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Introduction. The article examines factors for a potential increase in student motivation to theory class attendance. Scientific research presents various factors for students’ non-attendance, beginning with personal reasons and nuances of study organization and ending with the teacher approach to their work. This article looks specifically into the factors controlled by the teacher , more precisely, their competences. Materials and Methods. The qualitative study was conducted in the academic year 2018–2019, through the analysis of study motivation opinions of Vilnius Gediminas Technical University students majoring in technology studies. The article presents the analysis of one aspect of the conducted survey, i.e., what teachers could or should do to motivate students to attend theory classes. Results. The processed data indicated that students link motivation to study to three primary teaching competences: the didactic, communicative and personal ones. According to students, the teaching staff’s didactic competence should include the ability to create a reasonable balance between theory and practical application, the capability to visually present and impart focal points of the study material, the capacity to plan out lectures, the skill to apply interactive studying methods, and the potential to motivate students by introducing accumulative bonus grades. Discussion and Conclusion. While there was a clear differentiation between three teacher competences, the weight placed on each one differs. The didactic competence carries the most weight, and teachers should, therefore, reflect on whether they establish an optimal state of balance between theory and praxis; prepare visually appealing lectures, and consistently and structurally convey the study material, etc.

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Every day we climb the stairs. The Lithuanian documents such as construction standards and technical building regulations show the rules of graphical representation of staircase elements. The graphical representation of staircase in the training measures for VGTU students is explained in two ways: old “pencil” methods (such as vertical and horizontal sections of the elements) and the adapted computer program in AutoCAD. Despite the different approaches, it is important to future building engineers to be able to understand and draw relationships between the elements of the stairs in the plan and cut. Students need to draw stairs projections in single family and public building course projects in two semesters. However there is no time to explain the peculiarities of drawing, although it should be done. Therefore, the authors believe that graphical representations .are necessary for additional demos (posters) helping to realize the features of stairs elements.