Tbers, I think Bill is on to a key point. That we as teachers make sure our students know we care about them and their success. I have to admit (sadly) when I think about my classess, I don't really do much to ensure this. What types of things do you do to get the message to your students? > ---------- > From: Proulx, William > Reply To: Teaching Breakfast List > Sent: Thursday, February 27, 2003 5:33 PM > To: [log in to unmask] > Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation > > Dear Tbers, > > My experiences with education, both formal and informal, as a student and as an instructor, have led me to conclude that an educational hierarchy of needs exists similar to Abraham Maslow's Hierarchy of Needs theory. In otherwords, the basic needs of a student have to be addressed before the student can be expected to advance significantly along the learning continuum. As all of you know Maslow's hierarchy contained 5 levels that addressed issues related to physiological, safety, love, self-esteem, self-actualization needs of individuals. The various levels of an educational hierarchy of needs would be slightly different but the overall principles would seem to be the same. If this is true then the key to effective and successful teaching would be achieved by working through the various levels of the educational hierarchy with students. It appears to me the most basic level of this hierarchy deals with the relational issues of care and trust. Consequently, I agree with Bob Rothenberg's statement "how important it is that students get the message that the "teacher" cares about them (and implicitly that it is true)." > > > Bill Proulx, PhD, RD > Associate Professor of Nutrition and Dietetics > Dept of Human Ecology > > > -----Original Message----- > From: Rothenberg, Robert > Sent: Thu 2/27/2003 9:59 AM > To: [log in to unmask] > Cc: > Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation > > > > Hi Jim: > > I just returned from a conference where we discussed, among many other things, teaching techniques. One of the points made was approporiate to this discussion: it was suggested that we need to say more positive things. Studewnts read the commments and if we only comment on what they do wrong (which is an appropriate thing to do), they get no input on what they do correctly, or that it is valued. > > A second comment was about how important it is that students get the message that the "teacher" cares about them (and implicitly that it is true). > > A third comment was about the fact that coaches not only point out to their athletes what they do wrong, but also model what is right. I have, coincidentally, started doing some of this in my current classes with their briefs. I used to have them pick a case. Now I use about six cases I have selected, distribute them, and will give them a sample brief after I have graded theirs. > > Looking forward to the discussion. Thanks for putting it on the agenda. > > Bob > > > -----Original Message----- > From: Greenberg, James > Sent: Mon 2/24/2003 2:54 PM > To: [log in to unmask] > Cc: > Subject: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation > > TBers, > > For our March 5th meeting: > > Bob Rothenberg recently sent me some thoughts for a Teaching Breakfast. > > In athletics, especially at higher levels, one quickly learns the truth of the old saying, "no pain no gain." If we are "coaches" for students in their learning, does the same no pain no gain hold true? High level athletes are typically very motivated. Is this why they are willing to endure almost anything to get better? > > What about the less motivated students:> > > Is it possible for learning to take place without pain? > Does coddling students hurt them in the long run? > Can we teach students to take the "tearing apart" we may do to their work in the interest of furthering their education? > How many of us have had students respond positively and negatively to this type of grilling? > > What ways have you found work to motivate students? Have you found grilling them or tearing them apart helps or hurts? Bring you ideas to the next Teaching Breakfast on March 5th. > > > Mr. James B. Greenberg > Director Teaching, Learning and Technology Center > Milne Library > SUNY College at Oneonta > Oneonta, New York 13820 > > email: [log in to unmask] > phone: 607-436-2701 > > "Ignorance is curable, stupidity lasts forever" > > > > > >