving to connect with every student should be our goal.
James Jackson
Kenneth, well stated. Through building of professional relationships with our students we can find those paths to connection.
James Jackson
That is probably the most useful way of looking at the subject. Then we don't get twisted around about to what degree any individual student is motivated. We do our best to take care of our 100%.
Your point here is key. Many adult learners, whether they are just out of high school or are much older have not experienced any type of consistent professional success. Maturity certainly plays a role here, I think. As hard as it is sometimes, we as intructors have a responsibility, not to motivate them necessarily, but to find a way to connect with them, lead them to see ways that they can find some success(s) to build on. Eventually (maybe) such a student will have more and more successes and feel like they can acheive academically, then professionally perhaps, some useful goals. It's about helping them turn a corner somehow.
Theodore, teaching is much like the theatre in that when it is time to perform you have to put your personal life in a safe place and go into character. Your students deserve your best teacher character for every performance so focus on that versus the coffee you spilt that morning or the student yesterday that made you upset. Know your students and know their desired outcomes for the class based on your guidance of why they need your class.
James Jackson
•Teachers have a critical effect on a student’s motivation. It is our responsibility to insure that we are well-prepared and ready to begin the lesson. Students recognize teacher preparedness and this adds to the student’s security. Our job is to help students feel secure in the class room. We also have to emphasize relevance. Burthening students with irrelevant busy work has a very negative effect on a student’s motivation.
I agree, it lies on everyone involved. If a student is going to a "Trade School" they need to be REALLY motivated to learn that trade, not just go there because it sounded good. In reality, this is only a small portion of students and even they need some help with motivation. Sometimes we as instructors need motivation too. We have to help each other out in this area.
I am very glad I took this course, because it used to bother me when students would say that they sometimes feel intimated with the way I questioned them. I will definetly use some of the methods described in this course, especially the "pair-think-share technique". I think this will be especially useful in the first few weeks when they are getting used to me and I am getting to know them.
Erin, well stated. If you know your students then you know when and how to push without breaking them.
James Jackson
Well I have recently had this happen at school. Spring has had a few of my students wanting to be outside and their motivation has been lacking. I know it is a rut because I know how they have been in the past. I think the important thing as a teacher is to get to know your students so you know their personalities and behaviors and can tell when they are needing an extra push to break out of a rut or when they are lacking in the learning process.
Gina, how do you determine the difference between self-motivation and a possible learning disorder or frustration due to a lack of ability to understand the curriculum? Assessing that a student lacks motivation can be difficult to diagnose if you do not have training in identifying such situations. This would be a great topic to read feedback from others. Looking forward to everyone's feedback.
James Jackson
Erin, how do you determine if a student is in a rut or are experiencing actual difficulties in the learning process?
James Jackson
toni, be careful to put all your eggs in the motivation basket. Several situations exist that are in no way related to motivation but do relate to understanding learning styles and learning disorders. The more you understand about your students the better you will be equipped to identify their needs.
James Jackson
The one thing that I learned early on while teaching at a career college, is that you cannot help students that cannot help themselves, and this was quoted to me by a peer, and has stuck with me for years. As educators, we do have to engage and stimulate their creativity, however, if they have little to no self-motivation, it can be a long road ahead with many disappointments if we try to pry and push to much. I suggest putting the energy into students that want in, and hopefully the students can learn from others.
