Michele, awesome technique and a skill that all instructors should consider. Can you share any of the specifics of how you are able to demonstrate to students that they know more than they may realize? Thanks for anything you can share.
James Jackson
Gary, great post and one that every instructor should read. Learning from our mistakes is important but even more important is how we as instructors prepare our students to be willing to learn from not only their own mistakes but the ones we ourselves made when we were first learning our crafts. Thanks for sharing and I would love to hear more from other instructors on how they are preparing their students to learn from taking risks and making mistakes while they have the luxury of learning in a controlled environment.
James Jackson
I instruct an Introduction to Computer course. Most of my students also enter this course with a preconceived notion that they cannot understand anything about computer. A lot of the concepts might not translate to day by day knowledge but by engaging with the students on how computers concept are used in a nature conversation, allow them to feel more secure at the learning process and the self-doubt seem to dissipate.
On some level, this happened to me as a beginning college student. Sitting at back of class, never participating, hanging back until my instructor discovered that I had opinions. She then wouldn't let me be mute. I am so grateful to her for drawing me out and valuing my contribution. I try to do this with my students.
I teach a very technically difficult course to adult students who usually have poor academic skills and a history of academic failure. I speak about the importance of over-coming debilitating self-doubt a lot at the start of my class and offer students various methods of dealing with these in a manner that MAY help the over-come the doubt and focus on the material they want to learn. General I first acknowledge that the class material is hard, but it's doable and many students have succeeded who thought that could not. I speak about negative thoughts students encounter while studying, like "I hate this", "I cant understand this", "I am no good at learning things like this", "This was amistake". I encourage students to not evaluate the accuracy of those thoughts or fight to suppress them, but just calmly turn their minds back to the material and re-apply their attention. One student who was having a really difficult time reading the material and understanding was overwhelmed at how well this method worked for him.
One of the classes I instruct is an electrical diagnostic course. Many students enter this course with a preconceived notion that they cannot possibly understand anything about electricity. By engaging the students we find concepts that they already have a firm grasp of. The concept may not directly translate into electricity; however, with a bit of conversation the student can begin to make the connection of concepts. Each step in conversation gets us closer to a direct correlation between the understood concept and the concept that is to be learned. By making these connections the student begins to release their self doubt and preconception about the subject matter.
I had a student who sat in the very back of the class, never spoke to anyone and rebuffed any attempts I made to converse with him. On a regular basis, I told the class that I was always available to them before or after class if they wanted somne time alone with me to go over some of the tougher concepts we were covering. One day, the student I was having such a hard time connecting with sent me an email, unsigned, asking me to stay after class and answer some questions. Imagine my surprise when I stayed after class that night and saw who was waiting to talk with me! We sat down and went over the math questions he was struggling with and that became the first of several sessions to help him prep for the PTCB exam which he latter passed with flying colors. Eventually, other students asked to stay after also and add in their questions so started to interact with others also. I found out later that he was a former gang member who had been doubting his ability to do the work, not to mention have a traditional job. All I did was make the class feel welcome to spend time with me outside of classroom hours. This young man discovered his own potential. I can take no credit in that.
I agree that positive reinforcement is so much more effective, particularly in a career school setting with non-traditional students. Before an important practical exam, when the pressure is on, I always start class with a little reminder about how far the students have come during the term, and how proud I am to see their progress and accomplishments. I notice an immediate change in their attitude about their own performance; lessening the self-doubt before or during a stressful exam usually leads to greater success for each student.
I drew the same conclusion when I first started teaching. I accepted the opinion of other more seasoned instructors, who felt the students were distracted, part of the "younger" generation, just in school until their funding ran-out, we've all heard it. But like Amy, the more I engaged my students, the more I tried to break through to them, the more hopeful or "secure" they began to feel. And then along with that security comes, the motivation and with a little well timed guidance from me their off to successfully completing the class objectives. Some of my students enter my class with such low self-esteem or self-perception. In some cases, it's like they never been given positive feed back or reinforcement. Seeing them transform right before me is the high light of my job, it's why I show up every day. Intrinsic, Extrinsic or both?
We all at some time have self-doubt. I find it most rewarding to help my students over come self doubt by asking them leading questions while they are practicing a new computer program.
I have been able to encourage and motivate students who display self doubt by showing them how much they have already learned. On a weekly basis I reinforce the outcomes and show how they are building on their skills from class to class. This promotes excitement and enthusiasm for further learning.
I teach advanced electrical diagnostics at a technical college. That class with that title is the poster child of intimidation. My greatest reward is seeing the light in their eyes come on for the first time. The moment that they finally understand. Our mission is to get them to that point, our reward is when they get there.
The different ways student's express self doubt really can be interesting. Since most of my classes and the subjects I teach are skills that will be directly used in the field, I find that telling stories of times that I either personally messed something up or had a situation beyond my control arise. Talking about these situations and how I was able to overcome or work around them, I believe helps my students in a couple ways. One, it gives them a chance to learn from my mistakes (the stovetop is hot, one should not lick it). Two, it helps them shrug it off when they mess up or come across a seemingly impossible obstacle. I find that the biggest thing that helps my students become confident is having a mindset of not giving up, even when it is very difficult.
I find that my students generally struggle with self doubt, particularly in one of my courses where we learn to set up equipment which is somewhat different than what they have seen in previous courses. We talk about the equipment and how it is similar to the equipment which they have seen in previous courses. After everybody is comfortable with the information I have them set up the equipment in small groups. At this point, most students become insecure in themselves and start asking me questions which they already know the answer to. At this point I refuse to go show them how to connect it, and ask them Socratic questions and get them to think. They already know the information, they just need to be confident and apply it. Basically everything in our industry boils down to one thing... signal flow. The more confident they are in their ability, the more successful they are in both class, and in the industry once they get a job. Its easy to have false confidence if all one does is ride one's bike with training wheels.
Jennifer, this story is common across the country and unfortunately is more common than many may think. Each year there seems to be more and more data that directly feeds into the need of positive methodologies within higher education. Students get enough breaking down and negative feedback in their daily lives so the positive approach does seem to have a very good outcome. Thanks for sharing.
James Jackson
Several of the students that I work with, come from broken homes, low income areas and do not have a support network. It is up to myself and my staff to uplift, motivate and find the potential in all of them. This is done through the realtionship, trust and respect that we build with our students.
Susan, great post and critical information for all of us to takeaway. We learn more from making a mistake than we do just from reading it out of a book. Once the mistake is made the brain takes on a different chemistry and we work harder not to make the same mistake. The more we as instructors can make use of how the brain actually works the better outcomes we will achieve with our students. Thanks for sharing.
James Jackson
Susan, great job! Students need to be constantly reminded that the purpose of school is to transfer the skills they need and this is why attendance is important. The more they participate and fully engage the better they will get at the hands-on skills and required knowledge they need to perform.
James Jackson
The first day in class to become an Instructor, the teacher told the class that it was ok to make a mistake, because it's how we learn. It's like the light bulb went off in my head, wishing I'd heard that statement, so as not to be a perfectionist right out of the gate.
I tell my students in the classroom, as well as on the clinic floor that it's ok to make mistakes here. They are students and that's how they learn and by making the mistakes and learning from them they grow and become better.
When seeing students perform practical applications for the first time and struggling, I often remind them that it takes time to develop their dexterity and encourage them to keep practicing. Once they are on the clinic floor and farther along in the program I remind them of how far they've come and their achievements.
