those who are not motivated to learn Used humor in a way I appreciated. resist new information,tend to make (.72) snap decisions,use categorical reasoning (good or bad)rather than Found ways to help students an evaluative continuum,and freeze answer their own questions.(.69) their judgement even when new information suggests the wisdom of Introduced stimulating ideas about revising it.These findings have the subject.(.68) implications to those of us who teach. Since motivation and commitment are Was available to help students personal matters with each student, individually.(.67) we as teachers should do what we can to eliminate the barriers that block Explained the reasons for criticisms them. of students'academic performance.(.66) Clegg (1979)in her search of These findings strongly suggest the literature found few empirical that it is not simply showmanship studies concerning what motivated which motivates students (although college students to learn.She if you do not have the students' asked students to rate the item, attention,they are much more difficult "The teaching approach and/or to teach),but that using a variety attitude of this instructor motivated of traditional teaching approaches me in this course."She found that can also be motivating. item correlated .60 or higher with seventeen other items,after control- What are some other things which ling for the students'initial desire college teachers can do to motivate to take the course.Five of these students?(For a general discussion items concerned the instructor's of a variety of topics in the context enthusiasm and expressiveness.The of motivating students,see Ericksen's remaining twelve (with their 1974 book,Motivation for Learning.) correlations)were: Someone has commented that the trouble with what has been written about Explained course material clearly, motivating students is that it's so and explanations were to the point. unmotivating.Our suggestions are (.85) probably no exception,but they may have the advantage of bringing the Made it clear that he/she wanted "obvious"and "common sense"together to help students learn (.84) in one place.These suggestions are based more upon the personal experience Changed approaches to meet new (or experiences)of teachers than upon situations.(.83) empirical data.Even where there is research,the results are rarely such Summarized material in a.manner as to compel belief.They are offered which aided retention.(.82) as food for thought,not as canons of good teaching which must be followed. Demonstrated the importance and significance of the subject matter. BEGIN WHERE THE STUDENTS ARE (.76) --Capitalize on the students existing- Made it clear how each topic fit interests.Find out what their majors into the course.(.74) are,why they are taking the course, etc. Clearly stated the objectives of the course.(.74) --Find out what their weaknesses or 2