retention
Where is the fine line between doing things for a student and showing teacher preference in the classroom?
Yes some students feel that I need to do special things for them or they feel I owe them something.
I agree. Sometimes no matter what you do you cant retain a student. Sometimes a student just isn't cut out to be what they thought they wanted.
Best to let students do for themselves then advise as needed
A general invitation is extended to all students, requesting that they remain at the end of the class to clarify any concerns they have about the subject matter. Those students who remain will be assisted, so this should not be considered as preferential treatment.
Now the challenge is to get everyone to go the extra mile and give personal attention.
Retention is all about going that extra mile and giving personal attention to weaknesses and giving encouragement to succeed.
Joseph, could you provide more details about what you mean by positive repetitive information?
Gary, do you find that the students who participate in these sessions are generally get better grades?
I Think positive repetitive information is a good source of retention.
We have open review/discussion sessions that we take roll at to keep record of the times we made available to the students and if they don't show it is not that we gave anyone preferential treatment, it is that certain students decided on their own to not accept our time for help.
You make a good point, Aleesa. It is important to be fair and equitable in the services provided to students. Students should know that similar attention would be available to them if they needed it.
I would suggest that the decision to give up is the student's, not ours, April. That said there is a limit to how much time can be devoted to an individual student during normal class time. A referral to tutoring or a student mentor can be a useful tool as well as after class coaching.
I can see where this would be difficult to determine. I liken it to situations that occur when raising multiple children. There is an innate sense of favoritism when looking from their point of view. I agree with the other reply that you have to consciously affirm the other students by giving proper attention.
I have had this same concern. Recently I had a student struggling and I felt they were getting more of my time because of academic issues. The student was just not grabbing the concept. When is it enough time before giving up?
I think it depends... are you doing things for specific students or for everyone? And if you are doing it for specific students, what is the reason?
There are some students who need more attention than others. I think as long as you are not making the other students feel left out or unappreciated, then it will not be misunderstood.
Probably in the eye of the beholder. Has this been a problem for you, Atiba?
