Try to remember what it was like when you were a student.

"All people need a support system." When I viewed the image in this topic, the arms clasped together, I experienced a sense of being tied to a larger force. This was a reminder that everyone at every level needs support to get to that next level. As an instructor, I find it is important to provide encouragement to a student on their efforts to give them validation that they can be successful. When I respond to students work, I like to begin discussing the parts of the assignment they did correct or the theory and approach that provided insight and direction. Even if their answer is wrong, (and I teach accounting which is objective) I can still find something positive to mention. This reminded me of a student who once told me "I really look forward to reading her comments each week they are so encouraging". Lately I have been try to grade as fast as possible because I have other work to get done. This was a good reminder of the impact I can have if I slow down and re-read my words and add just a little bit of encouragement.

As an instructor I know that it is important to provide feedback in a timely manner. However, I have never thought of feedback as a motivator for retention. I provide quick and informative feedback but now will focus on the additional benefits that help students succeed. Thank you for the information, I think this can only help.

Right now I am teaching a class where the age ranges from 20-62 years old. The older students are able to help bring in life experience to the class and really drive home the message to the younger students about what we are talking about. The younger students are able to help the older students with the technology that we are using in class. There are definitely some differences in how the students react in class because of their age. It does add a very nice dynamic to the class.

When I think of rapport, I can't help but think of the business world and how important this is to success. As an instructor, building rapport with students accomplishes the same things as in the business world. This helps build trust, respect, creadibility,and understanding. To be a sussessful instructor rapport must be established and maintained a positive relationship with instructor and student.

As an instructor, I have always made an effort to get to know my students. I take time at the first of the quarter to learn their names and background. As a student I felt that the instructor was trying to show he or she cared. As an instructor, I feel the same way, I am trying to show that I care about them in a personal way. I think this goes a long way in helping students feel comfortable with the instructor and class setting.

As I completed the first section of ED102, I found myself thinking back to my college days. I remember the issues that I faced and the frustration that were created. I never considered leaving school because of these frustrations. I knew that they were a continued part of school and that I need to put up with the frustration. The feeling I get now is that there are many students that this can influence and it does determine their future educational growth. We need to be aware and try to understand the issues facing our students.

Recently my school has implemented an environment where Service Learning is key. I've made realtionships with business and organization owners who have allowed my students to assist with business and marketing plans. The motivation for students to come to class when working on these types of activities seems to jump ten fold. Has anyone else worked with service learning and projects like I've described?

One of the big things I do in all of my classes is discussion. Unfortunately, I have students who do not seem to want any part of this. I do all that I can to make the information I am sharing meaningful and applicable, however it doesn't always do the trick. Anyone have any ideas on how to bring these people out of their shell?

I find that in my classes, the intro classes are regarded as something they just have to take to get to the fun stuff. I have been trying to research and develop ways of making even the intro classes worthwhile. I can't think of a time when I haven't been able to take something away from something that seemed introductory. Often, there is so much information to take in the first time that there are pieces that are missed. I try to make each class a little bit different, due to the make up of the students, however even that doesn't seem to be enough. Does anyone have any ideas on how to make this even more inspriring for students?

I've found in my classrooms that students who have returned to school, be it 5 years or 30 years later, all want to feel like they are part of something bigger. I've implemented group work into most of my courses with some success. I think that the students, for the most part, look forward to working with other students. However, from time to time I have those younger students who seem to separate themselves from the older students. I'm working on a way to over come this, without becoming a "traffic cop" of sorts. Does anyone have any ideas to help the older and younger students integrate better?

As students build on their self confidence because of specific and positive feedback, more application of the course material to their personal and professional lives, they become more invested in completing their educational goal.

I believe it's important to ALWAYS show your passion and interest for the subject matter. When excited about a topic the students sense that, and become completely interested. Do you agree?

I really liked the comment that adult learners want to "start on time, finish on time, and not have their time wasted." I have experienced this with adult learners who frequently ask, "How am I going to use this?" They want to know why they are learning the skill I'm teaching, and they do not want me to "waste" time on things like "teambuilding" or infrequently used grammar rules. Sometimes that's difficult to work with, but frequently I appreciate their drive.

Here is a little healthy competition for motivation. At times we have the same course running in the morning and afternoon. When this happens occasionally we will set the classes against each other. We will post the test averages for both classes on the board and the winner after all tests but the final gets a predetermined prize. Usually some food item such as donuts.

What if the student is showing no genuine interest in the subject matter and states that they "just need a job" as the reason for the continuing education/career college choice?

My Course is for Interior Designers who will be introduced to AutoCAD. I find it very enjoyable to teach so many such a versitile program that they will most definitly use in the field.

I'm just wondering if anyone can give me some suggestions for motivating students who are at the end of their curriculum to maintain a high level of quality in their work.

I am just wondering about the need to have all students participate in class all the time. I myself hated class participation and I can empathize with the students who wish to be left alone.

I believe that building a personal rapport with students is critical for retention and success. However, I'm finding it more and more difficult to make a personal connection with each student as class sizes increase and I get to know more students as they matriculate from class to class but remain in the school. Any suggestions?