difficulties are.For example,if and exams,so that every student has the course has a prerequisite,give a a chance to experience success as diagnostic test early in the term so well as challenge. the students will know what they still remember and what they must study over --Tests and grades during the course again. motivate more when they discover what the students have learned,not just ESTABLISH THE RELEVANCE OF THE what they don't know. COURSE MATERIAL --Too intense motivation creates --Relate the course to the students' anxiety and interferes with learning. interests when possible. While you have to set realistic standards,do it in a supportive --If students do not see the course rather than threatening way.For as relevant (often the case with example,if you find out that a required courses)spend the time to student is far behind,don't say to explain in detail why the course is the student "You're way behind",but required.Use examples of how the rather,"These are the things you course may be useful in their majors need to learn.How may I help?" and careers. --Discuss the ways in which you REWARD THE STUDENTS find the course interesting. --Give the students feedback as soon --Use questions,problems,case as possible,e.g.,return tests and studies,etc.,to demonstrate papers quickly. relevance. --Both positive and negative comments INVOLVE THE STUDENT IN THE CHOICE can stimulate learning,but positive OF WHAT WILL BE STUDIED,WHERE comments seem to be more effective. POSSIBLE At least,do not give only negative feedback.Praise what the student --Find out which topics are of most has done right,it tends to build interest or value to the students in self confidence.This sense of inner their perception (recognizing that satisfaction is often the greatest they may not be the best judges). motivation. --Include some optional or alternative --When giving negative feedback,make units. it clear that it is a comment on the particular performance,not upon the --Allow alternative learning methods, student as a person. e.g.,lecture,discussion,indepen- dent study,etc. --Recognize sincere efforts even if the product is not the greatest.This does ARRANGE LEARNING TASKS AT LEVELS not suggest that students should receive APPROPRIATE TO THE ABILITIES OF grades for effort rather than learning, OF YOUR STUDENTS but praise should be given for effort as well as accomplishment. --Do not make tasks too easy nor too hard.At first it may be better --Since success motivates,encourage to err on the side of too easy; self-competition.Help students to success breeds success.Include a focus upon their continued improvement, range of difficulty in your not just on the final criteria for the assignments,and even in your quizzes course. 3