motivating students for classroom success
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DESCRIPTIONMotivating Students for Classroom Success. Laura Harris, M.S., M.S. Science Laboratory Coordinator – Davenport University Lansing Campus August 21, 2014. Objectives. Examine the importance of setting clear course expectations for student involvement - PowerPoint PPT Presentation
Motivating Students for Classroom Success
Motivating Students for Classroom SuccessLaura Harris, M.S., M.S.Science Laboratory Coordinator Davenport University Lansing CampusAugust 21, 20141ObjectivesExamine the importance of setting clear course expectations for student involvementEvaluate when to adhere to and wave those expectationsReview techniques to connect with students in online and in seat environmentsDiscuss how to assess and improve instructor techniques for motivating students30sec2What Motivates Students?From the University of Southern California Center for Excellence in Teaching:Extrinsic motivationComes from external environmentAction based on anticipation of rewards (money, praise, grades, etc.)Example: Teachers give participation points to get students to come to classIntrinsic motivationThe act of learning itself gives satisfactionHardest to inspire in students but the most beneficial toward life long learning
Many students are motivated by a combination of extrinsic and intrinsic factors.30 sec3What Motivates Students?According to Marilla Svinicki from University of Texas-Austin:Mastery orientedEager to learn new materialMost likely to take risks in learningPerformance approach orientedEager to learn new material toward a goal (grade, decree, etc.)Want to appear most competent among classmatesPerformance avoidance orientedWant to appear as not incompetent among classmatesAvoid taking risks in avoid mistakesWork avoidance oriented minimum effort for minimal result
How do we encourage students to be mastery oriented?1min4What Motivates Students?Various studies suggestion the following motivates students best:A well-organized courseAn enthusiastic instructorSubject matterTeachingA caring instructorThe student personallySuccess in the classroomRelativity of information + Chance of success =Students MotivationInstructors have a lot of control over both factors!30sec5What Motivates Students?Various studies suggestion the following motivates students best:A well-organized courseAn enthusiastic instructorSubject matterTeachingA caring instructorThe student personallySuccess in the classroomRelativity of information + Chance of success =Students MotivationInstructors have a lot of control over both factors!0sec6What are some ways you can execute a well-designed course?
What are some problems encountered when trying to execute a well-designed course?Brainstorming session in small groups (3-5 people each)
Relativity of information + Chance of success = Students MotivationWell-organized Course5min7Course expectations clearly discussed in detailAcademicBehavioral
Remember that students come to the class with their own expectations!
Inclusion of PowerPoint slide decks and other material used in classInclusion of grading rubrics and other grading expectationsWell-organized Course30 sec8Well-organized CourseWhen should course expectations be set?First day of classCourse documents (syllabus, instructor policies, etc.)In class introductionGrading rubrics provided before an assignment is dueFeedback on submitted assignmentsBeginning of each class periodOnline course announcements
When should course expectations be revised?Whenever it is in the best interest of the student or class as a wholeCan be done mid-course if needed as long as the change is clearly communicated to all students through various media (online announcements, emails, in class announcements, etc.)1min9Case Study #1 A Well-organized CourseMary is a student from your Introduction to General Biology laboratory course. She attends classes regularly though does not contribute much to the course discussion. A week before a major exam in the course, Mary catches you before class to inform you she will be tardy for the class next week and will need to re-schedule the exam. Her son has soccer team try-outs. Your course syllabus states, There will be ONE make-up exam at the end of the semester. I highly recommend you do not miss a lab exam! Dates are already scheduled and are on the lab schedule. Makeup exams may differ from missed exams in content or format or both.1min10What would you say to Mary?
Would your reaction change if Mary had missed an earlier exam in the course? What factors would influence this change in your reaction to the situation?
