1.Explain how classroom lessons apply to everyday life. Show each lesson’s relevance / application. 2.Let students know they are missed when they don’t come. 3.Help your students identify a specific goal for attending your class. 4.Research shows that adult students with a clear goal are more likely to persist than those without. 5. Students need to “see” their progress. It must be measurable to them: portfolios, pre/post tests, test scores, written evaluations… 6. Employ a variety of instructional methods to reach all students. Research shows that group work and discussion generates energy and enthusiasm leading to great participation. Do class projects! 7. Build self-efficacy/confidence by: recognizing their progress, celebrating their achievements, and presenting models of success.

Intrinsic motivation is associated with curiosity, exploration, spontaneity, and interest…extrinsic motivation is associated with undertaken to attain an end state that is separate from the actual behavior…determined by some external contengency such as good marks or the avoidance of negative consequences.” (Muller, 2004) Adults are motivated by some external factorcs, such as promotions, salaries, and pressure from authority figures. Learners who are intrinsically motivated, therefore being interested leaners: •are more content in their learning processes. •acquire knowledge in a more differentiated and more coherent form. •show a long-term retention of what was learned. •apply their knowledge more often than others. •show higher academic achievement. •perceive themselves as more competent.

I am an instructor at a private college and often have large classes of 30 or more students. I struggle with talkers a lot in my classroom and want some ideas on how to handle this. I have tried a few things but am open for suggestions.

Though I appreciate the experience and ability brought to the classroom and field by my more mature students, I sometimes feel that once they get out in the field they can be hesitant to take direction from younger superiors. Since my field is healthcare it can be a real problem, as some of the older students "plant their feet" when being directed by younger peers. How do others handle this situation?

How do you go about stating objectives?

what can one do to make tough topic understandable?

What helps students to stay focused and alert?

What are the keys to successful motivation of students?

I see all my student equally. Because I see no age difference or treat anyone differently because of age, I have never had in 10 years, had an issue regarding age. Students follow how the instructor reacts or responds. :)

Any idea's on how to get through to and keep a student who has enrolled because their parent wanted them to take a class/program, and they did not? I can keep some of them motivated and semi interested through out the core class sessions, but loose them when they go to externship.

It is important to have a routine structure in the lesson plan while integrating a variety of diverse learning mediums. In an attempt to increase retention we must satisfy interest and create and environment where the student feels like he or she is learning.

Many adult students have so many things going on in their life. Having a sense of security in the class, and having a good instructor can release negative emotions,defensiveness, and anxiousness.

I have a somewhat unique perspective. I was a customer service professional for 15 years before becoming an adjunct instructor. The course material that describes how to be "customer oriented" (listening, creating relationships, flexible problem-solving, etc)is right on the money, but what was left out was the word "perception". The customer service experience is all about perceptions: how people perceive they are being treated. As instructors, we all need to keep our ears open for the little comments made in the hallways between classes to gauge our students' perceptions, and then react accordingly to change or shape them.

I always try to include all my students in class activities.

Motivating your students is not always easy. There are days where the only motivation you can give them is a simple "thank you" for their showing up to class due to situations in their own life, though this is not an excuse for them to skip their work and study obligation to your class. What I have found, if the student cares, is that the best motivation to move them is their grade. They work, they get rewarded; they don't, they fail. It sounds cold, but it is the bottom line.

The students must be the focus; they are not there to see "you." They are there to learn and who the instructor is not of immediate importance, especially if they are new students. If the student has been on campus for more than one or two semesters they will hear about you from other students (or instructors) and they may make a judgement before they even meet you because an instructor's reputation precedes him/her. But, no matter what the instructor's personality, the goal is to give the students the education they have paid for and expect. After all, without students instructors no longer have a job or a paycheck.

I had a situation not too long ago where a student talked to me about wanting to drop out. This student had some real promise and I told them so. They ended up dropping out anyway not long after the conversation. Sometimes, no matter how you, as an instructor, try to positively reinforce a student, it seems like they have already made up their mind as to what they will do. They leave, but you stay and help those who continue with their education.

As a former non-traditional student I can understand and sympathize with adult learners. One of the issues that I dealt with was wondering how traditional students view me. On average, I was 20 years older than the majority of students in my classes; I felt closer to the instructors than I did my students, who, by virtue of their youth, were not my peers. For the most part, though I did my work and graduated with honors, socially, I did not fit in.

I think it the most important part of teaching

Students who have a sense of security from the start can also have greater success at the end. Students can build up a strong foundation to secure confidence and beliefs to their self.