I try to break the information regarding the class down and give them examples that they can relate to so they understand the material. Afterall they are customers paying for a service.

The issue I have with motivation is that I teach science courses at a design school. Most students are here because they have no interest in science. I find that showing interesting or crazy videos or pictures helps increase interest and thus motivation. any similar experiences?

I think post term/semester refocusing is a good idea. Throw out what did not work or students didn't like and try something else. It is always good to have your course evolve over time. Any thoughts?

I think rapport with students is the most important factor when teaching. Even if the content isn't great or if the course is poorly organized, students can get a lot out of a class that has an instructor that demonstrates this ability.

I often have students that know a lot more about a particular topic than I do due to their career experiences. In these cases, the student can be a great resource during a class discussion for the other students as well as myself.

I have learned that a good method to keep students engaged is to explore tangents in the subject matter that come up during class. I teach Anthropology and Environmental Science though most of my background is in Biology. So when an interesting question comes up, it is sometimes fun exploring it even if it does not directly relate to content. It sparks interest in the class and gives students something to remember.

I was glad to see mystery listed as a motivation. I have often been perplexed as to why a student made the decision to be in school. Listing it as a motivator made me realize it is ok if I cannot pinpoint the reason they are in my classroom. Sometimes it is just a mystery!

I have 3 weeks of my 6 week course that is focused on math. Most of my students are not motivated to work on math problems during class. I offer candy to those that will come up to the board and try a problem, they don't need to get it right, just try.

I teach a public speaking course. Only one student is rewarded with a special #2 pencil for the best daily presentation. A different student is rewarded each time. I have former students come up to me and tell me they still have the pencil they 'earned' during my class. It actually becomes competitive for this reward.

I try to take advantage of the differences between these 2 different groups. the older students can share real-life career experiences while the younger learners add a contemporary twist. It can help both in learning.

Nursing program is really short;15-18 months is a really challenge. Important tool is just teach by outline or keep points using the board a lot to breaking down concepts. I learned in 4 years experience that the majority of the students are adults and visual learners to keep them engaged and motivated the traditional class (lecture)does not work to much. We made some changes and introduced more videos, diagrams, schemas.

i tend to motivate my students by sharing positive work experiences. this gives them something to look forward to when they completet their program and also gives them a solid foundation. it also gives them a positive outlook that someday their hard work will pay off.

what is the line between building rapport and crossing personla boundaries?? the line is thin and often hard to manage at times

i teach massage and hands on while explaining material seems to work best for me and my students

in my experience i have often felt intimidated with teaching students older than me. im 30 and some of my students are sometimes 20 years older..anyuone else have this problem??

Hello: I teach at an intercity career college so most of my students have issues outside of the classroom that are serious to them. Their life style is not what we would call normal to us but it is to them. We have to find ways to keep the studen motivated to achieve their goals and stay focused on them all the time. The drama that is in their life can change at any minute and they will try to drop school in a New York minute. We often hve student appreciation to help keep their mind on school and that they belong here.

This training was valuable in learning strategies to improve student motivation and confidence in the classroom. Specifically, learning about constructivism to help boost security and relating course material to student career fields to illustrate value in the course and support autonomy.

Does anyone have tips for students who desire to develop rapport with a student from another country. I have a student that has had difficulty developing rapport with a student from Europe. As an Instructor, I have tried to pair the students, however, the student from Europe constantly snubs the other student

It is very important to identify students with learning disabilities. There are various types of learning disabilities. Some students have problems in focusing, others have problems with reading, temperament, and some are hyper.Some students are slow as compared to rest of the class. I have seen students who take a lot of time to do a job but given the time they do a better job as compared to most students in the class. Dealing with such students is a major challenge. I would like to invite suggestions for how to deal with such students.

Adult learners I have found enjoy working in small groups on projects in and outside of class. They bring rich experiences that they can share with other students. The projects must have a framework and there must be a opportunity to share of information with others in the class. The engagement of all the students in active learning is essential to their growth and education. The most important element that come from this kind of strategy is the critical skill development of working well with others as they will have to do in the working world and that is what employers are looking for their employees.