The students must be the focus; they are not there to see "you." They are there to learn and who the instructor is not of immediate importance, especially if they are new students. If the student has been on campus for more than one or two semesters they will hear about you from other students (or instructors) and they may make a judgement before they even meet you because an instructor's reputation precedes him/her. But, no matter what the instructor's personality, the goal is to give the students the education they have paid for and expect. After all, without students instructors no longer have a job or a paycheck.

I had a situation not too long ago where a student talked to me about wanting to drop out. This student had some real promise and I told them so. They ended up dropping out anyway not long after the conversation. Sometimes, no matter how you, as an instructor, try to positively reinforce a student, it seems like they have already made up their mind as to what they will do. They leave, but you stay and help those who continue with their education.

As a former non-traditional student I can understand and sympathize with adult learners. One of the issues that I dealt with was wondering how traditional students view me. On average, I was 20 years older than the majority of students in my classes; I felt closer to the instructors than I did my students, who, by virtue of their youth, were not my peers. For the most part, though I did my work and graduated with honors, socially, I did not fit in.

I think it the most important part of teaching

Students who have a sense of security from the start can also have greater success at the end. Students can build up a strong foundation to secure confidence and beliefs to their self.

I want to always be excited about teaching

I like to hear about other instructors ideas

I think it is important to see the class from the students viewpoint.

I strongly agree that utiling your passion and experience is essential to motivating your students. I use this method constantly to connect with my students.

In culinary, most students are tacilt learners and learn quicker through demonstration and practical application. if they see it, they can reproduce it.

At le Cordon Bleu, we do a daily lineup of all students. This allows us to meet and greet our students personally one at a time. We also use this time to check uinform and personal hygiene standards.

In culinary it's quite easy to motivate students through cooking. They attend college to learn the fundamentals of cooking and by encouraging them to practice,gives them the confidence to further their studies.

Adult students are really very motivated and they do understand their goal. But sometime I find adult students like to tell teachers what to do. For example they will start to talk their life experiences.

I liked knowing that after a while extrinsic motivations can produce diminishing returns. I liked learning that they are to be used until a student can tap into his/her intrinsic motivation

How do you handle a student who tries to talk over your lecture because they have worked in this field before and think that their ways are better??

This course opened my eyes to the idea that extrensic rewards like gift certificates, free meals,tokens, etc. for outstanding performance in a class may actually work against the student in the long run. I didn't think about what happens when the rewards go away, perhaps in some future class. I will concentrate more on the intrensic rewards from now on, combining them when the opportunity presents itself.

Sometimes the students do not realize that what they need to succeed, in class or life, is right in front of them. The instructors do a good job of placing the info in front of the student and are wanting for them to absorb it.

I've found that motivation is a two way street. We are taught we must find what motivates our students, while in turn my students actually motivate me. When they get excited because they have had that "A-HA!" moment and when we start to dialect back and forth on certain topics, it shows me that they get it and that is what motivates me!

This section really helped me...because there are times when I start to wear out and get frustrated when I feel my teaching methods are being reached to the student. It usually happens towards the end of the term. But now I know I need to step back and refocus to get re-energized!

I've noticed that by us instructors setting the stage and starting the process, it automatically offers the students a sense of security as well as comfort. If we show we are concerned about them and their well being (ex. calling them when they miss class) they will be more active with their education.