Does anyone know how to train elephants? For those who do not know how to train elephants let me explain. When a baby elephant is born, trainers will tie a short rope around the baby elephant’s leg staked to the ground. The baby quickly will learn they can only go so far in life and not any further. When the elephant grows up the rope that was holding the baby elephant could be torn away from the stake; however, the elephant has already believed they can only go this far in life. Reality is that the adult elephant can break away and do anything. I do not know if it was a teacher, a parent, family, or whoever, but many students have a metaphoric rope tied around their leg. Many have been told education is not for them. They can’t learn. It is not for them. The truth is they can do anything they would like, they are not baby elephants anymore! The mystery of mastery is repetition. Dr. Adrian De Grot McDonald workers struggle at first, six weeks later they are board because the job is so easy. Everyone can learn! Neuroplasticity of the brain happens at any age. To thy own self be true. William Shakespeare If it takes 7 times 70, do that. Of course students get the Paul Harvey version, “The rest of the story.” Please share your motivational story!

This module reminded me to seek out each of my student's similarities and differences.

I try and query the students about what their expectations are from the class, not just on a piece of paper but actually have a discussion about what they want to get out of the class. If the expecations are not in line with the learning objectives I try and explain how what we plan on learning may benefit them in some way either now academically or later in their career. By linking some practical piece to the learning objectives, they are typically more satisfied as customers and their expectations are met early on.

I find that by sharing my experiences within my career allows the students to see what is possible and achievable in their own careers.

I always provide feedback no later than the next time the class meets. It's important for the student to realize their performance.

As an instructor I feel it is important to maintain professionalism and understanding when dealing with students who have transportation issues, children at home to take care of, issues at work that they bring to the classroom. I meet with my students regularly and LISTEN to what they have to say and offer ways to deal with these situations.

What do you find motivates adult career students to produce their best work in and outside of class in small groups?

What techniques do you use to get your students to come back to class week after week?

I believe students should be more responsible for their own learning. In some cases, students expect to have only testable course material taught to them. They don't beiieve studying the accompanying course material as relative course material. However, this material explains the testable theories and practices and is very relavant and needed. The onus is on the student to take responsibility for their learning.

After giving a project that applies an elective course objective, what's the best approach for engaging adult learners who feel that elective courses are irrelevant for their career path?

How do you motivate students in "required" or pre-requisite course?

As a medical coding and billing instructor, I find it difficult at times to change the perception of adult learners. I've had a few aldut learners that had worked in the field and returned to school for the certification. Not having the proper training and/or basic foundation, they have developed bad habits and inaccurate approach that is difficult for them to break. How can I address this situation without being negative and creating additional stress.

I find myself challenged by the fact that I teach a course that the students have to take but most of them don't really like. Looking for ideas to transfer my enthusiasm for the subject onto them.

i like the idea of letting the students have some choice in assignment details but is it really helpful to let them choose due dates? I think that that is too much autonomy.Should I make it that the later the date the more complicated the task? I don't want students taking forever to do easy assignments as that might drag the class down.

If you ask the right questions of your students you should identify that they have different needs and learning styles. That way you can adapt your style to better suit their needs.It is always important that you are approachable to all your student needs.

As instructors, we will always come across students that need that extra boost due to the lack of motivation. I always try to apply multiple approaches in my classes; I think this gives me the opportunity to see what I’m up against. From the initial meeting, I can pretty much determine who I’ll need to work with closely, and whose already highly motivated. My question is, how do I prevent those students that have been categorized intrinsic from falling into the extrinsic category, i.e. life changing events. I can see how one may go from extrinsic to intrinsic, but I want to effectively help those that are already motivated to stay motivated; even when they’re dealing with the hardships of life, and without getting too involved in their situation.

encourage participation and discussion of relevant life experiences to the course objectives

I realize that factors that motivate myself as an instructor do not fall too far from the tree as my students would desire. Students have their own individual reasons that motivate themselves in a classroom, hence extrinsic vs. intrinsic motivation. It's an instructors role to allow the students some autonomy in the classroom in order to empower the student and make the class subject more conducive to the students learning experience.

I teach a modular program, so a few students are always completing their education as new students are coming aboard. I find the students who've been through the program, or have been in it longer, have established their own type of peer pressure. They are constantly asking the other students how they will proceed once out of school, and encourage them to take the national exams in addition to receiving their state license. They even "pressured" my new co-instructor to take her national exams. Seeing all of the success of these students has driven some of the newer ones to want the same success. I find they do most of the motivating, and I do more of the reassuring of those not quite confident enough in their own ability. It works well for our group, so I'm content to provide support to those people that aren't sure of themselves, and let the cohorts do some of the motivating.

I recently took over a program that was a bit in the "dark ages". Many students complained when the former instructor retired, even going so far as to say the company "forced" her out. Since then, I have moved the program onto the standard curriculum, and updated much of the information given to the students, including lectures, activities, labs, etc. I've also integrated use of computers whenever possible, as the industry is heavily reliant on computers and technology. For a while now, I've been hearing students comment positively that they are pleased with the direction of the program, even if they do feel it is more difficult than in the past. Hearing me and my co-instructor discuss what is the current trend or standard in the industry, and how we want to present that to the class has cemented that we truly do want them to have the most current and relevant information available. This also solidifies that they will have an advantage over others competing for jobs once they graduate. Both my co-instructor and I have a lot of enthusiasm for our industry, and that carries out to the students. They now see that change in itself can be exciting when it makes their education a better experience.