Do your students do their best in your classroom and complete all learning activities on time? Do they always want to participate in class discussions, eager to be part of the conversations, showing what they have learned from the particular reading? Or do you have a typical mix of students, with some who excel, and others who struggle to stay enthusiastic and engaged in class?

For the traditional classroom, student motivation can be observed. In contrast, online trainers must monitor a variety of signals and develop conditions within the learning management system that helps to learn. There is a belief among some teachers that students can not be helped to not see them, especially in quality such as the motive that can not be visually assessed in a virtual environment. But the level of student motivation will affect all aspects of their participation, from their participation in the classroom to their participation in discussions and completion of learning activities such as written assignments.

 development of lectures or publications. It may be fairly easy to miss a student who is gradually separated from the class until it is too late. This includes discovering a student who lacks self-motivation or does not know how to maintain it when they feel frustrated, frustrated or challenged.

Although students are expected to be self-directed as adults, this does not mean that they are prepared to meet the many requirements that are expected of them as students. That is why the coach is ready to identify their needs and has incentive strategies ready to help them.

Motivational indicators

The instructor can measure the level of their students' participation in the class by the number of times they posted the responses in the discussion threads and the expected amount of effort placed in their written assignments. But this does not necessarily mean that students' enthusiasm can be measured precisely when an attempt of some kind is made to complete their work.

The reason is that this motivation is an internal situation and the challenges are identified by phrases such as "I'm not sure I can do it" or "This is very difficult" or "This is not what I expected to do" - Anything that results in a student's decision to give up Separation or program of testimony, withdrawal or eventual withdrawal. The coach will know that this happens if they develop an open communication with their students and as a result are willing to share their frustrations and interests.

Students who struggle

When students struggle to separate them, it may be easy to assume that they are not trying hard enough. They do not use the comments provided, they have not read the adjectives, or any number of other possible reasons - without being able to determine exactly what they are facing. At the beginning of the semester, most students enjoy the highest level of enthusiasm and hope in a new beginning, even if there is some concern or concern.

When the student tries to participate in the classroom that determines the duration of the excitement and there are many factors that can have a negative impact, including a lack of academic skills, reactions that they do not accept or understand, a very important issue that is difficult to understand or does not seem relevant With their lives, or get an estimate they do not believe they should have earned. This leads to a decline in performance in the end, which may not be deliberate or even consciously identified until the coach addresses them.

5 ways to activate and motivate your students

Teachers may not always know for sure why students have difficulty, but at the heart of most problems, the desire to continue trying and work on continuous self-development, even when they need to acquire new knowledge or skills. What coaches can do is develop a set of proactive educational strategies that encourage nature and support student attempts and progress.

The following five methods have been applied in my own teaching practice and have helped train faculty members online through my work in faculty development.
# 1.build productive relationships. Although this should be done without mentioning any chapter, be it a classroom or online, relationships with students are always important. They can have a direct impact on their ability to feel comfortable when asking for help when needed and can alert the trainer to potential problems. But developing this type of relationship in a virtual environment is not easy, and a category that lasts only a few weeks can make it more difficult.

How the relationship begins with the attitude of the coach and continues with a permanent purpose to be useful and permanent. Students should know that their coaches care about them.

# 2. Carefully manage your communication. All forms of communication that teachers have with their students are important and must be carefully promoted so that the purpose of the message is clear and the tone is unlikely to be viewed negatively.

When responding to a student, either by e-mail or in the classroom, it should not be done hastily or when there is an emotional reaction. The reason for the importance of this is that negative interaction can lead to nullification of student stimulation and a series of these types of interactions can cause the student to withdraw from the classroom.

# 3.Be present, available and accessible. If students are to stay in the classroom and perform their best, they should know that their coach is easily available to help them whenever they need help. This does not mean that the instructor is in touch at all times or answers questions once they are posted; however, there must be a consistent pattern that students can count on.

I found it useful to have several ways of communicating with email, instant messaging, weekly hours, and sharing a phone number for times when students need immediate help and a series of questions in the classroom. This allows me to develop relationships with students and can be an incentive for them to know that I am within reach.

# 4.He helped to ensure that the students are appropriately prepared. I found that a lack of academic readiness can be very damaging to the mentality of new students as they try to navigate the course and the requirements they are expected to complete. Although progress has been made to students through their certification program, they may still suffer from areas of development that can create a mental barrier and eventually lead to defeat if they do not receive help.

What I've done is to share resources that meet the students' specific development needs in the comments provided, and if there are sources that may be useful for the whole chapter, I'll share them in a separate semester publication. I found that the more students felt able to complete their tasks, the more confident they were in trying to do so.

# 5. Develop and use proactive awareness strategies. It is essential that the teacher is always familiar with classroom conditions and, most importantly, that he is familiar with students who are not actively participating and attending class. It may be useful to establish a mental baseline for expected performance, and over time the expert trainer develops an instinct for student participation.

The discussion series is one way to measure whether students have withdrawn from class. When I discover a student who does not publish messages or continue to struggle with his written duties, I will try to communicate. First, I will send an email and try to involve them, and if that does not work, I will make a phone call so that the student does not completely separate from the class. I learned that the personal approach will go a long way towards helping students maintain their own motivation.

Sources of motivation

Most research on motivation refers to motivation sources, internal and external. This means that students may be motivated by a sense of accomplishment (internal) or an external (external) appreciation. With limited time to identify students in a typical online classroom, teachers may never know what the source of motivation is for each student or they may be able to develop techniques that meet their individual needs, especially when classroom management and learning require a significant investment of time .

What coaches can do is to address self motivation as a driving factor for student success and use the above methods to help students feel confident in themselves, rather than being frustrated and wanting to surrender. When teachers fill the distance gap and communicate with their students, they will notice the results in their effort and the level of performance they maintain throughout the semester. When students believe that someone cares about their progress and is willing to support them as they try to complete the separation requirements