Understanding Retention What is retention with respect to education? The concept of retention is to retain or keep the learner both in class and in the Academic Institution. In the past 20 years of teaching, I must first observe that retaining a student within a given class at all costs can both compromise the integrity of the institution as well as the success of the learner. In some cases, it is best for the learner to wait until a following semester to complete a course. Class retention is some cases can actually result in an institutional loss of the learner. When might this happen? In some cases, students need to take a break. Perhaps a student has lost a relative or friend to death or suicide (which has happened in my classes). Perhaps a student has received a work promotion that requires focus and time for success. In some cases, it is best to tell a student whom asks that it is absolutely OK to wait out a term or to take fewer classes until they are ready to get back up to speed. Otherwise, retention at all costs in the current class might result in a loss of that student from the entire program. Similarly, there are cases in which a student simply chooses not to complete the class requirements. While instructors might offer phone calls, emails, special late extensions, etc, there are cases in which a learner in not able to complete a class. In this case, rather than negatively affecting the integrity of the Academic Institution by allowing a learner to complete an entire class in the last week, it is best to suggest that the student repeat the class. Learning and achieving career goals is important and should not be compromised. In most cases, however, retention can be as simple as sending a motivational email, contacting a learner who has not been in class for a few days, or offering a special small extension for cases of brief illness or life-related incidences. Most students want to succeed and want to remain in class. We as instructors can certainly help them to do both. Knowing our learners can help us to help them – in all cases.

Instruction is the act of bringing information into a realm that can be absorbed and understood by others. This process is invasive, active, and cooperative. A teacher cannot force a student to learn, but a teacher can certainly offer an environment in which learning is available, interesting, and obtainable. Knowing and understanding your learners will help with the preparation of an instructional and learning environment. For example, when I had the privilege of teaching a group of students who each already had a Master’s Degrees in Math Education, I tailored by classroom setting to the assumed average knowledge level of the group. I created activates that would interest, excite, and motive the group. As such, I avoided insulting their knowledge by boring them with a review of arithmetic. Conversely, I created a number of opportunities for them to share their own knowledge and experience. Alternatively, when I worked for the Welfare- to-Work program and taught Preparatory Math to learners who had little knowledge of arithmetic, I certainly did spend a considerable amount of time reviewing the very basics of arithmetic. We used group settings and exercises to mitigate anxiety and abate fear. I made a point to not require any learner to speak in front of the class unless they wanted to. Knowing and understanding a group of learners is a necessity in creating an appropriate, exciting, interesting, motivating learning environment.

Telling students of my experiences helps to motivate them to complete their program. I always tell them that no matter what happens in life, don't ever give up. Always finish what you start. The greatest day of your life is walking across the stage on graduation day and your name is called for completing your degree, certificate or diploma.

I have learned there are many teaching methods. It may work to have the students present the material to help keep them engaged. Students enjoy being the teacher at times. I have found that if a student is given a topic they work really hard to develop that topic for group discussions and presentations.

I have found that positive reinforcement works very well with immature and mature adult learners. Letting the students know they are doing a great job helps to reassure them. Those students that are not doing must be encourage and given feedback as to how they can do better. We must always offer assistance when needed and perhaps let the administration know that a student might require a tutor.

Good information on the needs of adult learners. Nice comparison and contrast between young and older learners.

Student motiviation is a key factor in success. Recently, I assigned my students to make a poster of all the things that motivate them to attend and finish college. We hung the posters in our classroom. This allows for a reminder to why they are enduring the hardships that accompany attending college.

retaining students is rough sometimes but, if you can set clear objectives and goals and be available as needed for students retention numbers can stay high.

Motivation in sharing your career options and why you chose that area are very important in teaching especially in the nursing field.

I pair students while in the lab so that they are able to achieve some tasked that might be a little chalenging for one student to complete on time and it allows them to help each other.

Both intrinsic and extrisic motivation , help to a great extent the learnig process, I also will give variety of options to the students as regard the oral report according to the information I learned from this module

My students are my top priority when I enter the classroom. I strive to make each one view my attention as if they were the only student in that classroom

I strive to reach each student to make the see their max potential in themself. College can be very fearful if you have been out of high school for several years.

Effective Retention Strategies I believe it is very important that we remember that our online students are real people with real life circumstances and situations. That being said, it is also very important that we help acclimate our new students to the rigors of the fast-paced learning environment. Expectations are high in the accredited online university setting and students must be held to very high personal, academic, and professional standards. With that in mind I also work to help each of my students to feel valued and treat all students fairly. I feel that developing expectations and informing students of my expectations is very helpful to meet the needs of the university as well as the individual students. We must always remember that upholding university policies and high academic standards is our highest priority. At the same time we must work to motivate, and lead our students to success in their process of setting academic and career goals. I feel that helping students to evaluate their goals is a powerful tool in keeping them focused academically. I look forward to your feedback. Best Regards, Carla Denman

I have found that teaching online is more difficult to get to know the background of a student than face to face instruction. It normally takes at least 3 weeks or six classes for me to really get to know my adult learners. Adult learners seem more shy at giving personal information that do the traditional or face to face learners.

Understanding new online learner needs I have worked extensively in the online and on-ground college learning environment. I find that getting to know my students is very important. In module 1 I related to what the Harvard professor was saying about knowing our students. In the online learning environment this is actually much simpler than in the on-ground environment. At the beginning of the online classroom experiences I send out a survey to my students to understand a little about their work and educational history as well as their reasons for attending college at this time in their lives. I also utilize the information on virtual discussion boards to gain understanding of the learning needs of the students. In the on-ground environment this is a bit more difficult because I typically do not have the opportunity to communicate with students prior to the first day of class. I do utilize the first day of class to survey the students for information they are willing to give in written form. This also helps me to know right away which students are not prepared to write on an academic level so that I can get them the needed tutorials or writing lab appointments. I think that working to meet the individual learning style of the students is challenging, time-consuming, and certainly worth-while. I would not dream of teaching any other way. Best Regards, Carla Denman

The silent student is the one that I am often concerned about. His/her lack to communciation leads me to think that they aren't motivated. In addition, he/she often play's the blame game because he/she is not engaged in the course. I Have found that this is the most difficult type of student to motivate.

One portion that needs to be considered is the students nationality and their culture. If the teacher understands the students culture (Lets say a foreign student) then they increase there ability to connect with the student. For instance in Korea it is customary to hand something to a person, using both hands. Usually one hand holds the object and the other hand is touching the arm of the hand holding the object as the object is extend to the receiver. If you reciprocates the behavior you quickly build rapport with that person. This action by you communicates you respect his/her culture which is an important matter to them.

I like to setup goals and points for my students to hit.. Rewards help learning as well, something to strive for..

I haven't found the need to refocus yet since I'm a new teacher.. I feel if I need to refocus perhaps teaching a new course every term will help me not feel this way