During the weekend seminar, participants were given the opportunity to discuss what they thought the characteristics of an effective teacher were.  The following list was created:

• Committed to Learning
• Cares about Students and Subjects
• Expects the Best
• Skilled and models behavior
• Enthusiastic and affirming
• Fun
• Helps apply learning to real life
• Passionate about learning
• Listens to students
• Creative, Theatrical, Animated
• Takes risks
• Brings many life experiences to learning
• Knows students and addresses their fears about learning
• Approachable
• Addresses barriers to success
• Teaches extra life skills to students
• Sees potential-expected potential-unconditional acceptance

Further discussion by participants generated an extensive list of issues surrounding motivation in the classroom:

• Student self-learning – is the instructor a facilitator or a teacher?
• Is learning without reward ok?
• Do students understand how to apply what was previously learned?
• Is there a willingness for group work vs. individual work?
• "Why should I do or learn this?" is often heard.
• Focus is often on the grade rather than learning.
• There is a lack of consistent attendance in class.
• Is there a clear relationship between theory and practice?
• Motivation differs across generations.
• How can I monitor both introverted and extroverted students?
• Students need to take responsibility to attend class and be on time.
• Students need to take initiative for their education.
• Students need to accept criticism and bear responsibility for test results.
• Bad attitudes can be evident.
• Discussions are difficult.
• Shyness, self-confidence interfere with student performance.
• Note-taking: students don't know how to do this.
• Students needs to be more engaged and excited.
• There needs to be a prioritization by students that their education is a main goal in their lives.
• At times there is a mental block about being able to accomplish a task (“I can’t do it”).
• Students need to initiated interactions in class.
• How can students balance personal issues with academics?
• How to teach those who think and feel that they “know all this already”.
• Motivate students to read assigned materials-how?
• Adopting something new means change.
• How to help them to achieve their best and not be satisfied w/”good enough”.
• Where do we get tools to deal with students’ baggage?
• There is a lack of writing and academic skill.
• Students are distracted-sick kids, love relationship
• Students display a lack of sleep. 

When we think about making changes, most of us don’t really consider all “sides” in a complete way. Instead, we often do what we think we “should” do, avoid doing things we don’t feel like doing, or just feel confused or overwhelmed and give up thinking about it at all. Thinking through the pros and cons of both changing and not making a change is one way to help us make sure we have fully considered a possible change. This can help us to “hang on” to our plan in times of stress or temptation.

To change, all of us need to be ready (a matter of priorities), willing (understand the importance of change), and able (confidence for change).

The attachment at the bottom of this page lists the stages of change.  Sometimes students can’t see the problem, or fear of failure keeps them from changing.  Many people haven't had the opportunity to learn 'how' to change, make plans, assess the difference the change has made. Reading through the attached information can help us to be patient through the change process as we encourage our students to change and become more motivated.