I teach math, but I think this point applies to most or all subjects: Early in the module when discussing 'learnativity,' we are told that case studies and other student interactions with material are important for a number of reasons, not the least of which it gives them more ways to remember the myriad things thrown at them. While this is true, it's only a good idea if they understand the principles behind the interaction. In other words, a student who only knows, for example, how to apply the Pythagorean Theorem to one situation but cannot tackle a question written… >>>

Students of all ages recognize (and usually resent) disingenuousness. Don't try to be someone you are not. It's certainly important, as this module suggests, to build relationships with your students, but it doesn't end with a "What's new?" at the door. I tell my students (middle school) that my classroom is my playground, and I'm going to have fun whether they do or not. Some of them do find that a bit off-putting, their teacher taking an altogether different approach than what they're used to. But most end up learning a lot in class, and are eager to be there… >>>

From my own experience, I can attest to the differences in student motivation based on age. As an undergrad right out of high school, academics were not my top priority. I was like most 20-year-olds in college: the social life came first. My grades were well below what I was capable of, and this became even more evident during my junior year when my father became terminally ill. My grades improved dramatically as I took more serious approach to life in general. I never imagined myself in grad school, and it was about 15 years before I went ... the… >>>