Getting to Know Students
Career college students have more life experience than recent high school students, therefore, I ask them alot of questions during the first class session. I often pair off older adults with younger adults during projects so that they can learn from one another.
Hi Jessica,
This is a really good way to start a class off. Not only do you learn from your students but are getting an idea of their communication skills. I know in my classes when I do this I can quickly see once I have read the papers the students that I may need to provide some additional support for so they will be able to be successful in my class.
Gary
In the beginning of each quarter i assign a small informal paper. The topic is why have you chosen to come to college and why have you chosen this specific field of study. I ask the students to give me some insight into the decision of enrolling. I want them to give me some background of their life. It really helps me to understand their personal struggles and frustrations. I usually teach the same group of students for multiple classes over about 5 quarters so i really get a great understanding of them.
During the first day of class, most of the time, students are willing to share their experiences, background, and their goals. This is the time I absorb all the information they express in class. I ask questions to have them elaborate so the other students will also get to know them.
Hi Fred,
I give an email assignment during the first class called "Homework Zero". The student is asked to provide the following information and email it no later than the day after the first class:
1. State all your contact information: all telephone numbers, email addresses, and street address.
2. State your academic background, including trade schools, part-time work, other colleges, how many quarters you have attended here, and your intended degree.
3. If you have anything that might keep you from reliably attending class (child care conflicts, live on a steep hill, etc.), please so state.
4. Why are you taking this class?
5. What goals do you hope to achieve in this class?
6. What is the best thing about this campus?
7. What is the worst thing about this campus?
8. Email me something that makes you laugh. (I cannot be offended.)
This gives me updated contact information, and can help open a dialog with students regarding their goals, any concerns, and insight into their sense of humor (some instructors probably would not want to include my disclaimer in #8). That, in turn, helps me learn their names!
Hope you find this interesting. Try it, you'll like it!
John
I do the same. I also give them my personal email and cellular number; so they feel I'm accessible for their needs.
I try to find out a little about their life experiences so I can figure out a way to refer to their experiences. It helps them to connect the dots. it can be a way to see how what they are curently learning can be incorporated into their life.
Teasha Elder
Hi Peter,
Good for you. This is so important for student success. By knowing you care about their success and are available to provide help if needed is a great comfort for students.
Gary
I make myself approachable and available to them for any questions they might have and tutoring when needed.
I am new at the game of instruction, however because of the diversity I decided to use some of my old management skills. I used what is called ice breakers to create a forum of discussion and empathy among my students. I had gone back to school as a non-traditional (older) student myself. What i remembered was the younger students wanted to older students to not ask questions. The younger group's only concern was hurried up and get out of class.
I have them talk about the reason they are here and what their goals are. It creates a common ground among students because the basic they are all here to learn and gain knowledge for a better future. It has worked very well. IN fact on the days that we test and do not have time, the students always mention that they miss the time of discussion.
I give students a biography sheet and let them interview eachother. Then, each student talks about his or her partner. This allows me to get to know the students, their learning and career goals, and what they expect from the class. If most students want to develop a clothing label I stress merchandising as a manufacturer. If several students want to be retail buyers, I also include the retail environment in my lesson plans. In addition, by letting the students interview eachother, it allows them to become familiar with eachother.
I pair my students up for lab time. I allow students to share their experience with other class members.
i have found younger students have a great interest in the life lessons of others
Hi Gail,
I agree with that. Older students have a certain experience level they can share with others. This helps them feel a sense of value to the class and others.
Hi,
In my first class I tell the students about me and my experiences; then I like to hear from them. I also create a introductions forum in my classroom for them to share their bio's with each other. I like for everyone to say hello and get to know one another.
Thanks!
Hi Christine,
I use a system like yours and find it works well with the students. I call mine "Setting the Stage" we talk a bit about life, current events, general things that students want to share and then go into the lesson. They really like this type of class opening because it helps them to get settled into the class for the day.
Gary
I don't necessarily pair younger students with older students as the majority of my students are ages 20-30. What I do the first day of class is pair them up with a study buddy (they share contact information with one another in the event they miss a class or an assignment or simply need someone to vent/work with). I also spend time in this class asking the students to introduce themselves to their peers. I start with an example by telling my educational background (as a student and a teacher), my hobbies and a little about fears and stories being a student. After this, each class period we spend the first five minutes doing what I call "check-in". Anyone who wants to share something new (good or bad) that has happened to them recently is allowed to do so. This has worked well as the students feel more at ease and connected as a learning group.
The very first time a class meets, I devote the first hour entirely to getting to know the students. The students have the opportunity to share any infomation about themselves with not only me but also their classmates.
I ask open ended questions which allow for students to answer in depth and will allow them see who else in the class that has something in common with them. After about ten minutes, I no longer have to ask questions, but rather I can sit back and listen to the students discuss things about themselves with eachother while contributing the the converstation at the same time.
I find that allowing the students this "free range" of the converstaion the very first hour of class not only allows them to get to know eachother but also allows them create the learning environment and tone for the rest of the term.
Being recognized for what they already know helps older students feel valued.
I love this idea. We recently started a mentor program for our new freshmen. They were each paired up with a senior student to help them throughout the program with their various questions. And to provide support when times are tough along the way.
