I like this tip and I will do my best to use it during modeling and mentoring.
It would seem to me that student's withdrawal from class for many reasons but never think that the reason to stay in school is more important. I have had the pleasure to come in contact with a few students that drop from their program early or cut their program short to "get out faster" and in most of those meetings; the students show remorse for doing so. The student will often tell you that they feel like the cheated themselves or that they could have been further along in their career if they had taken the extra time to complete their entire program. Sometimes they will even mention the real reason for dropping out and admit that it was a bad idea to do so.
What is the most important sound... the sound of your name, David. Good for you.
Dr. B
i have found thru observation that students do respond to my classroom activities better when i show them a personal side as in calling on them by there first name
Remember the old adage, "it is not how much you know, it is how much you care." If students think that you care about them, they will stay and learn.
Dr. B
Ialso believe that getting to know your students and showing interest in their lives, makes them comfortable in the classroom which helps in their wanting to be there
When I recieved a new class,from that minute on I am picking what students that will help me with rest of the class. Being caring and a good listener always helps. Being a role model for students helps too.
Role models... yes, how about becoming a mentor, too? A model and a mentor, what a combination.
Dr. B
I agree that when you show students you truly care about them they really open up to you. Another thing that I noticed that gives the students more confidence is when they look up to you as a role model, then find out that you went through the same fears and struggles they are going through.
I try to watch their body actions or little comments they make to see who is struggling,then try to lighten up their mood,ask them questions about the task or talk about it and show them they do know the answers,they just need to relax,and find them slowly..
Another tip... have students suggest how they will use what you say in the workplace... The idea, is to get them to apply... if they can't apply, they may still have questions. Does this make sense?
Dr. Banks
I always encourage my student to ask questions. There is no such thing as a "dumb question" to me. I think that students sometime feel intimidated by instructor and it is difficult to approach them. I always encourage my students to communicate with me continuously, whether through live discussion or email.
I totally agree with your statement.Getting to know each student by name is a real big deal to them
How do you avoid getting too personal with your students? Sometimes I feed some students look to me for counseling.
On of the ways I get to know my students better individually is by assigning a research project at the beginning of my quarter. After they have picked their topic I sit down with each student and discuss it with them. This gives me an opportunity to find out more about them and what their personal future goals are.
I agree! When individuals feel you care they are more apt to come to you in time of need. There are so many things that affect our students everyday. Some issues can be talked through before they make a decision on leaving. Solutions can be shared to ensure his/her success prior to them leaving.
To answer Mary's question- I get to know each of my student's as personally as possible so I can monitor their behavior. I look for anything that may interfere with their learning. For example, changes in mood, tardiness, absenteeism, not paying attention or failing to retain information, mind appears to be elsewhere (not focused). If I do observe any of these behaviors, I immediately take steps with the student to correct them to ensure their success.
Donald--you are absolutely right. How do you accomplish this? What do you look for in the
the student's behavior?
