Because of the high number of international students in our business program, I usually assign a mixed domestic/international team to share best practices. By having the members discuss case studies from their different regions, it helps break down assumptions that there is one right way to approach business.
This partnership also gives the international students an American partner in the classroom. I have found this to be a big support.
I'm also fortunate that our university has an international student center and a writing center that I can refer students to. They are able to help students that have a high level of need.
Thanks all for your thoughts and insights!
Regarding friendly competition and prizes, you have reminded me of a behavior I'd forgotten. In my accounting classes, I often use Hershey and Tootsie Roll to compare financials. I will re-learn the use of those products to stimulate class discussion.
Now if I could just do that online ..........
Great Jeffrey. We can't listen too much. There is such a temptation to talk - especially online. In the physical classroom, I find it easier to listen, but in an online chat, I need to learn how to listen better.
Maricelly, I love small groups because I believe it immediately multiplies the number of inputs every student receives. If there are questions, the group experience helps each student formulate their question much better than they may have on their own.
I have used different approaches for online and physical classroom. I believe it is much easier to identify, observe, and respond to individual needs when you have the physical component.
I ask students to speak and to write - so I can obtain feedback early in the course. I ask, more than once, for communications from the students - either in the group setting, after or before class, or via email/telephone.
Online, I try to mimic the physical classroom - asking for early feedback and encouraging individual communications. The school I work with has tutoring services available for online students - and I 'push' that resource throughout the course, for those who want and need a second source, beyond my instruction.
In teaching online, I have from time to time offered to call students. Very few times has this offer been refused. Verbally "walking" a student through instructions can make a huge difference.
Caroline, that is a great task and goal. I try to do the same thing. When the connection occurs, the students seem to appreciate the support. Gary
I too like the direct contact. I especially like the phone since most folks are different when hearing a voice instead of an email. It is my preference but it seems to resolve most issues with learners. Gary
Iam very direct and ask, What can I do for you? In the on-line environment email can be helpful but there are times where I have to say, WHere can I call you? Even though I send supplemental learning materials, a one on one conversation is usually most helpful.
Tee very first class I every taught was the most challenging. It was a BUS 101 class at a Junior College that had students who were 18, the adult learner, a student as old as my mother and one physically challenged and one learning challenged student. What I did, after some serious thinking, was made every student understand that they had something to contribute. I told my students how I love to learn from them and how much they all had to contribute even if they did not think so. No matter if it was a part-time job in high school or a high level corporate job, there was something to be learned. I also "leaned" on the advanced learner and made sure to be available outside of class for the less experienced learner.
It may be beneficial for educators to become more culturally aware and understanding when communicating with learners from diverse backgrounds.
I try to work with these students one on one even for just a few minutes a day
Gang, I sometimes wonder if I put the high-achievers at risk by matching them with folks who are not advanced. I can see where the training can benefit the under-achiever. What alarms me and what I always question, am I holding the high-achievers back on their course protential by matching them with under-achievers (I don't even like using this term). Your thoughts please. Gary
Andrea, I think you hit on some great practices to put in place with your learners! I appreciate your willingness to maximize your class potential with the the abilities to mix strong and weak students together. Gary
Hi Hector,
Certainly. When working with students whose first language isn't English. It is critical to refrain from using slang because often the students comprehend the literal meaning of such expressions such as "he's tied up". They don't understand that this is a common expression that many Americans use to convey that a person is not available to talk or that the person is busy.
Certainly. Cultural sensitivity is crucial in working with diverse learners. When I am approached by diverse learners who want to make me aware of a cultural practice, I listen carefully so that I understand.
I have been approached regarding a religious holiday that the student(s) wished to observe on a day that a major project was due. If the student is diligent to communicate their circumstances to me in a timely manner, the matter is easily resolved.
I have found that most students like to be praised for their successes, even if it does embarass them a little. They understand that it's a way of celebrating them and their achievement(s). I've never had a student to ask that I refrain from celebrating them (smile).
Students who have diverse learning needs are encouraged to seek additional assistance from me and all available resources provided by the college. I also make sure that I commend them by making a big deal of their successes. During class, these learners are, believe it or not, more willing to contribute than some others. Even if their answer is not completely right, I play up what they got right as opposed to playing up what they got wrong. Additionally, I am careful about how I pair these students in learning groups. I try to pair them with a group of students who have a range of weaknesses and strengths so that no one feels uncomfortable. I also realize that some students are simply insensitive. This too must be taken into consideration when pairing diverse learners in learning groups.
Hi Eli! What can I say to add? You have hit so many good points for effective instruction, particularly using concrete, real-life examples when possible. I would encourage all of our participants to read Eli's post; I have taken the liberty of including a part of it below.
Jay Hollowell
ED106 Facilitator
"Never make assumptions! I always start my first class as if everyone is "equal" in terms of learning needs. I don't assume that age matters; that ethnicity matters; that current job matters; that past jobs matter - I try to view every student the same until I have had an opportunity to see their writing and witness their class interaction and participation."
-Eli Hudspeth
Never make assumptions! I always start my first class as if everyone is "equal" in terms of learning needs. I don't assume that age matters; that ethnicity matters; that current job matters; that past jobs matter - I try to view every student the same until I have had an opportunity to see their writing and witness their class interaction and participation. I give all students chapter review notes which include vocabulary words. Students know that those words that are bolded are ones which will be on exams. I discuss the vocabulary words and try to always give "real life" meaning to the words by using concrete examples (e.g. supply and demand - prices of gas). With those students who lack writing skills, I always offer to review papers/assignments with them to explain areas in which they can improve. With other students with diverse learning needs, I try to get them to participate in class by asking them questions which I'm sure they can answer. This helps to build their self esteem and confidence in my class.
Patience, understanding, and open communication. Whether I am exchanging emails, phone conversations, or providing feedback I try to assist each student in accomplishing their goal. Reading/writing deficiencies and English as learning language are common in my classroom. I provide guidance on helpful resources to assist in learning needs. Although students do not always use the resources available to them I encourage students to be resourceful, continuously grow, and find an interest in lifelong learning. We all have areas of strengths and weaknesses.
