Intervention
Immediate follow-up with students is vital to possibly saving a student from giving up.
I intervene as soon as a student is arriving late to class, leaving early, leaving the classroom in the middle of class, sleeping in class, not participating, performing poorly on exams, and turning projects in late. I find it best to not let these behaviors continue without letting the student know that this will have a negative impact on their grade and ultimately, their future.
Depending on the student, the behavior, and the situation, I either speak with them privately and directly, or I have a discussion with them over the phone, or I e-mail them. In extreme cases, I fill out a student counseling form, review it with them, and have them sign it.
"... all the more important" and all the more possible. Following up re-affirms to the student that you are genuinely interested in their well-being.
I agree; many faculty shy away from quickly addressing a change with a student's status quo, especially when the intervention feels unwelcome. However, I have found that even when a student needs their space, the attempt to assist them is eventually appreciated. Of course, when a student needs to be left alone, they most times will communicate it; it's best then, to let it alone for the time being, but also makes follow-up all the more important.
