Faculty as people and mentors
I have not had the opportunity to attend orientation, but at the start of a course, I like to spend some time getting to know the students. We do short Ice Breakers so that they can introduce themselves, and at the end I share a little about myself so that they can get to know who I am as a professional and as a person.
share a success story with students about a student who was challenged by academics
I like this idea. I always introduce myself our first day of term classes, but I have to admit looking at it now, it is probably a little dry and too professional. I teach using power point presentations, so why not include a brief PPT with pictures of my hobbies and loves, it would be a definate icebreakers when they see my beautiful little rescued dogs . . .
I share a success story with students about a student who was challenged by academics, family life, and having to work full-time while making the choice to begin a career. I go into detail on how this student overcame the many obstacles to begin a career and show students they are not alone with life's challenges. At the end of the story, I reveal the student is actually me. This is a dynamic way to connect with your students.
Letting the students know some of my background and my journey to becoming what they are trying to be helps them to put a human face of all the trials and tribulations we all face
A very important part of developing connections with students is to allow them to know your true self. Students can detect insincerity and whether or not any staff or faculty members truly care about them. I always allow the student to know tidbits about my past both successes and failures so they get to know me as a person and not a "talking head" or someone that they feel they cannot develop a connection. I always tell my team that there is no room in our school for ego. We are here to help others succeed. We are not better than or "above" them because we have been there, done that. Many of us were these students years ago. When they know that and see us as real people they are more apt to connect and communicate.
I like to give the students some personal information about myself, likes and dislikes and hobbies as well as my professional background at the start of each of my modules. This seems to "settle" the students who are uneasy in the beginning and allow all students to see the "person" in me.
John,
I really like that you include the clinical instructors as well. This is a component that is often overlooked.
Susan Backofen
I have not had the opportunity to attend an orientation either, but we are planning one. We are planning on having the department heads attend and the classroom instructors as well as the clinical instructors. We will attempt to make it clear to the students what is expected of them. They will all need to be rotated to various clinical sites. The department heads, classroom instructors, and the clinical instructors are a team to help them all succeed. The benefits of succeeding far outweigh the opposite. They have a unique opportunity to be placed in a worksite that exposes them to a possible future employer. The students will need to look at their classmates as support and not as competition.
I also start out with ice breakers and introduce myself to my class
I do this as well Aleesa! By the way students abswolutely enjoyed your PowerPoint! Bonding with the student during the first class is a great way to "on-board" them and provide a sense of connection to the institution.
We do icebreakers as well. Because my program is very specialized, not a lot of people have heard of it. I like to ask my students what made them choose this program.
I also do introductions games such as ice breakers. If possible I put students in a circle to promote itimacy and belonging. This also helps students hear and see the students who is speaking
I always make it a point to identify at least one thing about each student that is or would be a significant contribution to the program. This helps me to remember that students, others to remember that student, and it also helps to validate his/her worth as a classmate to other students- harvesting a support system.
I do ice breakers as well. All of which I participate in too. They are willing to open up some if I set the standard for how i will teach. BY EXAMPLE.
its important to assure students that everyone has a life outside of the classroom including yourself and be open to question that may seem to ackward or personal.
On my first class I brought in a mermaid doll I knitted for a Christmas gift and asked the class the help name her. We went around the class sharing a hobby with each other.
Denise
not only at orientation but also any chance i can get a one on one to ask about them and make them feel important
I do the same thing. I believe ice breakers allows the class to react especially after going throught the syllabus and addressing all the necessary requirements to complete the class. I also feel sharing a little history about why I choose the field that I did allows them to see a glimpse of my interest in what I am teaching them.
I really like this idea and I do much the same in my class. Telling students about myself and a little about my outside life lets them feel free to reveal their lives to me. Once I have a little info about the student I can start to learn about any barriers that might keep them from having a great experience.
