In Part 2 of this series, we look at barriers to active learning: various causes that affect students’ ability or willingness to learn. In Part 3, we discuss strategies for engaging students and engaging them in their own learning. We will now examine teacher behaviors that affect learning.

Excellence in the classroom: Modeling excellence increases the likelihood that teachers will receive excellence from their students. This generation of students shows a greater sense of intolerance towards mediocrity. They have a greater capacity than previous generations to discern genuine concern and capacity (in other words, they are hypersensitive to phonies). Many teachers perpetuate a double standard; they expect more from students than they exhibit in the classroom. Students take offense at this behavior and ultimately demand more from teachers. In fact, this inconsistency is rarely forgotten and, in most cases, turns into a breakdown in the trusting relationship between student and teacher. Students need teachers to perform in the classroom to the same high standard that students are expected to perform. Similarly, teachers are not expected to be experts in all subjects; in fact, students respond well in reverse tutoring situations where teachers learn from students, providing a reciprocal relationship. Teachers’ attitudes significantly affect their relationship with students.

Today’s student culture demonstrates short attention spans, a powerful need for immediate gratification, and a thirst for technology. Boring rooms lead to boring students. Teachers are tasked with stimulating energy and enthusiasm in even the most mundane subjects, and students are acutely aware of the effort that teachers exhibit, or more often do not.

One of the most challenging yet exciting additions to the curriculum in today’s culture is multimedia technology. Teachers and administration must manage change amidst the turmoil of adolescence, while maintaining standardized test scores as well as composure in the classroom.

The use of computers demonstrates an increase in students’ motivation to learn. Both teachers and students show greater interest and motivation on the part of students when multimedia is incorporated into the curriculum. Research shows that students can stay on task longer when technology is involved in the learning process. Additionally, the use of technology increases students’ skills in note-taking, information gathering, collaboration, documentation, and presentation design. It seems that from a behavioral perspective, today’s students are often expected to perform in the same way as students from 30 years ago rather than as students in today’s technological age.

Through the use of computers, students of this generation are able to achieve greater quantity and quality in a day’s study. When both students and teachers have a basic understanding of technology, students show increased motivation through interest and time spent in learning activities, as well as the ability of students to maintain and incorporate what they learn.

Students of this generation already embrace technology. More than 90 percent of the adolescent population (from 9 to 17 years old) access the Internet; about 84 percent of them log into social media. Although the current trend in the workplace is moving towards the use of social media at work, it is more younger people who adopt the technology. Teachers and students benefit from using social media as teachers can control when they log into a service (better control than students who have teachers’ phone numbers) and students experience a deeper sense trustworthy and genuine concern on the part of teachers. Students can request additional help or get a more in-depth explanation of an assignment without the additional social consequences of observing their peers. However, most school districts prohibit teachers and students from connecting through social media at any time; in fact, teachers caught in such situations are immediately fired.

Allowing students to email assignments as an alternative to handing in a hard copy reduces the need for printers, paper, and ink cartridges. Adding email as an option eliminates or reduces many excuses for late assignments.

Publish and regularly update class web pages so that students are independent and proactive in checking homework, reviewing grades or syllabi, and preparing for upcoming classes. Students are more satisfied with their learning experience when they can participate through technology. Some theorists believe that students will not develop responsibility if assignments are posted on the school’s website, where they can be easily retrieved; however, this practice is much more consistent with the use of this generation’s technology to access tasks, information, research, and other tools via the web than any previous generation. Social media, use of the Internet, email, and other forms of technology. is it so part of this generation’s toolbox. Your skillful use of these tools is essential to your future success. The teachers guiding this current generation would do well to embrace their unique abilities and guide them in using those abilities in a productive way.

When teachers show a concerted effort to understand and engage with today’s generation of learners, and ultimately adapt teaching styles and blend technology to suit student culture, they both find a much more rewarding experience. Through repeated positive experiences, as discussed above, trust issues are minimized and student-teacher relationships are more effective. Instead of discussing small differences, teachers should embrace this generation and adapt to changing learning styles.

In Part 5, we will look at more engagement strategies. Stay tuned for my next article in this series!