Matthew Sklar

Student motivations aren't simple or unilateral.  The best way to keep a student motivated is to understand that student.  You must know why the student is in the course, what they want to get out of it, and what their concerns are so that you can keep them focused.

There's an ebb and flow to the classroom.  The same approach doesn't always yeild the same results, even with the same students.  When learning dips, take the time to refocus.

Adult learners are both motivated and intimidated.  Tying class material to concrete professional goals and providing a supportive, comfortable, responsive environment are both vital to student retention.

Adult learners are specific.  They are often more motivated because they're in school for specific reasons and to meet specific goals.  They're also often more frightened because they haven't been in school for a while and they may not have had a great educational experience the first time around.  They need to feel secure and supported.

One size does not fit all.  Find multiple interestiing ways to present and reinforce content.  This way you address a variety of learning styles.

Student success doesn't just depend on presentation of material.  It depends on making sure that, from day one, students are comfortable and receptive.  Getting off on the right foot is vital to creating that condition.

Being a good communicatior of ideas and concepts is only the beginning.  A good instructor is clear, both with students and him or herself about objectives, structure, content, materials, and expectations.

I have a pretty good IT background; so my first reaction is to ask questions about the issue and ask to have a look if necessary.  Sometimes a fix turns into a teachable moment.  If the solution is beyond me, I will follow up with IT on the student's behalf.

1) Teaching skills must be both specific and dynamic.  You must have a plan, but you must also be able to adapt to student needs and learning styles, as well as the the philosophy of the instutution for which you're working.

2) You're not just teaching a subject.  You're modeling attitude, behavior, and presentation.