I would agree. The more the student is interested in being successful, the more they are interested in completing the course and moving on to the next level.
That is true for some, but for others if they see the means to an end they'll still be successful. For example, people who want to be doctors do not necessarily like all of their classes, but they are successful because they want the degree.
I'm not sure what I am replying to - this is my post
I think for students to be successful in college they need to be excited about the course of study they are following and find ways to apply it to things they are experiecing in their life.
help students get to know each other so they'll eralize they are all "in the same boat"
understand their past performance in school
ensure taht studnets understand the course requirements and show them how they can meet those requirements
ensure students know that the instructor is there to help them
ask students to provide input in the design/deliverables of the class - if and where possible (keep it learner focused)
One way to accomplish this is to congratulate the student for being accepted to the college. This is an accomplishment in itself. This accomplishment also implies that the student has the capacity to learn, and as an instructor I want to make this course a "pleasant learning" experience. I would also teach students how to be successful in the course that I'm facilitating and how to apply those same skills to other courses.
Calling attention to a specifc point in an assignment in grading comments individualizes comments and makes the student feel successful rather than a generic comment. It helps to individualize online learning.
The reason for the fear is because they are coming to the class full of frustration....in home, themselves....The human factor is one of the most important factor contributing to our instructional style and expertise....that will help to relax the class group
Reassurance. I feel I am constantly reassuring my students. I try to remind them what they came here for to begin with while at the same time reminding them they are worth it!
Hi Kori,
Little things like a kind and supportive word now and then goes a long way in helping students be successful. You make a good point on how you can encourage and support students throughout the course.
Gary
To help students overcome their fear of being successful in my courses, I provide handouts which explain step-by-step directions and links to resources and models to show them how to complete assignments successfully. It is a writing class, so I stress the value of learning to communicate well in writing not only in class but in the workplace. Writing is hard work, but do not make it more complex than it has to be (draft, draft, revise, revise). Also, I tell them to allocate enough time to work on assignments, ask lots of questions (no question is a dumb question), do their very best work, and allow time to review and edit their work. If they are still struggling, I direct them to our online resources (tutoring, English lab, etc). I think the most important lesson for them to learn is that it is okay to make mistakes, but we must learn from those mistakes rather than repeating them (for instance, I might state that in the previous assignment, the thesis was not clear, and in this assignment, the same problem occurs, so I recommend....). Constructive feedback helps to provide direction and encouragement.
Positive reinforcement. I know that my nontraditionals are scared to death to have to take a Math class so I try to be as encouraging as possible. Telling them that they are going a great job, that they have a good grasp of the info, and telling them that they can talk to me about any concerns they have. Can't help/fix something if I don't know something is wrong.
Hi Cynthia,
I like your approach to gently getting the students settled into the course and feeling like they can be successful. By increasing their confidence you are setting the stage for success when they take the first assessment. They believe they can do it and their test scores will validate their feelings.
Great job.
Gary
I could not agree more, success does defeat fear, it so important to a students future that they are successful in their attempts, this doesn't necessarily mean an A, but learning something new to them and seeing how they can use it in their future. Once they see they are learning the fear slowly decreases. I think the first few class periods it is important to not grade anything but to have each student learn and decrease their fear so when a graded assignment is given they can see themselves as being successful.
Hi Leo,
This is a great example of the kind of support we can provide our students especially those that are coming back to school after being out for a while. They need to know that they do have a safety net.
Gary
A safety net.
Let me give an example form "The Now Habit" by Neil Fiore. Imagine having to on a board, on the ground to cross a distance. No problem. Now imagine that this same board is suspended 100 feet over the ground and you have to walk it. It's a big problem, and the fear of falling is real.
If you know that there is a safety net, and if you fall, you can just get back on the board and finish, the fear can be greatly reduced, and the chance of starting, not to mention finishing, can be increased.
My approach is to make sure students know that they can recover from mistakes. No embarrassments, not significant consequences, nothing but a good, secure safety net. Then encourage them to take that first step.
Hi Barbara,
I really like the way you wrapped up your forum comments with the last sentence. This is so true and the students need to realize that from the very beginning of their educational journey. You are there to help and support but they have to put forth the effort and with that effort will come success.
Gary
By informing them that I am willing to be a guide to them as they travel the path of learning and accomplishing course objectives and educational goals. I also encourage each to utilize the learning tools and resources that are available to them. At the same time, I also ask them to think back to other learning experiences in which they may have thought they would not be able to do it, but they did or for them to realize it is possible to learn from the mistakes.
I have also shared my own experiences and related how I went from being weak or a poor performer in a certain area to becoming strong or excelling at it. Just because we may fail in our first effort does not restrict us from making progress.
I tell them to remember: Responsibility for learning lies within the learner.
Hi Jonathan,
You are a great example to use when talking with adult students. Your life experiences show them that they can be successful if they are willing to put forth the effort and never give up.
Gary
Hi Virginia,
Good point. These learners have had so many life experiences that they do have a lot to share if we will draw them out and listen. They can bring a different perspective to the course as a result of their contributions.
Gary
