Many students come into a class with a myopic point of view. The think the class is constrained to the lectures, text and provided material. This limited point of view really constrains some students. I teach math and there is a lot of helpful material on the web. For example, if my explanation of, say, solving simultaneous equations, did not yield a full understanding by the student, there are many web sites and youtube videos that accurately explain the concept. One of those other explanations may yield understanding for the student. I encourage students to use google and youtube to augment explanations of specific math concepts.
Hi Kerry,
You make a good point that college students often forget. It is their future that is being developed in the class so they need to take it very seriously in relation to effort. Having a supportive instructor is a great way to help move toward the accomplishment of career goals.
Gary
College students need to know THEY are in charge of their college education. They will find the time to get the work done if they really want success. Nothing will keep them from their goal of degree attainment if they are 100% dedicated. I, as their instructor, am there as a facilitator and I will help them in anyway possible to help them succeed. Nothing pleases me more than THEIR success.
This is rather deceptively simple. The answer is simply poroviding ample and varied opportunities to succeed. This means that I should provide lab opportunities, perhaps research opportunities as well as traditional testing wich actually can act as a "warm well worn comfortable blanket" to some types of learners.
Work with them and continuously assure them that good effort will make them successful in their college work.
By listening to them, giving them advice, sharing your own experiences with them, let them know the school always has tutors, etc.
There are several things that I do to help students be successful in their college coursework. First, I introduce myself and talk about my experience in attending colleges and teaching at colleges. Second, during the first class, i have them fill out a short survey listing such things as where they live, what kinds of jobs have they had, what area they are getting their degree in etc. Then, during that same class, I have them introduce themself briefly. Finally, during that same class, I tell them about services that the college has to support them such as tutoring in the Academic Support Center, clubs, advisors etc. I really try to know my students from the first day. Furthermore, in all other classes I tell them I am available to help them before or after class. I also like to assign different students to small group discussions. I move around to each small group and just listen to the student comments. Overall, I feel it is my responsibility to help each of my students be successful in college.
I try to relate my personal experience as an adult student to my students the first day. They now know that I've been there and have gone through the same feelings that they are going through. I think it helps them identify with me and makes me seem more realistic to them
Letting them know that they belong here as much as anyone else. Constantly encouraging them, letting them know that they are already successful because they took the first steps to come to college and they need to continue to the the finish line.
I agree, I never like finding out later in the game that they were just snowballing the entire class and never told me. So, always knowing where they are throughout the class prevents this from happening.
Hi James,
Good way to start the class off. By knowing you have the knowledge and expertise to be their instructor plus you are there to support their learning efforts the students have a understanding of what to expect. This sets the stage for a successful course.
Gary
On the first day of class, we need to express the reason why we (the instructors) are there. To assist the students in becoming successful, by helping them with their studies and guiding them in the right direction. We need to express that we are their resource and we are approachable.
I agree with your statement, Dr. Meers. One of my biggest frustrations comes with students from different cultures who are reluctant to let me know when they are not grasping content. I pause during lecture or demonstration and ask for questions multiple times. Still some students are hesitant to speak up, almost as if telling me that they don't understand is an affront to me. I think this could be cultural in nature. My goal is to provide the information/skill demo in such a way that students succeed in their quest to become a nurse. It frustrates me when they are silent when they don't understand.
Cathy
i agree whole heartedly. i have found that students do learn from past experiences. and are very willing to share & accept ideals from success stories of fellow classmates. it is true, that students learn and are more eager to listen from their own peers. education is all about giving and sharing, life's experiences.
Hi Keith,
Having instructor support is so important to students. It really helps with the development of respect and rapport.
Gary
you have to let them know that you and other instructors are available and open to helping them be as sucessful as they can
I would engage the class in group discussions to about their fears to let them know that they are not alone. Knowing that they are all in the same boat I think would help them to relax and begin to enjoy the new adventure that they have undertaken.
Hi Nancy,
Segments of support are powerful motivators for our students. We need to give them whenever we can which will lead to higher motivation levels for our students.
Gary
I agree. When we can help support a student by our words of support, they will feel more successful. When they can see success, like with passing a difficult test, they will continue to strive for the same results.
Hi Susan,
Good strategy for using your assessments for learning tools. Through the feedback the students are getting the right answers plus know why some of their answers were wrong. This gives them additional information upon which they can build their knowledge base.
Gary
