LD Motivation


Reflection 19: Under what conditions have you most often observed a student's rise in motivation?

The fourth and final dimension is motivation. Motivation can be a largely emotional issue for students with an LD or ADD. Stressors that interfere with being able to achieve what has been deemed as goal worthy can be frustrating for these students. In this part of the presentation, we will explain the importance of guiding your students to create a clear long-range goal that is:

  • Relevant to the adults life objective,
  • Attainable through the particular program chosen, and
  • Interspersed with shorter periodic benchmarks of progress that maintain students momentum and interest.

An interesting approach to address a variety of motivational challenges can be developed through several kinds of discussion. These are further explained in the video. The dialogues can be:

  • Time for specific one-on-one conversations which are quite effective when astudent seems to be floundering.
  • Students pairing up in collaborative activities to compare how they handle a particular shared problem and report their ideas to the class. Each student pair can select a specific motivation problem from a menu that has been determined in advance by the instructor.

The instructor facilitating a structured group discussion on a shared issue in which peers talk to peers. The instructor can act as scribe to document all responses for future references.

Reflection 20: What should we keep in mind about helping students set achievable goals?

Reflection 21: How can we help students keep momentum going in our classes?

Reflection 22: What did we learn about how to set up effective discussions with our students?

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Developed by Adult Basic Skills Professional Develoment (ABSPD), Reich College of Education, Appalachian State University
Funded by NC Community College System Basic Skills, Raleigh, NC - Copyright © 2011, ABSP