It's essential to inform the student of their status in the course so we can aid if needed.
Hi Emma:
I'm a fan of frequent status updates. It takes a liuttle bit of extra time, but really not that much extra. Students feel better about their class when they are in direct contact with the one who has control over their instruction and grades.
And I think each time we converse with our students personally, we create a stronger relationship, providing a connection to the students being open to advice and suggestions for improvement. Just relating is always a good thing too. I think that tends to normalize the teacher and student, and flatten out the potential for artificial personality discrepancies. Just being natural and ourselves creates trust and respect as much as anything else.
Regards, Barry
It is important to inform students because some of them don't realize the impact not turning in homework and a few bad test grades can have on their overall grade, it can motivate students to work harder or encourage students with good grades to keep up the hard work, it also gives you a chance to encourage students or give some much needed direction to the failing ones. It's also important that they won't be surprised when their grade is posted in the end, it's more fair to let them know half way through when they can still do something about it.
Hi Bethanne:
I think what you're doing in terrfic. Frequent monitoring and sharing of performance status can only help students do better.
We have to be willing to show or tell them how to do better too, not just where they are currently functioning. And I think we can do so in a manner that students will appreciate - with encouagement, support, patience, and words of comfort that offer assistance and advice that the student feels is helpful - not just our thinking about what we think is helpful.
Students should perform better when they feel their teacher genuinely cares about their success. To me, that'd be very motivating. Higher levels of respect and morale usually acconmpany this environment as well.
Regards, Brary
In the clinical setting, it is imperative that problems be addressed upon recognition. Of course the most important reason for this is patient safety, but also the student needs the redirection so they do not "practice" improper techniques or develope bad habits. I do a mid-term evaluation, at which point, progress and status are discussed individually with each student. This gives them an opportunity to improve upon problem areas, continue to practice recognized acomplishments, etc. I also like to check in on them at various times throughout the day and give them verbal feedback so they know I am watching them. I have even developed an evaluation short form that I have the individual preceptors fill out. I share these with the students during mid-term and final evaluation so they can see and hear what others have shared about their work.
Hi Tracy:
Very true. We can also tell the student how to make those improvements using suggestions and advide, encouragemnt, support, and by being a patient, caring voice that contributes to building trust and respect among the students. If they feel the teacher cares, they're more likely to try harder too.
Regards, Barry
I beleive it gives the student an idea of how they are doing and what they can improve on. They may look at their grade and plan to do better on a future test or assignment. It keeps them on track in the course!
Hi Robert:
Well and good. We also want to show how improvements can occur, as much as inform of their current standing.
Teachers who encourage, are supportive and patient, and display a caring attitude will usually get better responses from their students, who then may be more motivated to try harder because they sense their teacher cares about their successfulness.
Regards, Barry
Hi Mary:
Inforamtion always helps. Nothing is more frustrating than being in the dark, or having that awful feeling of of not having a clue about...whatever.
Giving assitance students can use, and offering support and encouragement will be received well. And if presented with patience and care, the pressure of "being under the gun" can be minimized.
Regards, Barry
Hi Tom:
Trust, perhaps. Respect and motivation, more than likely. All three traits are really related when the instructor takes the time to infor, share "how to improve", not just "why you didn't".
Supportive words of comfort and encouragement along with assitance and helpful advice will contribute to the traits described above.
Regards, Barry
Hi Gina:
Right - no surprises. Our attention to frequent updates on performance is really needed - often the weaker students need more than the better performers.
Kind and patients words of comfort, concern and caring demonstrate to the students their teacher cares about their success, and therefore, may be more willing to try harder. Encouragement with ""how to improve" anlong with ""where you're at" is essential.
Regards, Barry
Hi Nicole:
Sure. When students feel informed they will always perform better. Even marginal students can benefit by comforting words, encouragement and support, and understanding by a caring teacher.
Regards, Barry
Hi Jennifer:
Good point.
We can also provide non-academic assistance by offering encouragement and support, understanding, and genuine care for their success.
When sharing grades and performance, I discuss "how to improve" as much as "where their performance is". I try to take the time to offer advice on what's need for improvement.
Regards, Barry
You don't want any surprises at the end of the class, especially because at that point there is no way for the student to "fix" any areas of concern. Students also appreciate feedback as they go, they then feel that you are as committed as they are and that their work is being looked at and is important.
This enables the student to see how they are doing and motivate the student.
Hi Julia:
Great. We can personalize our "sharing time" by giving assistance, just not informing. Showing we care, are genuinely concerned about their success, student will appreciate that sentiment, and may be more inspired to try harder if they feel the strength of their instructors support.
Regards, Barry
I agree. I believe we may think we are doing worse/better than we actually are. When students know where they stand they are better equipped to adjust themselves before the final grade.
Hi Mike:
Good points. I'd also add that when we share grades or status we also want to help students understand how they can achieve better results, more than just "here is where you are" without offering some assistance.
Also we can use this time to connect personally, offering encoragement, support, showing genuine care and concern for the students efforts (even if doing poorly) and performance. Then give them help and maybe a game plan on how to improve.
Together, these actions will reinforce the student's confidence in their teacher and the belief they have the students interest prioritized.
Regards, Barry
By keeping students informed of their progress through grading and homework assignments, the instructor will build trust. The informed student is one that is motivated as they make their way through the course.
I think that keeping students current on their course status will keep them more engaged in the class. It will help them make their own goals within the course and encourage them to be successful.
