Considering the research findings related to student psychology causes me to take a closer look at class prep and execution from the student's perspective.

I tend to favor the both classes types of motivators. If it makes me feel good to contribute or give back, and I can get rewarded for it, even better!

I learned why giving students some control over what activities they complete in what order can help them feel a bit more in control of their education. I'm currently looking for more ways to incorporate this in our interactions.

From the beginning of a class I try to learn and understand as much as possible about each student. From past experience as an employer, I've learned that people are different and their motivations are different as well. 

Stories of firsthand accounts can be highly effective in a class setting.

I learned that supplying motivators that are extrinsic may actually be hurting more than it's helping. Giving a reward for doing something that they should already be doing can cause students to lose motivation if I stop offering rewards.

For future motivation, I should focus on seeing how the tasks can be connected to what students already want.

I had not thought of "security" in this context before. I did know that belief in one's ability to accomplish a task is important though, so I use language to encourage that. I found that I used many of the described techniques already.

I like the idea of implementing more autonomy. I especially like the idea of small quizzes at the beginning of class throughout the term, encouraging students to get to class on time.

Become an amateur psychologist, or just a caring person, and the foundation of education will be established!

Presentation or delivery of information is only a part of the education experience.

I plan to teach some basic things about the topic, then show the students how they could learn similar things on their own, and reinforce that they each have it within themselves to be successful in the field.