John, awesome example of what is best in our sector of higher education. Not all institutions would take the time and individual attention to progress the student to the level you have accomplished. Thanks for sharing and thanks for all your efforts as a professional.
James Jackson
In my evaluations i will always have the student point out some positive things they feel they have accomplished on certain assignments. Most often than not this is very difficult for them to do. It is rewarding for the student to see that their is always something positive within a given task or assignment.
I teach phlebotomy skills. It is a class that typically the students will start off with bad skills because they have not performed these skills before. Helping the students achieve good skills by giving them guided practice and constructive criticism. In the next class or two after there skills have been demonstrated they can see for themselves that they were doubting themselves because they thought they could never perform these skills. I especially like it when you can see the light bulb go off and they got it!!
Linda, great example. Students get frustrated by many things but do they have the skill set to know how to cool down and refocus? Some will and some will not. It is our role as instructors to know our students and know who may need some additional skills training on how to manage their emotions.
James Jackson
Shelle, great job in pairing up your students. When your curriculum allows, it may also be beneficial to put two lower self-esteem students together as they may also feed of each other and help each other break out of their shells. By providing a mixture of pairings, students get the maximum benefit of working through many different scenarios they may experience in the "real-world".
James Jackson
I really love the idea of giving two to three quizzes each class that allows students to work together. The first quiz is always given this way, to help give students a sense of accomplishment. I pair students up by their ability, for example, put a student with lower self-esteem with a more confident student. This seems to help the student with self-doubt start mimicking the behavior of a more confident student. This technique seems to work most of the time. It helps both students, in the end.
I am an Esthetics Instructor and it is so rewarding when you teach a student a new treatment and then watch them get their first client and succeed. Sometimes they are so nervous for their first appointment. I will talk them through the steps and help them set up their room just to ease their nerves. I make sure they know I am there if they have questions and they can come get me at any time but I proceed to tell them they will do great and I know they have the ability to rock the treatment. When the treatment is over and they realize they could do it they are so excited. And the first person they come and tell is me! It is so nice as a teacher to have that kind of a relationship with a student.
I teach mathematics. I find that a majority of my students are terified of math. I joke around with them that "math" is not a four letter word that goes in that classification of bad four letter words. I ask the students, "How many of you like math?" And I follow that question with the negative "How many of you do not like math?' The overwhelming majority respond in the affirmative to the latter question. The first day of class is devoted to creating that security that they need to feel that they can be successful. One way that I do this is to let the students know exactly what they can expect from me. I tell them I want them to be successful and that I will help them become successful math students. I let them know that there are no surprises in my class. All test and assignments are announced well in advance (no pop-quizzes). I inform them that they will be given a worksheet (actually a practice test) that they can complete in the comfort of their own home using their notes, text, or any other resources, prior to the each in class examination. I teach them how to take notes and how to study for a math test. I encourage the students to ask questions and to let me know when they do not understand something or to slow me down if they think that the pace is too brisk. After teaching a concept the students are given an opportunity to engage in guided practice. I walk around the room checking the accuracy of their work and giving additional prompts if needed. I generally tell my students, even the ones who initially responded that they do not like math, that when they leave my classroom they will have a greater respect and appreciation for the utility of mathematics. Consequently, many of my students' attitudes and perception of their math ability changes dramatically (in a postive way) during the course of the quarter. Yes perception can have a tremendous effect on motivation. It is very important to help students develop the perception that they can be successful thus producing positive motivation and greater achievement.
It is very rewarding to see the light bulb go on when a student finds the linking path betwwen themself and what they have learned. It sometimes is a long process for some people. I myself not to long ago had self doubt untill i decided my life needed to be turned around
Ed, great job focusing on what you learned about your students to know which ones needed some extra encouragement to get them more involved with the group. This comes with knowing your students and challenging them to live a little outside of their comfort zones.
James Jackson
I have asked questions in class of a particular student who was not generally a part of our discussions. I made sure no one else responded but allowed this student to think about their response. Once encouraged, this student came up with the correct answer (on several occassions). The student became more willing to participate in later discussions and even blurted out correct answers even when not called upon!
I had a student who was home schooled and had much self-doubt about public speaking. She is very knowledgeable, just shy and full of self-doubt. It has been a long road, but she is not finally able to speak publicly in most of her classes. We started simple to improve her confidence. We had this student read off answers to homework questions and read aloud in some of her classes. As time went on, she gave small speeches and presentations to tiny groups of instructors. She has since overcome much of that self-doubt and is not able to speak in front of groups of her peers. She still has a long way to go, but this is remarkable improvement from when I had first met this young lady.
While teaching a culinary baking course, one of my students had trouble with saucing a dessert plate. The plate was unrefined, so I had him re-do the plate. He got frustrated and almost gave up. I reminded that him that he did have skills to complete the task. He had displayed the same steady hand on a cake. So applying it to a plated dessert was similar. In addition, when he cooled down a bit, I would work with him at his station.
I find that my older, non-traditional students suffer more-so from self-doubt; I need to spend more time and energy with them, helping find their own comfort zone and find it so rewarding when they are successful in my class
David, many time we as educators are also the only positive influence in our student's lives. May not be fair or even what you expected when you got involved in education but it does represent our reality. Thanks for your dedication and willingness to be an agent of change.
James Jackson
daniel, what a fantastic attitude and I can guess your students tend to do better in future courses than many of your peers that do not share your passion and desire to impact a change in your student's behaviors. Job well done as far as I am concerned. : - )
James Jackson
Angela , yes and you obviously "get it"! We as educators need to understand our students and learn where they get their support to be successful. For some and at some institutions, for most, students get the bulk of their support from their instructors. We are not just educators we are also life coaches.
James Jackson
Tenisha , great example of adaptive learning and the results of a progressive curriculum. We expect students to be able to accomplish more at the end of their programs versus the beginnings.
James Jackson
My favorite part of teaching is when the student has a self actualization and knowing I played a role in their achievement.
Tanya, love your idea and I totally agree. Be innovative and creative while assisting your students to think outside the box.
James Jackson
