Since I went to college at an older age, I do understand the issues adult learners have. It boils down to having 2 full time jobs. One thing adult learners get upset about very fast is when their school disrespects them. One large problem where I teach is the students have to pay a "technology fee," but do not have access to any technology. The 'computer lab' is used for classes, and the students cannot get in there. There are about 5 working computers in the library, but when you have several hundred students needing access, that is not enough. I encouraged my students who complained to call and write Delta Corp. So far, it has not helped the problem any, but at least they have someplace to vent that might make a difference. Adult students understand that venting is not enough unless there is someone who will listen. At least half a dozen of my students are seriously considering changing schools because of the issues at this one.

Since I am not an instructor, some of this module was not as practical for me. However, I do see the value of finding out what motivates my individual students so that I can help them stay focused. My part in the process has a lot to do with reinforcement since I am often the one who conveys encouragement about exams passed or milestones achieved. One thing I learned here was about immediate reinforcement. We are able to return exam grades very quickly since they are computer scored. However, we are much slower about returning written assignments and I can see that students get frustrated about this. They put much more of themselves into a written assignment than an exam and want to have quicker feedback. This is something I hope to work on in our system.

A key to any sucessfull event is the motivation to continue and do you best. For many reason students have motivational glitches in their quest of learning. Even the strongest of student will need to be lifted up, brushed off and reminded. It is not as easy as it sounds and constantly needed. The greatest success I have had with students has been when motivation has Ben consistent

In my advising of students I can already see where I am not giving as much attention as I did at the beginning. When certain questions or issues become routine I have not kept up my enthusiasm for the individual student´s situation. I need to refocus and treat each situation as unique and each student as different even when the issues seem to be the same.

I work for an online university so I don´t ever meet my students face to face. However, all of us who work with the students keep a common online file where we post anything we communicate to the students and anything they communicate to us. I don´t write to a student without going to their file to see what is going on with them so that I can personalize my messages. I am trying to get my colleagues to make more detailed notes about what students tell them so that we can engage each student on a more personal level.

I am taking this course to be able to figure out how to keep motivating my students as the semester moves on. At first the students were very motivated to learn and lately they have been drifting off. It is not that my teaching style has changed but the subject did. Being that this is a core basic class and needed, they somehow cannot see why the projects they are doing relate to the outside world even though I give them examples all of the time. How do I motivate students any more than I feel I have

Having a past graduate return and address the class is a great motivational tool. They can listen to me all they want, but when they see and hear the success of one of their peers, it really gets them excited. They can see that if one of their peers can do it, so can they.

Getting off-topic is easy. The students are following you down a path towards a group of objectives and an ultimate goal. Your mind needs to be split into several parts during the teaching process. One part on you, one on the group as a whole, and one rotating from student to student. Asking questions of individual students keeps them on their toes and allows for continual review. When you go off track a bit, re-focus the group with questions.

Grab your students during the first 5 minutes of every class. Treat it as if it were a job interview or a broad-way play. Perception is key. We are visual interpreters of the immediate environment. Enthusiasm is contagious. Use some "show and tell" right out of the gate. Project yourself with your voice, attitude toward the subject matter, and visual stimuli.

My situation is a little different in that I am an advisor at an on line university. The way our system works, the advisor is the first line of contact for the students as they work through courses on line. We have students all over the world. The fact that some of our students are dealing with disasters, traumas and even war in their countries drastically affects their motivation and retention. This year many of my students in West Africa have faced lock downs because of the Ebola virus. This means they cannot get to Internet Cafes which is where they normally would go to do their studies. My strategy has been to continue to encourage them through email, which they can see on their phones, so that when they can return to studying, they will still be motivated.

I frequently encounter a "fear of success" phenomenon with my older learners. I teach at a private trade school and the program I teach can place almost 90% of our graduates. We offer assistance with resumes and placement. With older students I have noticed some resistance to the idea of a resume and a job interview. They come from a time when a "handshake" was enough. With encouragement they will head-down this new world job seeking road, but many are hesitant and procrastinate to the point where they may miss some great job opportunities. Any ideas to help these students overcome their fears?

Should people go to work because they love their job or for money?

What are strategies for handling factors that may affect a student's motivation and confidence that occur outside of the classroom?

Customers, so be it students or the purchaser at a store. all desire one thing, quality.

if the instructor is motivated and excited to be in class the students will also.

remember what it felt like to be a student trying to learn ann entire new world,..will make one humble.

keeping students engaged in learning process will produce better understanding of materials and grades.

understanding people and what makes them happy will yield a productive classroom activity, therefore learning will take place.

This was a truly unique term as I taught the same three classes to two very different groups. The first group was plagued by tardiness,absenteeism, late assignments, and several resulting failures; the other class was very engaged, timely, and for the most part present and accounted for. Despite the differences in the personalities of the two classes, I can see how the things I learned in ED 112 can make me a better instructor. Now my task is to implement these techniques and see if the results can be improved.

Being empathic is essential when a student lacks motivation. Trying to work, taking care of family needs and trying to attend school can become overwhelming. In the past, I have shared my own personal experiences so that students will realize their goals are attainable.