First you have to understand the students' needs. Then, it would be helpful to have discussions regarding those needs with the class or a group of students. Sometimes, other students can assist in meeting some of the needs. They can also identify how they have created their own support systems. We also have a student services coordinator who can help students who are lacking in some support systems.
I would start the discussion with the students by asking what things can they think of that would keep them from coming to class, doing their studying, or performing poorly in the class.
Then we would look at strategies to minimize those factors. When they think about them in advance, and have many strategies, they are more likely to succeed in carrying them out.
Meeting with the students individually about the 4th week of class helps them talk. By that time you have a sense of what each student has as far as learning style and needs. Giving them the opportunity to talk in confidence, makes them feel more comfortable to discuss anything with the instructor.
In the first lecture of my course I explain how the earth's environment touches everybody all day, every day, no matter what your interests are. Something in nature is there for connecting, from plants to anilmals to human; from news to sports; from art to religion. The better you understand your physical surroundings, both current and historical, the better you will accept all the challenges ahead.
Hi Julie,
You make a number of very good points about how to keep students focused. The key is that you are recognizing that outside issues exist in the lives of your students. By recognizing them you are saying that you know they can impact on the success of the students but that the students need to keep their own progress high on their life's list. If they don't they will start to slide and then fail at being a student. This is also a part of rapport development which creates a connection between you and the students. They often times will work harder at staying in school if they know you are there to support them in the classroom.
Gary
As an instructor, we are viewed as authoritive figures and often one encouraging word will help the student who is frustrated with personal support systems get by the day. By listening to the student, you will find out if they had a change in babysitters, or their parent is ill who was giving them rides to school etc. By listening, you are showing the students that they are important to you and their problems are important as well. You can provide daycare listings, telephone books, and of course city transit information. Unfortunately, these cost money which is a true issue also. The bottomline is once the discussion is complete, we need to refocus to the classroom because you are the instructor and that is your responsibility.
Hi Matthew,
I commend you for this effort. As you say by helping the students to help each other in a supportive situation like carpooling they learn to be more cooperative in other areas as well. This will really help them in the work situation because that is essential if they are going to be successful.
Gary
I will try to encourage students that are having transportation issues to carpool with each other. Not only does this help with the transportation issue, but students that were not friends in the first place end up becoming friends because of the fact that they now ride together. I also find that this will also lead to the students supporting each other during classroom and lab assignments as well as outside of school.
My students are great at helping each other solve problems. Usually during the first day introductions issues like daycare and carpool get solved as students introduce themselves and talk a bit about why the join the school.
Hi Olivia,
Good point. Congratulations on your high retention rate. This is a complement to all of the faculty and staff at your college and their dedication to the success of your students.
Gary
Could not agree more.
Interesting, a couple of months ago I attended an Education Summit for our county. Before giving the college's retention rate, this college noted that their students have "real lives" and most of them work, take care of their children, etc. and their retention rate was at 76% - they are not a proprietary school. I was very happy to follow this school and note that our retention rate was 94% and our students also had "real lives".
During our new student orientations we discuss all of the resources we have available to our students such as Career Services, Student Services, tutoring, student groups they can join, etc. Our students know that we are here to support them.
On the first day of class I start out with an ice breaker. This usually gets the students talking more with one another and they begin relating with one another.
Its important for students to recognize they are not alone in class, but have a support system. In my classes I constantly remind my students that I am there to assist them. I also remind the students that the class is a learning community and that learning is a cooperative, not competitive, endeavor and that both and instructors are partners in the learning process. I found this often changes their perspective of the class and generates a much more cooperative learning environment.
Hi Olivia,
Key point. The students have to take advantage of these opportunities to access faculty. If they don't then the outcomes rest with them and them alone.
Gary
As a clinical instructor, I personally create my own set of clinical critical scenarios based on my previous experiences in hospital settings by merging it into a mock clinical setting and put them on the spot (students) where they will be able to understand the mechanics of how to deal with a real situation and be able to focus on how to resolve the problem at hand. By asking to do a return demonstration on a timed response to test their critical care thinking techniques. of course, major mistakes are made, then I will able to correct their response by explaining to them and teach them how to respond approriately so when the real situation (real patient scenario) is presented they will be able to respond accordingly.
By creating mini courses in self esteem and addressing the importance of being one own parachute.
Those are some great ideas and we have some activities clubs, however, since the majority of our students are older (average ages 27-30), they are working and run from class to work. It is a bit harder to get them involved.
We do however use the upperclass students to work with the lowerclass students and that works pretty well.
Our classes run M-TH, 8-3:30 - instructors are available until 5 pm and then on Fridays; our evening students have instructors available until midnight and on Fridays. The availability is there, as long as the student takes advantage of it.
The instructors also meet with students privatly to assist in test taking, help with homework, and meeting other needs of the students. We let the students know we are available if they make an appointment with us.
We do a lot of group work in class so they get to know their group in a short period of time. We change the groups halfway through the quarter so they can get used to other people as well.
We have peer tutoring, we bring in grads and upperclassmen as guests to classes, and sponser an activities club, beer brewing club, ice carving club, sports club, and others.
All of this is to try to get the students to interact and find study buddies, and friends.
Hi Arturo,
Your comments about student support are very targeted in terms of student success. By being there for them and encouraging them as needed you will develop rapport with the students and can help them make progress in their career development.
Gary
