One of the big ones for me is learning a little about the students, where they are at in their lives, and what they want to do with what they learn in the class. Then later, using their specific goals as examples later which shows that yes, I really did read that first-class "about me" questionnaire and that filling it out wasn't a waste of time.
I think just sitting down and getting to know them. Knowing their name, what they do, a little about their life. Giving them feedback and letting them know they are not doing this on their own.
Hi Danielle,
Good strategy. This helps not only the student asking the question but also helps the sharing student to expand his/her communication skills when explaining a procedure or answering the question.
Gary
At the start of each quarter, the class spends some time talking about their backgrounds and why they are in the this program. I then try to use my professional experience to relate examples of real world topics that I think will help. This has helped relax students about my courses.
I then try to read what type of learning environment is the best for the students, and talking about how they learn best has given the students examples on how to be successful.
Dr. Craig Couillard
I have found that some students, when getting started with a new program, feel extremely overwhelmed. The many required courses needed to be taken intimidates some students. These students then get into their first class and read through the syllabus and may become even more anxious. Most of the time this stressful feeling has nothing to do with their ability to actually succeed. I compare this situation to a baby eagle that has just hatched. The eagle should not expect itself to be successful in flight in 24 hours. It will take time. He/she will need to grow and become stronger each day and receiv encouragement along the way. The baby eagle needs to not be intimidated by watching it's mother soar to great hights but be inspired by the fact that someday it will do the same. As instructors, we need to overcome a student's fear by getting them to understand that they need to take it day by day. If they feel intimidated by a course, they need to set short term goals through out the course. Instead of having fear each day, they need to be told that each day will bring them closer to their goal. Also, the instuctor can eliminate some of this fear by how they write the syllabus. For example, a single Group Project can be broken up into 3-4 different phases and graded at each phase instead of having the entire project due on the final day. This way the instructor can make sure each group is on track at each phase. This will also allow the instructor to give critique, praise, and encouragement at each due date.
At my school, the staff helps students with many of these outside distractions. They will help locate childcare, transportation, and housing. That makes it easy for the instructor. We just have to remind them to come to us with their problems. It makes our jobs easier. It also builds trust.
When a student approaches me with computer skill questions, I ask for a student volunteer to help them. This often leads to friendship, which addresses another fear.
I find that sometimes students are leary of approaching instructors for tutoring. I address this by showing up an hour early for class and sitting in the student lounge. Nearly every time I do this one or two students will approach me. By the third week of class, they know where to find me.
This has been very successful for me also. I give them my cell phone number. That way they know that I am sincere about being available.
I explain to the students that we are a team and our goals will be easier to reach if we help one another. I give them an opportunity to share contact information. I also encourage ride sharing. I also divide them into groups for peer editing as another opportunity to get to know one another.
Hi Renee,
These are the stories that inspire me. You overcame your fear of failure, found you could be successful and accomplished your goals. This is what being a student is all about no matter the age. You are a model for your students as a result of your life experiences. Keep up the great job you are doing.
Gary
Hi Gary,
I really enjoy hearing stories like yours. Your success has been based upon a high level of motivation and a tremendous amount of hard work. I congratulate you for all the success you have enjoyed. I know you are an inspiration to your students. You can relate to those older students that have the same fears that you had and explain to them what they must do to be successful. This will reduce their anxiety greatly. Keep up the great work you are doing.
Gary
Each student needs to be approach according to their specific fears. I have had students who have concerns about their language ability, the computer skills, their ability to retain what they have learned etc. I think that you need to acknowledge their concerns but then remind them about areas where their strenghts lie. Then let them know that you have confidence in their ability to overcome the challenges that they are facing. Encourage them to work hard and to utilize the various resources the College has to help them succed.
Being on your A Game everyday and always being available to address student concerns
Hello Gary,
I had a similar experience. I went back to college to get my master's degree when I was 40. I was in classes with people who were 22 and 23 and I felt like a fish out of water. It took me awhile to realize that I was scared of failing, of not being good enough, of not fitting in. I finally made some good friends who I still have today. It made me realize how important it is to draw all students in and create a learning environment that honors all ages.
Renee
Focus focus and focus some more. Outside distractios are the downfall of many well intentioned students,
At age 47, I decided to become ACF certified as a Pastry Chef. This entailed enrolling in college courses to fulfill the requirements of Sanitation, Nutrition, and Management. Not having been a very good student in high school, I did have the fears and trepidations expressed in this module. However, I found (partway through the 1st semester) that my fears of competing with younger students, ability to do the required coursework, etc. were unfounded. I went on to complete a B.S., then an M.S. I never felt those fears from the first semester on.
I think this is also true with many of the students today, both young and non-traditional. They may have fears initially, but within a very short period of time these fears go away once they find some success.
From that point on the retention factors need to be more concerned with motivation, focusing on the short-term objectives as well as the long-term goal, and developing the understanding that along with success, there will be some failures. This is okay as long as we use those occasional failures as learning tool, they will not hinder our overall success.
While there may be a small percentage of students who, for one reason or another, do carry over "fears" from one class to another, I believe that most of the student do not even though some may profess to and use it as an excuse or "crutch" for not doing well. If a student has been enrolled in several classes and offers fear of rejection, failure, etc. as a reason for poor performance, I tend to look for other root reasons also before simply accepting this excuse at face value.
Hi Charles,
Well said and a key point. Everyone needs to feel accepted and comfortable in the class. Once that has been accomplished then the students are ready for instruction and personal growth.
Gary
I find that most students from those fresh out of high school to nontraditional learners returning to school after an absence all have some degree of fear that they will not be successful.
I set the tone for the class from the first day by creating an open, respectful, and safe atmosphere in which learning can occur. I also make sure to set aside time to see students with clearly stated office hours and let students know they can always stop in to see me.
I also come to class prepared and present the material in a genuine and enthuastic manner.
Renee Bipes
I think helping students overcome their fear of not being successful starts from the minute they enter the building to enroll in college. My role is to provide a learning environment that has clear stated objectives; a clear teaching plan that is laid out in the course syllabus; the ability to understand and relate to my students; and that I am not only encouraging, but knowledgeable about the course material.
Renee Bipes