Have you had a similar situation? How did you deal with it?Brainstorming session in small groups (3-5 people each)
Relativity of information + Chance of success = Students MotivationCaste Study #1 Well-organized Course5min11What Motivates Students?Various studies suggestion the following motivates students best:A well-organized courseAn enthusiastic instructorSubject matterTeachingA caring instructorThe student personallySuccess in the classroomGraduate degreesField experiencePublications, presentations, conferencesStill be in the fieldUnmotivated studentsTraditionally lower than field pay30sec12What Motivates Students?Various studies suggestion the following motivates students best:A well-organized courseAn enthusiastic instructorSubject matterTeachingA caring instructorThe student personallySuccess in the classroomRelativity of information + Chance of success =Students MotivationInstructors have a lot of control over both factors!0 sec13Caring InstructorFundamental Techniques in Handling PeopleDont criticize, condemn, or complainGive honest and sincere appreciationArouse in the other person an eager want
Six Ways to Make People Like YouBecome genuinely interested in other peopleSmileRemember that a persons name is to that person the sweetest and most important sound in any languageBe a good listener and encourage others to talk about themselvesTalk in terms of the other persons interestsMake the other person feel important and do it sincerely
1min14What are some ways you can connect with students?Brainstorming session in small groups (3-5 people each)5min15Case Study #2 - Talk in terms of the other persons interests
You are teaching an online introductory human anatomy and physiology course where the content is challenging for medically-inclined students and typically overwhelming for non-science majors. However, non-science majors frequently sign up for this class only to drop out by the end of the first month. From those students, you hear, Why does a business (criminal justice, etc.) major have to know this level of detail on the human body?
In small groups (3-5 people each), answer the following questions:How would you address the situation?What are the pros and cons to how you would approach this situation?
3min16Case Study #2 - Talk in terms of the other persons interests
Look more closely at their personal introductions, and require the introductions include students major of study, motivation for attending school, and at least one activity they like to do. If students did not clearly provide something that excited them most from the introduction, I would ask them what they liked to do for fun outside of school. Talk to students briefly about whatever it was that excites them. Sometimes research into the topic is needed.
Conclusion: Generally, the time spent looking into and talking to students about their personal interests, then trying to relate that personal interest to why it is important to know the detailed inner workings of the human body, was less than the time spend talking to students about the need for a well-rounded education. This approach also reduced drop rates for non-science majors.
1min17Case Study #3 - Give the student a reputation to which to aspire
Linda is an introductory nutrition student who stated in her first day introduction that she hoped to get an A out of the course. She started out the class well, as most do, but then 6 weeks later began to regularly submit her work one day late. After getting penalized for tardiness a couple times, the student began to submit lesser quality work on time.
In small groups (3-5 people each), answer the following questions:What type of motivation does Linda use to succeed? How do you know?How would you address the situation?
5min18Case Study #3 - Give the student a reputation to which to aspireDuring a break in one of the class sessions, discuss with Linda that her quality of work at the beginning of the course was on time and top notch.Compliment the old work it was some of the best in the class! Point out recent issues with tardiness and lesser quality work. Do NOT ask questions on why this was happening. Doing this leads into an exhaustive discussion of the students personal problems that most instructors do not have the time or energy to engage in. Remind Linda that she cares about the timeliness and high quality of work so she would want to be aware of the observation before her overall grade permanently declined. What can I (instructor) do to help her return to her previous high quality on time work?
Conclusion: Linda quickly stated she was becoming overwhelmed with the amount of material her several classes demanded from her and assured me that she could improve her work without my assistance. Instead of going over time management skills that she probably already knew, I simply said, OK and gave her the opportunity to improve her work. For the rest of the semester, she produced high quality work on time, without any more involvement on my part. Final grade: A-1min19Case Study #4 - Praise All Small AccomplishmentsAs a new online instructor for ABC University, you are required to use the sandwich method of feedback. As the name implies, an instructor would take the things that a student needs to improve on in a particular work and summarize them between paragraphs praising what the student did right. You quickly find yourself grasping for positive things to say to Larry, who struggles with time management and study