My students are usually looking to start a new life path. one of the first things they look at is what interest them. I do my best in the first couple of weeks to find out what they think our program is and if it is not what they were expecting I sit with them and help them redirect into the field they were looking for.
I now have students that want what my program has to offer. I have the students learn the proper use of their books and the library. I help them establish study groups. I also provide tutoring for the students who feel they need help.
My profession is different from a lot because they cannot discuss a lot of the material outside the classroom. They are studying to become surgical technologist, and one of the things we are putting it tneir head is you can't go home and discuss things with your family.
The students by the time they get to me have been in school for quite a while. They begin to form study groups before they get to me. The information they get from the class and lab go hand in hand. If I think someone in the group is trying to take control, or they are not studying as they need to be. I do not hesitate to let the group know that situation needs to be changed.
The students in our speciality have a tendency to form groups like a family and that carries on into their career. I just fine tune the support system that is already in place.
The discussion post technique does help, Colleen. Each quarter is different when it comes to student response or even student effort. Sometimes I will post an area for questions on each week's assignment, and sometimes I will offer for feedback from the students regarding the learning outcome of the course. They might not respond due to a predisposed belief that it will be seen as disrespectful, but the fact that it is put out there is usually appreciated. All I really can do is keep letting them know I am available to help. I also learn each quarter what common mistakes my students might make with misinterpreting their assignments, so I will give further details in their weekly newsletters to help them avoid those mistakes. That is something else I think many of them come to appreciate.
I tend to address what is known as the point of origin. I tell my students that they are on a new journey and with that will come changes to their lives. Most of them may have family and friends who support their decisions, but who then may balk at any added responsibilities that come with the student now not having the time to do what he/she previously could do in the past. This may lead to his/her supporters subconsciously trying to force the student back into his/her original role within the family/friend network so that things are comfortable again. I tell them that this is natural and is a part of human psychology. They should try to understand that the changes are not only scary for themselves but their family and friends as well. So, they need to be strong and keep the changes and they will notice that eventually people will begin to settle into their new roles. What is most important is that they remember why they chose to continue their education and what their future could be like if they succeed.
By understanding learners' social groups and career aspirations instructor(s) can suggest appropriate support systems.
Hi Nacole,
Good strategy for classroom management. You are setting the students up for success while reducing the opportunities for distracting behavior.
Gary
It helps to ask students to think about the people with whom they have regular contact and to also think about the media that they use. Then, ask them to assess how these inputs help them achieve their goals.
The students are generally quick to share how a certain song, book, or person encourages them. We also discuss campus and community resources for working students, parent-students, etc. This conversation in itself generates support because the students identify one another as similar others.
I usually try to do interactive exercises, a series of 'get to know everyone' activities the first few classes to see where I am at when dealing with students that may have some external challanges when it comes to personal support. I then pull those students aside and make their needs specific to their situation, and let them know I am here to help. This works well for my class, and it helps to cut down on the outbursts and possible negativity that can be brought into the classroom due to personal issues.
Hi George,
Good approach. Also, I enjoy working one on one with students because I get to know them better and as a result I can provide more targeted support to them.
Gary
By understanding their Goals and working on One on One, that way will give me a better idea on their needs individualy as well as a group so I can provide them with the necessary tools to achieve their learning.
Taking the time to know your students is a learned skill. You need to take the time to ask thier name, where they are from, and what they do for fun. It is also helpful to to ask what they want to get out of your class too. That helps when aiming for your/their goals.
One of my favorite ways to create a class culture that is based on support is to have individual conferences with each of my students. This gives them a safe, positive opportunity to share their concerns about the course, ask questions about their work, or express any issues they may be having with their college experience. It also helps me establish a rapport with each student individually.
I think answering this question is a good way to get students to focus on positive things that occurring in their professional lives and, for many students, perhaps this may help keep them focused on their ultimate goals. Great suggestion!
Our online students are asked to share a response to a more personal question each week - such as - what's one good thing that's happened to you personally or professionally this week? Over time they share good things and hard things and support each other by celebrating or empathy. It's not the same as support from family and friends, but it gives them a sense that they have peers who understand.
I will start by having a personal,casual conversation, to get them to open up and convey what they see as obstacales. Then I can assess and identify their needs to work toward helping them remove or solve those obstacles. I would keep in the forefront that this was their goal, and that is what we are all working towards. As a new instructor/PD I will likely seek advice from those that are seasoned when encountering unchartered areas, to see how they created solutions.
As an online instructor, it is a little different for me to set up support systems. First and foremost, I inform the students that I am available to help them and to contact me via email, discussion post, or by phone.
One idea that I have implemented this quarter was to create a special discussion post each week dedicated to that week's lesson. This was intended for students to ask questions, comment on the lesson, etc. Unfortunately, I did not receive a large response.
Does anyone have any ideas for online instructors?
Thanks,
Colleen
Hi Cathie,
I use the same method for creating learning/work groups. By counting off I know I will get a good mix for my students since my students group themselves up in their seating and with the number count they are going to be spread out into other groups. My students don't mind this a all and the groups seem to gel very well to accomplish their work tasks. I would recommend you continue using this format for group assignment.
Gary
Unfortunately, one of the things I find with students is that those who are struglling tend to partner up with other students who are also struggling. One relatively more anonymous thing that I sometimes do, though it may seem a bit juvenile, is to have the students count off to determine groups for group activities. It forces them to work with students that may not have chosen otherwise and, in doing so, helps those struggling students make new connections.
Hi Cynthia,
Great way to blend student strengths. Each can contribute to the project and presentation using their talents.
Gary
We do Disc profiles on students in their first quarter and it is shared with all that want that information, that helps us put together groups, you may have a project that you group the alikes together and other activities where it is more beneficial to have the different styles together. One example where I would put diffierent styles together would be a group project where they needed to present to the class, you would have students who are very detailed and students who are very vocal, along with students who are dominant and are real take charge. This usually leads to a natural leader and someone who is willing to present and someone who will make sure all items are included.
Hi Sarah,
Thanks for sharing this strategy with us. This is a great way to build a support system for the students as you develop your instructional delivery format.
Gary
