15 day classes
Hi Gary, I belive I may have a unique situation. I instruct a class that only lasts for 15 days maximum. I find it difficult to not only understand there fears but even remember all the names. I am hopeing some one can offer some advice I can use.
I also would use ice breakers & you could do it for the students to learn names. See if one of the students can remeber everyones name on the second day, you will find alot of times some students can remeber this information easy. This will also help you know who will be good at this type of learning.
Not so unique!!
I too teach modules that are only 15 days,and sometimes with holidays and in-services they are reduced to 13 or 14 days! The good news for me however is that they have to "present" work to me every day for a grade so it helps immediately to get their names. My students also have to wear name tags. The other good news(for me learning their names) is that i have a maximum of 18 students per class and sometimes as low as 10.
Hi Tim,
Thanks for sharing your approach to getting a new class started. As you say with 15 day classes it is almost always a new start. By using the methods that you do you can get the jump on names and knowledge about your new students. Keep up the good work.
Gary
Hi Bob,
Well said concerning student relationships. By knowing their names you have already indicated you care about them and their success. You have taken them from the in-personal to the personal in terms of your relationship with them as an educator.
Gary
The 15 day classes in our program are a challenge. I find doing the Stand & Deliver while calling attendance gives me an opportunity to not only check for dress code compliance, student IDs and safety glasses, but to associate a face with the name. I also compliment the student on their compliance. This approach helps break down most inhabitations. By the first day I have broken the class into teams, assigned vehicles and I have a map of who is working where. Usually by the third day, even with larger classes, (I have 28 in my current class) this works.
I agree with you Gary. Being able to recognize your students by their fist name & the proper pronounciation of their last is one of the easiest & best ways to create a perceptual relationship with the students. Thereby, possibly, enabling a more personal communication later in that student's cousre timeframe or longer, where he or she may be struggling. That small element may be all that is necessary to remove the instructor as "the stanger in the room" to someone they feel a level of comfort with t reveal the deeper issues that create student frustrations. I have found that there are more times than you realize to address each student on an individual basis. And if all else fails, what's wrong with asking "what was your name again?"
Hi Olive,
What are the methods you use to learn the names of your students quickly so you can start helping them to feel a part of the class?
Gary
I find it easiest to learn the students during the initial meeting. Seating chart takes seconds to make but I have never found them useful in my class room because of student movement day to day.
Hi James,
You are working with the situation that you have in terms of conducting your class and that is what instructors have to do. It sounds like you are finding ways of identifying with your students and conducting instruction. Continue working on the names through the use of relationships and you will be surprised at how quickly you will be able to pick up most if no all the names of your students for that phase.
Gary
The 15 day schedule tends to get crowded. I do get the student to give me their names and create a class seating chart. Meanwhile I try to use a question that relates to the class and the students expectations for the class. While one of my biggest problems is that I have no memeory for names, and that the class leaves little time for non course directed conversations. But the students usually note that I do not miss much that they try to get away with.
Hi William,
Thank you for your insight on getting a class off to a good start plus getting to know your students better. By using this method of introduction you get to know your students plus they can start to get the feeling that your really care about their success.
Gary
I do a meet and greet with the students after i give them a little background on me. I have seen thru this forum section that it is time sonsuming and i do not have the extra time. The thing is this is not extra time this is part of the education process. I know that myself I want the instructor to know at least who I am. It takes approximately 2 minutes for each student to say their name and where they are from so weather you have 15 30 or 60 students this is not to much time. Why do I say this because it shows the students you are interested in THEM. As far as names go I give them my own personal nicknames on day one or listen to the other students and see what they call each other it helps also. I do try when i can remember them use their last name as they have to address me by mine. Anyway just my thoughts on the subject at hand.
Hi Amanda,
Good to hear about the name learning strategy being used in a variety of settings. You can see how it will work in your own classes.
Gary
I am in graduate school right now and my teacher did just that! He took our pics and put them on a roster sheet! At first I thought it to be sort of strange....but I can definitely see the point now!
Hi Keith,
Thanks for sharing this teaching tip with the participants. Anything you can do as an instructor to learn the names of students quickly is beneficial. We are always looking for new ways to get those names memorized.
Gary
I find what also helps is as you are doing the ice breaker take notes an draw up a seating chart if you then use the notes and seating chart you can learn there names faster
Hi Michael. Your situation isn't too unique. The school I teach at also runs classes in 15 day rotations. While every student is individually different, the vast majority will display very common behavior when it comes to fears and frustration. Inattentiveness, argumentive and disruptive behavior all stem from some type of issue. As an instructor, you have a first hand opportunity to observe these behaviors and act on them. Some additional advice here - don't spend too much time trying to address the student's frustrations. Most classes with a 15 day format don't have a lot of extra time and as long as you acknowledge them, keeping their focus on learning will keep things from getting blown out of proportion.
I am also new and being cross trained. Our classes are 15 days as well. Students name tags have been a big help as well as calling on students to return their homework.
I am a new teacher trying to cope with getting cross trained have not tough yet. This is a 15 day class. Any input would help.
