Let’s Motivate
So how do we as instructors motivate our learners? Instructors must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction. Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or recall information. Instructors should present materials that stimulates as many senses as possible in order to increase their chances of teaching success.
In my opinion, there are five critical elements of learning that must be addressed to ensure that participants learn. First we must be compassionate and empathetic; understanding that some adult learners are making incredible sacrifices to participate in the program.
Second, be a cheerleader for these learners; let them know we are in their corner and enthusiastic about the efforts they are putting forth, and that we believe they can succeed.
Third, we need to demonstrate our proficiency and expertise in the subject matter we are facilitating in order for the learners to view us as credible instructors.
Fourth is clarity. Our presentations must be clear and concise and we must present the information in a clear, concise, and logical manner for the learners to better understand.
The last element and the one we are going to focus on is motivation.
If the participant does not recognize the need for the information (or has been offended or intimidated), all of the instructor’s effort to assist the participant to learn will be in vain. The instructor must establish rapport with participants and prepare them for learning; this provides motivation. Instructors can motivate students via several means. (Lieb, 1991)
Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn.
Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.
Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.
For example, I had a student in one of my classes who had a master’s degree in business management and he was offended that his company was making him go through this training. He continually questioned everything I said and did. What I did was ask him to come up front and lead the class in discussions relating to the topic and his personal experiences. This was rewarding for both him and the students.
In addition, participants need specific knowledge of their learning results (feedback). Feedback must be specific, not general. For example, “Joe, I noticed from your project submission that you really grasped the concept of the Pro/Con Analysis tool. How do you plan to use that in the workplace?” Participants must also see a reward for learning such as recognition, The reward does not necessarily have to be monetary; it can be simply a demonstration of benefits to be realized from learning the material.
© 2019 Rhonda L Foster. All Rights Reserved.
