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By Lana Becker and Kent N. Schneider

East Tennessee State Universitybecker@etsu.edu or kent@etsu.edu

Principles of Accounting has the repu-tation of being a hard and boringcourse. It is difficult to motivate studentsto invest the time and effort necessary tosucceed in the course. To meet this chal-lenge, we have assembled a list of eightsimple rules for keeping students focusedand motivated. These rules are not origi-nal, and they arent just for those of us whoteach accounting classes. Indeed, most of

these time-honored suggestions apply toany course students find hard and boring,and we think that makes them broadlyapplicable.

Rule 1: Emphasize the most criticalconcepts continuously. Reiterate theseconcepts in lectures and assignmentsthroughout the course. Include questionsrelating to these critical subjects on everyexam, thus rewarding students for learn-ing, retaining, and, hopefully, applying thisknowledge in a variety of contexts.

Rule 2: Provide students with a visualaid when possible to explain abstract con-cepts. A significant proportion of todaysstudents are visual learners. For these stu-dents, a simple diagram or flowchart trulycan be more valuable than a thousand

words in a text or a lecture.

Rule 3: Rely on logic when applicable.Point out to students which information ismerely fact that must be memorized and

which course material is based uponlogic. Show students how to employ log-ical thinking to learn and retain new infor-mation. For example, in the double-entrybookkeeping system, debits equal cred-its, and debit entries cause assets toincrease.These are facts or features of thesystem; they are not based on logic.However, once the student accepts the sys-tem, logic can be used to operate withinthe system. Continuing the example, if

debit entries increase assets, it is logical

that credit entries will cause assets todecrease.

Rule 4: Use in-class activities to rein-force newly presented material. After anew concept or subject has been presented

via text reading, lecture, or class discussion,allow the students to put the concept intoaction by completing an in-class assign-ment. These assignments can be short, butthey must be developed to ensure that thestudents understand the critical conceptsunderlying the new material. Typically, the

most learning takes place when the stu-dents are permitted to work in smallgroups, to refer to their text and notes, andto ask questions of the instructor whilecompleting the assignment. If these in-class assignments are part of the coursegrading scheme, class attendance alsoimproves.

Rule 5: Help students create a linkwhen teaching something new. If the stu-dent can link the new material to some-thing already learned, the odds of learning

the new material are greatly increased.Examples of possible links include: priormaterial learned in this course (e.g., thecritical concepts described in Rule 1),material learned in prerequisite courses,and real-life experiences of the studentsoutside the classroom.

Rule 6: Recognize the importance ofvocabulary in a course. Students oftenstruggle with new vocabulary in manycourses, especially introductory ones. Tosucceed in these courses, students mustbecome comfortable with new terminolo-gy. As subjects are presented, new and/orconfusing terms should be identified andintroduced to the students. Present real-

world definitions and alternative termi-nology, in addition to textbook definitions.One way to help students assimilate thecourse vocabulary is to create a livingglossary on the instructors website wherenew terminology is added, explained, and

illustrated throughout the course.

Rule 7: Treat students with respectPatronizing behavior may be expected oprimary school teachers, and drilsergeant strategies may be effective inmilitary boot camps. However, most college students will not respond well to thesetechniques. Give students their dignityand they will give you their best efforts.

Rule 8: Hold students to a high stan-dard. If students are not required to main-tain a specified level of learning and per-

formance, only the most highly motivatedstudents will devote the time and effortnecessary to learn. In contrast, maintain-ing high standards not only will motivatestudent learning, it also will be the sourceof student feelings of accomplishmen

when those standards are met.

Each of these rules can help motivateeven the most lethargic student, but Rule7 and 8 are the most important. If studentare not treated with respect and held to ahigh standard, scrupulously following the

first six rules will have much less impactand might end up being an exercise infutility.

The Teaching Professor August/September 2004

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Motivating Students: 8 Simple Rules for Teachers

student behavior can be detected.The most crafty students plagiarize

their way through college and probablyhigh school before that by convincingeach instructor, each time theyre caughtthat it was their first offense. Not so. Theyknew or should have known, and wegain nothing, for the student, the institu-tion, the profession, or ourselves, by let-ting students convince us otherwise.

Does this sound harsh? I suppose sobut then who wants a doctor, lawyer, engi-neer, or any of the professionals our stu-dents intend to become who cheated their

way through school?

PLAGIARISTSFROM PAGE 3

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