Motivation Paper

Motivation
Name
Institution
Date

Introduction
The effectiveness of an instructor lies not in their qualification but ability to impart knowledge. Therefore, it is upon the instructors to ensure that they transfer their knowledge and expertise to the students. However, it should not be mandatory, but a social setting where the instructor influences the students to be receptive to the lessons of their volition.
One of the duties of the instructor revolves around triggering the appetite for knowledge in the learner (Wilkinson, 2010). In most settings, the instructor will possess the knowledge. Nonetheless, it is upon the instructor to prepare the learner for the lessons. In this regard, the instructor needs to identify the interests of the learners and link each of these to the subject or course at hand (Gotterbarn et al., 2018). For instance, a geography teacher might take the students out for a nature walk. The instructor for catering might provide the actual ingredients for a cooking lesson for students to practically try out the theoretical knowledge acquired. In return, the students will learn to appreciate the lesson or subject.
Afterward, it is most probable that the students will have begun developing interests in the lessons. At this juncture, it will be the teacher/instructor to keep the momentum. It does not help the fact that the students are motivated. What is most critical is to keep them in this condition for as long as the subject or course lasts (Alvaro & Tymon, 2018).

Therefore, the point will be to keep generating new interests for the students (Wilkinson, 2010). Capturing the students’ interests is one thing, but maintaining this is a different thing altogether.
The teacher also needs to be welcoming or friendly. In some cases, students turn off entirely from a subject due to the intimidating nature of an instructor. This is especially the case with mathematics and science-oriented subjects which score poorly in popularity. Therefore, it is the instructor to bridge the gap. They are supposed to demonstrate to the students that it is not a do-or-die matter but a simple learning process.
Instructors also need to draw links between the physical world and learning material. Sometimes, the learners become disillusioned when they cannot establish correlations between the course outline and the physical world. This way, it becomes very easy for them to switch off completely. Therefore, it is upon the instructor to identify links with the real world for students to draw upon practical lessons from the real world (Wilkinson, 2010).
Finally, the instructors might also have to draw cross-curriculum connections. This is especially where the instructor has to link various disciplines under a given concept. For example, topography ranks among the core topics in geography but also has its applications in subjects such as civil and structural engineering. In this regard, a student interested in say civil engineering will develop the interest in geography for the simple fact that it complements their future aspirations (Lucas Jr., 2018).
Conclusion
Education is all about transferring knowledge from the teacher/instructor to the student. However, the instructor bears the greatest responsibility to ensure that the students grasp the lessons. Regardless of their qualification or rank within the education circles, the instructors need to possess skills that will draw students towards them. This is the essence of learning; instructors triggering the need for information in their students.
References
Alvaro, P., & Tymon, S. (2018). Abstracting the Geniuses Away from Failure Testing. Communications of the ACM, 61(1), 54-61. Doi: 10.1145/3152483
Gotterbarn, D., Bruckman, A., Flick, C., Miller, K., & Wolf, M. J. (2018). ACM Code of Ethics: A Guide for Positive Action. Communications of the ACM, 61(1), 121-128. Doi: 10.1145/3173016
Lucas Jr., H. C. (2018). Technology and the Failure of the University: Considering the double-edged sword of learning technologies in various academic settings. Communications ofthe ACM, 61(1), 38-41. Doi: 10.1145/3163910
Wilkinson, B. (2010). The Seven Laws of the Learner: How to Teach Almost Anything to Practically Anyone. USA: Multnomah Books