I love the idea of getting the students engaged with how the instructor is teaching whether I am moving too fast or too slow. That allows me to better understand and gage the class as a whole and see where everybody is with the pace.
I've learned the importance of security and autonomy. Students truly have to feel like they can do what they are aiming for and we as educators attribute to that feeling by motivating them, motivation is built off of multiple quirks in our classrooms and teaching styles.
Making students realize that this is THEIR class to learn from, and not just a class they have to take, is a way to enhance autonomy that the students appreciate.
Taking field trips to job sites gets students out of the lab and in a professional setting like they will be working in when they graduate. It's exciting to see in real life what they will be doing and getting paid well.
“Autotomy” when associated with motivation refers to a student’s belief about the amount of control they have over the learning process.
It's important that adult learner's feel confidence in their abilities to be successful early in the course to increase their perception of success in the long term. Giving short tasks that build success early on can increase motivation.
I have learned that to motivate students we should always inspire words of encouragement, and always give them something to look forward to
Motivating a Student comes with many factors. Doe the Student feel secure in the classroom and in control of their learning goal. Asking non-threating questions regarding their thoughts on what they are learning would be a great start.
Considering the research findings related to student psychology causes me to take a closer look at class prep and execution from the student's perspective.
I learned why giving students some control over what activities they complete in what order can help them feel a bit more in control of their education. I'm currently looking for more ways to incorporate this in our interactions.
I had not thought of "security" in this context before. I did know that belief in one's ability to accomplish a task is important though, so I use language to encourage that. I found that I used many of the described techniques already.
I like the idea of implementing more autonomy. I especially like the idea of small quizzes at the beginning of class throughout the term, encouraging students to get to class on time.
Ask speakers from our industry come in and speak to the class occasionally, to share their experiences and range of income in our industry to get the students excited and motivate them.
The value of security and autonomy in classroom structure will help facilitate learning.
The value of building choice into a curriculum is a key takeaway from this lesson. In my view, choice can help to motivation through both prongs (not only autonomy but also security), if the choices allow students to operate from a more secure position (ie. perhaps offering a term paper OR a video analysis, or a written OR oral exam) so that students have greater ability to build from their strengths and take a more active role in structuring their education.
Having people from the field is an important motivator.
From the module ive gathered that people learn in multiple ways. Attitude and what you say can affect how someone learns. But you learn from the students as much as the student learns from you.
Comfort level directly affects the learning experience. Most adult learners already have a vision of what they want to achieve. Giving them space to learn will generate more positive outcomes.
From this module, I learned how closely security and autonomy needs to work together. Security helps learners feel comfortable enough to participate, and autonomy allows them to take responsibility for their learning. Both must be intentionally supported. I also gained a better understanding of how classroom structure, communication, and instructor attitudes directly influence student engagement and confidence.
The adult learner varies in many ways in their learning styles and sense of responsibility from the younger students.
On the first day, you set your guidelines. This is how the class will run....you don't scare them...you are not out to get them or change who they are. It is all about growth.
