Adult learner
With the adult learner, I find it difficult to balance pushing too hard and not enough, I find it a challenge to motivate uninterested, especially the one who is smart enough to still do well with their grades.
Hi Frantz,
We have to do all we can to add flavor to the lecture to keep our students interested in the subject matter.
Patricia Scales
I think it's important to treat adult learners like adults. There has to be consequences for not learning the course. My approach is to cover a lot of scenarios in class and ask a lot of questions of the class and individuals. Some things I discuss are not found in the reading material but are relevant to understanding the subject. That seems to motivate the students to show up and stay focused.
Thank you. I appreciate all the information. This should be very useful. Thanks
Hi Joseph,
I concur! We must continue to be great pushers for our students. We get from students what we expect! We should always push for our students to do their absolute best.
Patricia Scales
I follow a simple yet complex balencing act that seems to work. I push them to push themselves hard. I try to make the subject matter interesting by ingaging the class to interact as a group and chalenging them to answer there own Questions when feasable. so push away Douglas they will thank you for it later. There is no greater motivation than the threat of faliure to oneself.
Hi Michael,
Great response!I really like your perspective about motivating students. I especially like how you get the unmotivated students to see the personal benefit of the course. Continue to get your students to focus on the main reason they have enrolled in college.
Patricia Scales
I am an instructor for a career college with a student population that is largely younger adults. For me, interest and motivation go hand in hand. Motivation leads to interest and interest (especially a natural interest) leads to motivation. Most of my students are there because they want to provide a better living for themselves and for their families. Most of my students in this group are highly motivated and require very little pushing, just a little steering now and then. A few others, however, may have never been coached or mentored on how to set and achieve goals. For these students, my challenge is to impress upon them the importance of setting goals and staying the course - not to quit just because an obstacle has been thrown in their path. An example would be to consider the class they are enrolled in as a set of goals. The primary goal is to pass, obviously. Reaching the primary goal requires the achievement of smaller goals such as written reports, passing quizzes, etc. A sick child, financial pressures, or a myriad of other things thrown in their path can and do make things difficult for them. But by not giving up and completing the course requirements, they realize that acheivement may come with a price but is very self gratifying.
A few other students, however, are less motivated. They feel they have to be there because they are out of options or because family is pressuring them or for a variety of other unmotivated or unmotivating reasons. The challenge here is to try to make it personal for them. For example, I do not want them to complete any course just to prove to their family that they can do it. I want them to prove to themselves that they can do it and be proud of it. Then take the next step (or class, as the case may be) and continue challenging themselves.
Hi Diane,
I agree! When students, especially adults find out that the information they are learning is useful either personally/professionally, they cling to the information.
Patricia Scales
Hi Douglas,
The rule of thumb I use is to push all hard. Granted, each has a different level of potential, but I push all to their level of potential.
Patricia Scales
I find that if I can make it personal for the adult learner, they become more attentive and involved. Relating information I want them to remember to something important, either in their life or in the profession they have chosen often increases their involvement and interest.
