Motivating Students: 8 Simple Rules

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MOTIVATING STUDENTS: 8 SIMPLE RULES FOR TEACHER

Principles of Accounting has the reputation of being a "hard and boring" course. It is difficult to motivate students to invest the time and effort necessary to succeed in the course. To meet this challenge, we have assembled a list of eight simple rules for keeping students focused and motivated. These rules are not original, and they aren't just for those of us who teach accounting classes. Indeed, most of these time-honored suggestions apply to any course students find hard and boring, and we think that makes them broadly applicable.

Rule 1: Emphasize the most critical concepts continuously. Reiterate these concepts in lectures and assignments throughout the course. Include questions relating to these critical subjects on every exam, thus rewarding students for learning, retaining, and, hopefully, applying this knowledge in a variety of contexts.

Rule 2: Provide students with a "visual aid" when possible to explain abstract concepts. A significant proportion of today's students are visual learners. For these students, a simple diagram or flowchart truly can be more valuable than a thousand words in a text or a lecture.

Rule 3: Rely on logic when applicable. Point out to students which information is merely "fact" that must be memorized and which course material is based upon "logic." Show students how to employ logical thinking to learn and retain new information. For example, in the double-entry bookkeeping system, "debits" equal "credits," and debit entries cause assets to increase. These are "facts" or features of the system; they are not based on logic. However, once the student accepts the system, logic can be used to operate within the system. Continuing the example, if debit entries increase assets, it is logical that credit entries will cause assets to decrease.

Rule 4: Use in-class activities to reinforce newly presented material. After a new concept or subject has been presented via text reading, lecture, or class discussion, allow the students to put the concept into action by completing an in-class assignment. These assignments can be short, but they must be developed to ensure that the students understand the critical concepts underlying the new material. Typically, the most learning takes place when the students are permitted to work in small groups, to refer to their text and notes, and to ask questions of the instructor while completing the assignment. If these in-class assignments are part of the course grading scheme, class attendance also improves.

Rule 5: Help students create a "link" when teaching something new. If the student can "link" the new material to something already learned, the odds of learning the new material are greatly increased. Examples of possible links include: prior material learned in this course (e.g., the critical concepts described in Rule 1), material learned in prerequisite courses, and "real-life" experiences of the students outside the classroom.

Rule 6: Recognize the importance of vocabulary in a course. Students often struggle with new vocabulary in many courses, especially introductory ones. To succeed in these courses, students must become comfortable with the new terminology. As subjects are presented, new and/or confusing terms should be identified and introduced to the students. Present "real-world" definitions and alternative terminology, in addition to textbook definitions. One way to help students assimilate the course vocabulary is to create a "living" glossary on the instructor's website where new terminology is added, explained, and illustrated throughout the course.

Rule 7: Treat students with respect. Patronizing behavior may be expected in primary school teachers, and :drill sergeant" strategies may be effective in military book camps. However, most college student will not respond well to these techniques. Give students their dignity, and they will give you their best efforts.

Rule 8: Hold students to a high standard. If students are not required to maintain a specified level of learning and performance, only the most highly motivated students will devote the time and effort necessary to learn. In contrast, maintaining high standards not only will motivate student learning, it will also be the source of student feelings of accomplishment when those standards are met.

Each of these rules can help motivate even the most lethargic student, but Rule 7 and 8 are the most important. If students are not treated with respect and held to a high standard, scrupulously following the first six rules will have much less impact and might end up being an exercise in futility.

 

 

[ExcellenceAcademy]

Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place" . Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.

Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student's motivation to work and to learn : interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges.
To encourage students to become self-motivated independent learners, instructors can do the following:
    * Give frequent, early, positive feedback that supports students' beliefs that they can do well.
    * Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
    * Help students find personal meaning and value in the material.
    * Create an atmosphere that is open and positive.
    * Help students feel that they are valued members of a learning community.
Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn.  
General Strategies
Capitalize on students' existing needs. Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course.  Design assignments, in-class activities, and discussion questions to address these kinds of needs.  
Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment.  
Eight characteristics emerge as major contributors to student motivation:

    * Instructor's enthusiasm
    * Relevance of the material
    * Organization of the course
    * Appropriate difficulty level of the material
    * Active involvement of students
    * Variety
    * Rapport between teacher and students
    * Use of appropriate, concrete, and understandable examples
Incorporating Instructional Behaviors That Motivate Students
Hold high but realistic expectations for your students. Research has shown that a teacher's expectations have a powerful effect on a student's performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so.  To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success.  
Help students set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment.  
Tell students what they need to do to succeed in your course. Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed.  
Strengthen students' self-motivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards.  
Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students' tendencies to compare themselves to one another.  Be enthusiastic about your subject. An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Work from students' strengths and interests.  
When possible, let students have some say in choosing what will be studied.  Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level.  
Vary your teaching methods. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.  
De-emphasizing Grades
Emphasize mastery and learning rather than grades.  
Avoid using grades as threats. The threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior.
Motivating Students by Responding to Their Work
Give students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve.  Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success.  
Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might * their feelings of inadequacy.