It is imperative to provide secure envirnoment in the classroom for best learning. security brings more autonomy in the mind of students. Learning will be best at its highest level when student feel secure and free minds. as an instructor our job will be to make sure students get maximum security and autonomy in class participation.

how much information about myself should I give, how much is too much?

improved security in the classroom will increase outcome.improve learning qualities.

if i had a student that was unmotivated in class how can relate to them in a nicley manner that this will effect there cerear

Recognize yur achivement. Acknowledge the progress your students have made. You will quickly realize you and your students have accomplished much more than you think you all have.

Retention is important. I try to keep my students involveed in topic, and I take my time to explain every thing in detail.I care about my students, and show respect for them as an adult.

How can a student be motivated that does not care about missing a quiz or getting a reward?

An interesting part of adult learning is the eager attitude towards hands on in the lab. They seem to be almost impatient to listen and watch a demonstration, but usually they do until the major points have been made. Now it's their turn. They prefer to use the information in the demonstration and proceed at their own pace. They would rather make a small mistake and correct it then they would for someone to intercede in the process. Use of materials is a far more studied process for the adult learner. Reading and re-reading instructions seems to be the norm, depending on the material, it's possible hazardous properties and the cost of the materials.

This course was of interest to me because adult motivation and youth motivation vary somewhat. I am currently working on my dissertation focusing on several societal factors which may or may not influence teacher intrinsic motivation. The responses to my survey indicate that teacher motivation is impacted by many factors and that when teacher motivation is impacted, student learning is also impacted.

instructors should not consider the students as customers, b/c that interferes with the learning and the teaching process

This subject matter is probably the most important to the students success. I f the student is not in class it is impossible for the to learn. We are in the business of training cooks, but we can not train the student properly if they are not retained.

It is So true that Adult Learners need to feel secure and to be able to have some control. Otherwise they will decide to just Not show up. Amazingly enough, some adult learners tend to be a lot more insecure than younger students.

This module mentioned many ways to help student feel supprted and engaged. This information can be very useful in lesson planning when working with different age group, it is a good idea to be flexible.

Try implimenting all various types in your lesson plan!

I tend to have very diverse classrooms, and it's sometimes hard to understand the best way to Motivate everyone in the classroom. How can I develop this skill in order to give my students everything they need?

I teach software packages in the majority of my classes. I find that sometimes when dealing with refocusing my efforts, I must make changes to the course itself in order to give my students the best understanding of those packages. Is it okay to change the flow of the course to match the pace of the students at this point, or is that a bad thing?

I often find myself engaged in fun conversations with some of my students. I usually have small class sizes so I often gain inside jokes with many of the students. However, the majority of my students are younger, and often they get to the point where the fun becomes disruptive to the actual lecture being presented. What is the best way to refocus a class, without completely cutting off the lightheartedness and good vibes gained up to that point?

As a new adjunct instructor I was given three classes to teach my first semester. Although I was a bit overwhelmed, I was confident that I could handle the workload. Unfortunately my first day teaching one of my classes was pretty rough. I had a tough time getting used to demonstrating a software skill. The first day ended a little badly, but one older student in particular felt like my being there was somehow cheating him out of his education. He wrote letters to the administration to that effect, and it caused a great deal of trouble for me and my supervisor. I was unprepared for such a backlash, and I was entirely embarrassed. Later, having been paired with another instructor for the remainder of the course, did I discover that he was a known troublemaker amongst the entire teaching staff, and would often pull off stunts like this when he didn't get his way. I want to provide a great learning environment for all of my students. However, I am quite young and I feel my age may have caused some resentment from this older student. How could I better handle a student who doesn't seem to respect you due to them being older than you?

While some people motivation is a job that brings to them a lifestyle of monatary rewards they find fullfilling, then you have people who are not as motivated by the monatary rewards but by the internal pleasure they get from the the pride of their education and status it brings.

The personal barriers that an adult learner encounters can be the most difficult to work with, identify and overcome. Because we are adults our experiences have shaped and molded us to the point that our views, attitudes, and values are so ingrained that identification and change can be very difficult. It is not only difficult for the advisor, but for the student as well. I believe that it is possible to have personal aspects that are so deep seated that the individual/student does not even recognize the barrier themselves. Having an educational environment that is truly focused on the customer is really the only way to assist a student in this situation. If the culture of the entire organization reflects this, a student working through personal barriers may seek out someone within the organization but outside the direct lines of advisors and instructors. When this happens, the institution can truly identify them self as customer oriented.