How does an understanding of learner characteristics help in the instructional planning process?

How does an understanding of learner characteristics help in the instructional planning process?

How can you help students identify and create personal support systems?

How can you help students identify and create personal support systems?

What are some ways you can help students to overcome their fear of not being successful in their college work?

What are some ways you can help students to overcome their fear of not being successful in their college work?

What are some ways you can help students to overcome their fear of not being successful in their college work?

How will knowing why students have enrolled in your program help you to plan your instruction?

How will knowing why students have enrolled in your program help you to plan your instruction?

Why is it important for students to feel accepted in classes and how does acceptance contribute to their success?

Why is it important for students to feel accepted in classes and how does acceptance contribute to their success?

Understanding learner characteristics can be a great tool. For example at my school we mainly teach adults that have already been in the work force and have extensive work backgrounds. Understanding there fears can help me to esablish a better starting sequence in my courses aimed at giving them some confidence that they can succeed in there studies and need not fear the outcome of failure.

I think it is important to continually remind students of why they enrolled in school in the first place--to get a job in their field of study! In some classes (like general education classes), career college students struggle in finding how the course relates to their program of study. It is helpful when an instructor can create assignments or questions that relate to the students program. I am a general education instructor, and I will simply ask my students how the unit we have just studied will help them with their career. I will also create scenarios in which the students may find themselves in for their job. For example, in my speech class I will ask the students to present a persuasive speech around a situation that they would find themselves in when they are on the job--persuading a boss to accept a proposal, persuading a customer to buy a product, etc. It is very helpful when a student can relate what they are learning to their career choice.

One of the first things I recognized when I started teaching at my current institution is how many of the students are introverts. Since the majority of people in the world are extroverts, this really stood out to me. I try to make introverts feel comfortable by acknolowleging their often subtle contributions, providing a variety of ways to contribute to class discussion and incorporating some class activites where we discuss how introverts and extroverts both bring value to group interactions and projects. In the past year or so,our school has implemented a personality / communication style profile called Insights. this has allowed us to integrate an understanding of other students styles in many classes.

I have a student who does poor classroom work and always blames it on English. She has lived here for 12 years and speaks well. How do I help her?

This is almost the same as my class im taking now

I have found that field trips can inspire students and provide an excellent forum for active learning (if properly thought out and executed). For example, when teaching legal research and legal writing, a trip to the court of appeals helps to bring the subject matter alive. In addition, the experience gives students an opportunity to see the legal process in action and meet other major players in the legal field (judges and other attorneys).

I chuckle when I run into teachers and coaches who put on affectations when in front of a group of students, athletes, or their parents. I pray that I am not one of those instructors. Nothing would kill my motivation more than someone who puts on airs. Relevant stories, especially those that seem to expose the secrets or realities of the profession, tend to catch the students' ears and increase motivation. Though class time is short, when a student asks a question that begins "What about this?" it's clear that the student is thinking and applying, or at least exploring.

I wonder how many instructors update or simply recycle the stories from personal experiences that are shared with a class. My students know me to be a storyteller. I have to remind myself that new groups of students have not shared my experiences and so the information is new and instructive to them. I also share current or relevant case studies that are not mine but apply to the topic of discussion. I think effective storytelling enhances the instructor's credibility, and therefore effectiveness, with the students.

My most motivating instructor in undergrad gave me low grades in the first course I took with her. I took that as a challenge to do better, to master the subject. It helped me learn how little I knew and how much I needed to improve. Has anyone else had a similar experience? What traits did your most motivating instructor have?