As a past GED Instructor, I always made it a point to focus during the first week upon the wonderful and unique aspects of each student.
Without pressure on any student, I asked that they say a little about themselves along with what was important to them. Students were allowed to ask questions in order to get to know them better.
This activity was the start of feeling accepted and was crticial to show that everyone in class had a common goal in addition to all being unique.
The feeling of being part of a team contributed greatly to their focus on succeeding and learning the lessons, versus concentrating on their personal insecurities.
Instructors are not only teachers that facilitate the learning process. By welcoming students and inviting them to participate they become vested in the learning process. As the facilitator associates the learners experiences to the subject matter the student can realate and bring associations to each discussion. This technique of learning will move the student to an educational community that adds value to them because they are now part of the learning envoiroment rather than an observer.
When students feel that they are accepted,it puts them at ease and they feel that they are contributing to the class. Students interacting with each other also helps the learning process.
All students need the feeling of being accepted by their peers (fellow students) or by the instructor. Instructors should familairize themselves with the students and learn about their characteristics. The instructor's awareness of student needs and work provide alternatives for decision-making, course assignments and group work.
Hi Tracy,
This is so true. They need to feel accepted if they are going to be comfortable in the course and ready to learn. This also helps greatly with retention.
Gary
One of the most important concerns for a student is fitting in. If they do not feel accepted in class they will lose motivation. This will directly impact student retention and ultimately student success.
I equate the term "accepted" with the concept of all equally able to accomplish the requirements of the class. If every student feels they are able to learn the material and complete the class requirements then they will look to being a success. But I personally feel it is also important for the instructor to help the students to not be in competition with each other but with themselves. Challenge themselves to complete all of the items the class has as requirements and be prepared to ask questions. I believe most classes now have an opportunity for students to e-mail the instructor. That provides a two way street for the student to get one-on-one help from the instructor. And the student can ask questions without the other classmates knowing.
A good group excercise an instructor should offer to develop acceptance is one where there are no right and wrong answers but an equal chance for each student to share their ideas.
Debi
Hi Jennifer,
Good points about the need for acceptance by students. You are right on with your comment about it being a two sided effort if it is going to be successful.
Gary
it is vital that each student feel as if they are part of the group and that there input and ideas have value
Like in any other type of environment, like home or work, human beings need to feel comfortable and part of a group. The concept of integration requires a lot of effort but when the group shows interest in you, in your thoughts and in your contribution, it creates a strong motivation that can or will help in reaching the desired success.
Students can't just expect to be accepted, as there is also the component of competition. It requires a dynamic of efforts on both sides.
For a student to feel accepted the instructor must recognize that student as a person. Get to know a little bit about each student, know them by name, say hello when passing in the hallways. Another large part is to answer questions without making the students feel self-concious about it. Tell them it is a good question, and that many students get that part confused.
Feeling accepted will give the student confidence, assurance, and self worth in the classroom. It will also allow them to take possible risks they might not take under regular circumstances. With any risk comes the possibility of achieving their goal or failure. As difficult as it is to fail, a failure can be a fantastic learning tool.
Hi Robert,
Good point about dialogue helping to set students at ease in the course. This is also the basis of for developing rapport with your students.
Gary
They need to feel accepted in order to be comfortable asking questions, not only from the professor, but from the students as well. Dialogue is very important in the classroom, and acceptance is a pre-requisite to that.
I have noticed that when students feel accepted in classes they interact more in class. They are also willing to be involved in activities. This helps them to come to class and be successful in their career choice.
Hi Eural,
Thank you so much for this follow up. Like your approach. Bottom line if you quit then the relationship you have with the school and your instructor is over. He/she can no longer help you. By keeping them encouraged you are showing them that you are there to support them so they won't quit as easily. Great work, keep it up.
Gary
As was mentioned in the materials for this course, there is an emotional component in learning. If students feel safe, secure and accepted, they are more able to concentrate on their learning.
While I was a student, I noticed it was very difficult to focus if there when I was upset. That included feeling intimidated by the work, the instructor, whatever. For that reason, I try to make students feel at ease in the classroom. I let them know that they are still expected to do the work, and to meet expectations. However, I also let them know that I'll support them in that process.
Hello Dr. Meers
First of all, please forgive me for my delayed response?
Dr. Meers, I often employ a variety of methods
and techniques designed specifically for the student as an individual. But I only employ one basic strategy. " Just don't quit!"
For instance after developing a rapport with the student, I find that the fear of failure and ridicule is and has always been the barrier between his/her efforts and success. Then I begin my efforts by bringing down that barrier. My efforts may consist of something as simple as redefining failure for the student. Just getting them to see that what they have percieved as failure does not have to be the end of the endeavor. "It is merely an opportunity to begin again more intelligently.--- if they "Just don't quit!"
Hi Eural,
What are some of the strategies you use to help your students identify and uncover their talents and develop their skills? I am always interested in learning how other instructors go about helping students in this way. Anything you can share will be appreciated.
Gary
Hello Dr. Meers
I too have noticed a generational shift that emphasizes the importance of acceptance. I am presently experiencing the pleasures of helping students identify and uncover talents and delovep skills as a result of being accepted.
