Getting students motivated through school functions designed to bring students together for "school spirit" do encourage students to stay the course

I have seen positive results in both student performance and retention when they have gone through an oreintation that covered topics that can and will effect a students success in completing their school experience!

I t is important for the admissions Rep to formulate a set of questions that are common amongst succesful graduates that will help a prospective student determine if they are seeking an education in a field that they will make every effort to complete with realistic employment ecpectations

The challenge for addressing social integration for our campus lies in the schedule. Students are in class for one day out of five and in the lab for the other four. Each day is five hours long. There is a half hour break before the next class arrives. There are three shifts. I see the opportunities for social integration to be done in the classroom day more than anywhere else.

Retention, It's hard to not help a student with bus fair money, gas money, transportation issues... Sometimes this is why they stop coming to school...

I tried the pen in the mouth smile, the pen won but, it was funny and I smiled. I will recreate this in class with my students. :)

Keeping student involved in the lessons and making sure they understand their participation will move them to the desired goal. Retension is commitment from everyone on making the outcome positive for the students. Standards can not be lowered to meet the type of students, instructors must raise the level to reach the goal, therefore most students will rise to the upgrade. Those with special circumstances will need to speak up. Schools program meets the requirements, some students may have to repeat the class.

By helping a student feel as if they belong at school make them feel as if they are missing something when they are not there when they miss class let them know that you miss them also.

This class was extemely helpful in my retention efforts with students.  I have been teaching for 7 years and it is very true that once they decide to drop -- there is not changing the student's mind.  Proactiveness and connecting with students at the very start of class is key.  I've had students who were rocking along doing just great when all of a sudden a family crisis hits and they're ready to drop the class. 

The practices provided in this class as to how to deal with students and the way to ask questions I found to be extremely helpful and I will put these recommendations to use.

 

Joyce Hladky

What ways can we help with our retention rates if we don't understand what the students problems are? If they are attending regularly but then all of a sudden just stop attending for no apparent reason?

Out of this particular module of this course, I must say the best idea I can use to incorporate into my own orientations would be the welcome letter from the Instructor! This is such an excellent opportunity to personalize a greeting, and to reenforce my own verbal greeting at orientation. It shows that I care about my students, and gives an example of how well prepared I will be for future classroom time. Not to mention, I only have to write it once, and save it for future classes, reprint it, and sign it personally. I plan to write one today and impliment it into my next orientation!

I have a topic I would like to propose. The college with whom I am affiliated recently decided to stop the accreditation process with the ADA due to a variety of very complicated reasons. However, in my state, it is not necessary to be affiliated with them at all, and would only mean a slight change in way the students would have to test for the state exam. It was more for "show" to be accredited. How do I address this with the students in orientation so that they know they will still receive a stellar education regardless of this factor?

Okay ~ I have found this to be SO successful! I teach advanced Respiraotry courses to adults. Things like Mechanical Ventilation and Advanced ER Care. One of the things I have done is out stickers on exams that earned an A or B When they first get to my class...they look at their returned exam with a stiker and say, "What the H**L is this?" I tell them.."you wait! You might think my tickers are foolish...but it won't be long until you don't care what grade you get. All you will want to know is whether you got a sticker or not." And EVERY class...EVERY student...EVERY semester behaves the same way. They cannot wait to take thier exams and they cannot wait to see if tey earned a sticker. It's wonderful. Just a little motivation...but it takes them a long way!

Sometimes, the school may come up with rules and regulations and expect for the faculty to implement them and monitor student compliance...In some cases, the faculty themselves do not understand the reasons behind them. We can not make the students "buy in" to these unless, we can convince them that these actually make sense, and that their benefits outweight the disadvantages of their implementation.

I have been teaching clinical nursing in the last four years, and may safely conlcude that those that do not have to drag their feet going to clinicals are the same ones that completed the program, except of course for those classified under necessary attrition. Here are some of what I do for student to remain engaged: - grant some flexibility and autnomy - frequently remind them of the objectives - make them feel important - treat them as equal, and not a level below me - involve them in decision-makings, and encourage them to share ideas - practice positive reinforcement - I let them know that I, too, am learning from them I hope this helps...

It is interesting that I have been using this approach for many years without any form of formal training. Additionally, I have tried to train / inform / educate peers for many years on this approach. Sometimes they pick it right up and other times, they just don't seem to get it. Is it possible to really 'teach' intervention? If so, by what method. How do you 'teach' someone to listen? to care? In order for this process to work, doesn't the facilitator need to have 'stake' in the game? Terri Lynn

To heip a student we need to know what is going on with the student talking to them you can find out what the problem is then you can see what you need to do to help them.

When student have stress it is hard to keep them focus on their studies.They need to be encourage to keep their gold in front of them which is to finsh school.

Retention is hard to keep up with when a student has so many unforseen ocurreancees happend to them so they feel like they can't suceed it is up to us to make them feel like this is the gold that they are reaching for.