I wholeheartedly agree with the idea that the classroom should be treated as a workplace, the instructor as the boss, and the rules of the course as the expectations of a student's chosen career field.

The role of an instructor is to impart knowledge in the classroom and not hold a student's hand. However, this is easier said than done. For example, I keep shifting my Late HW policy each quarter because I have yet to find a "sweet spot." There are times when a student does not complete the assigned homework and cannot provide a legitimate excuse. In such a case, I make sure to constantly remind them that the homework is worth a large portion of the final grade and that it needs to be turned in ASAP. This is me now playing the role of a babysitter. How can I expect a student to learn the consequences of tardiness if I give them many chances? I must take this advice and stop babysitting students.

I have found that sometimes a syllbus narrowly confines the interaction between the instructor and the student. "Why do we need to know this?" says the student. Adult students are acutely aware when there are items in a class that are there to fulfill some requirement other than simply acquiring the knowledge in the course. This always causes conflict, which I can mostly resolve, but I would prefer (as the course states) to have the student guide what they will get out of the course.

I've found that adult students really crave that personal attention from an instructor who really wants to help them succeed. Succeeding to an adult student is typically not an abstract concept like it may be to a traditional college student, adult learners want to know how the material will directly impact what they'll be doing in the work place. An instructor who ties real world scenarios to the concepts being taught in class is much more valuable to the adult learner. The bottom line is knowing the needs of your customer and then delivering on those needs, they're paying a lot of money to take the classes so making the learning practical is typically what they want.

absolutely, students need to know that we care and will support them as much as we can in their learning process

fear is a very good topic on adult students. I have experienced this in the classroom and directing the student on their real life experiences and applying it to the learning process helps out tremendously

No matter how correct or incorrect a student response to a question, their effort to respond is an open door for the instructor to respond. First I point out the positives or the correct line of his/her thought process. Even if the response is incorrect the instructor can lead with additional questions and turn it into a group discussion. This gives in my opinion the original student the feeling of leadership in the discussion since they were the first to make the attempt to repond. I find it makes them more secure in the classroom and more willing to continue to stay involved and motivated.

Motivation might just be what a student needs. I'm not saying a kick in the pants but maybe a small shove on the shoulder. Break the ice, get them out of their shell. You have also have to keep your own content / presentation motivated or you will loose your students. Motivation Motivation Motivation... Very important element to keep class upbeat and driving on. If you are not motivated as an instructor, how can you expect your students to stay motivated over a 2 week course.

Always focus on what your students have to bring to the table. You will loose the entire class if you show no focus on them. They are nervous enough having to speak. Let them know that what they have to say is important.

As an instructor, you have to respect every one on the same level. Respect their opinions, respect their belief's, and respect their input. You don't want to loose a student for disrespect. Students will quickly note how you treat one of their own which will inturn be the outcome if you keep or loose the class. Bottom line; just use the tratis you were taught at home as a child. Treats others with respect but most of all, Treat others as you want to be treated.

I work at the Joint Special Operations University, I am not an instructor at this time but do attend many courses as a student and or extra hand. When we have courses that include international students, young students and older students, depending on how many of each catagory, they are broken up into groups to include one of each so to speak, in order to break them out of their shell in order to make them become one. Different ideas and I've been there's break down the protection sheild and gets them talking. It works well when you get them one on one. It truley works every time.

I have found that the classes with adult learners tend to go smoother. The younger students look up to the adults and tend to act more mature.

I think one of the better icebreakers for a class that contains adult students is to discuss their motivation for being there. It gets them excited about the possibility of achieving their goals, and reminds them that they're in control of their own success.

I have one particular student is very personable and likable to lack any and all motivation. How can I reach out to this student without offending?

We have a curious quandary in our field, Automotive/Truck Instruction. Some of the students while coming here have been working in the field for a very short period of time, perhaps 2 to 6 months. The fact that they are already working in their chosen field makes them feel that they have made it and they’re above the other students and in some cases equal to the instructors. This makes for some interesting days. The students can become arrogant, lazy and unmotivated.

The equity theory reflects what I hear from many students and human resources managers in reference to what employees expect. This theory really speaks to why many of us are motivated and work hard. I come from a family where hard work is said to pay off so work pushes our family. As Americans we associate lack of success many times with lack of effort although you can still be unsuccessful even if you try hard depending on what you’re going for.

The goal setting theory is also a pretty popular one amongst the general population. Just so you the folks that fall into their category are driven as result of the types of goals set by the company. In companies where the majority of employees are driven by the goal it is very apparent based on their behavior.

The equity theory really speaks to what drives a lot of people today. REWARD. Its almost like a little kid. If you tell them that they have to clean their room they may moan and groan yet if you tell them cleaning their room is a part of their allowance you will see them exert more effort into the process. I beleive the equity theory is still valid and relevant today especially amongst kids. What do you all think?

I've had a few students in my classrooms that are great when they're *in* class, and pretty good about coming to class, but fall behind on assignments because they won't do homework. One even told me that he wouldn't do any because when he's home, it's his time with his family. I want to empathize, I really do, but I have other students (also with families) who make great efforts to get their work done - staying up into the night after their children have gone to sleep. And to a certain extent, I understand. I'm not always motivated to do my grading once I'm home, either. But, this is college! He drew a firm line in the sand - that he would not do work outside the class. As a result, he didn't pass, even though he was very bright and capable. When a student draws such a firm line, how can we get them to compromise?

In order to know that your student are understanding the course content there has to be a constant interaction