Showing and giving examples of job related topics provides the student with real life reference.

I will change methods as the term is coming to a close. By changing and re-focusing I think aids in bring all the part together.

It is important to have that interaction as they enter the room for the start of class.

Course become earier when students needs are address. Understanding what they need is important.

I believe motivation comes from the instructor although the students need motivation whithin themselves also. When the are excited about waht there learning and going to be doing it motivates them to succeed and work hard.

I think keeping focus would be to make sure that you are excited and knowledgeable about what you are teaching.

I have found that Haveing in class projects helps alot also Having displays for students to look at and comment on.

It seems that some adult learners already think they know everything already so it can be hard to retrain there mind set. Are there some ways to redirect them.

My students ALWAYS seem motivated to learn a topic when they, or one of their classmates relates a personal experience or anecdote related to the topic we are learning.

It's always a challenge to keep moving ahead in class and not get sucked into the students technical problems...things like: tuition/academic status/registration, etc. I have to try hard to get them to take care of these issues on breaks or before/after class so it doesn't interrupt the whole class!

We are essential in the motivation of the students and positive reinforcement and oppeness are very important.

Feedback gives the adult learner an opportunity to offer some of their suggestions and experiences to a course. This also makes them feel as though they are heard.

Most students do not view their instructors as human in my experience unless you are able to build report through sharing your life experiences. There is definitely value in sharing a few of your emotions during professional experiences in the field.

Knowing your students gives you a better opportunity to understand their specific learning style, abilities, and personal goals. This information will help you to teach and also encourage each student as an individual.

It is true that security or the feel of an adult learner specially middle age learner that never been at school for years can interfere with continuing school, because they do not belief themselves able to perform well at school or succeed in the program, they feel that it is a better fit for younger learner.the methods of enhancing or solving this issue was very practical, easy to follow which will be my goal with the next group starting class.also giving the opportunity to the student to suggest or choose or select give them some control on the learning process which once they feel it they will be motivated to accomplish , bring all their efforts and strive to succeed.

I often find that my older students express frustration regarding how much the younger students are "babied" along.....for example, allowed extra chances or extra time to complete projects. I don't allow this in my classes, but it is tolerated in other classes. The older students express their frustration to me. How do I handle this situation without denigrating other instructors?

While watching the presentations, one of the suggestions was to allow students to make choices - let them pick the order of the work they do was the example. I couldn't help but feel that was not a good example, at least for what I teach - composition. The research paper really needs to be the final work the students produce because everything leads up to that project. Each project has slightly higher requirements for outside sources, etc. It makes sure that they build to what they need to understand. I do, however, give them free choice on topics. What I find interesting is that many students ask me to give them topics - they tell me how difficult it is for them to figure out a topic. I generally help guide them to a topic they find interesting (something job, school, or life-related), but I find it interesting that so many adults get stumped by being given a choice. So my question is this: How do you deal with offering choices and having students request you take that choice away? Does anyone else have experience trying to include more autonomy in a composition class? Thanks, Kate

I believe an instructor could benefite from student suggestions as to how they could improve their skills.

It may be valuable for students to log a 3x5 card for each lecturing which contains nuggets of learning from each lecture and share these nuggets with the class mid term

I believe that each student should write down three career goals and share these goals with the class. The feed back could be valuable.