Great suggestion, thank you!!
Thanks for the input, Barry!
Hi Victoria:
Your institutional admission policy is the place to start if you're wanting to modify enrollment requirements. It seems to me that because vocabulary, language and writing skills, even critical thinking and spatial thought would seem to suggest that establishing a threshold for minimum enrollment expectations could be established.
One thing many instructors do is rather than re-create the wheel, they borrow existing examples from other schools and modifify the policies to fit their schools expecatations. Of course, you want and need to get permission from the lending institution prior to doing that. But it may cut down on a lot of new, creative work on your part.
Next, I would take that to to your enrollment director, and senior decision makers at your school. You may have to keep widdleing away at it because many schools are enrollment driven and efforts to reduce student numbers will not be warmly embaraced.
Regards, Barry
Victoria, there no way to get everyone at the same level of attention. I wwould suggest to you to read your students reactions to your class activities and or discussions. In most cases, the smart ones do not have problems with the less smart ones. However, the less smart students do not always feel comfortable sitting next to experinced ones.They feel intimidated and they are the ones that require more attention. Speak faster to the smart ones while you slow down with the less smart. You will stand a good chance to get them all motivated. Just a suggestion
I absolutely do wish there were a way I could get everyone at the same learning level at the same time. Previous educational experience does seem to help somewhat in my field (paralegal / legal secretary education) because students with more education are more likely to have better vocabularies and better study skills. I've got people who barely passed a GED and people with Master's degrees. It's really tough to keep everyone interested and motivated! Any suggestions would be greatly appreciated.
Hi Karen:
Being open to opposing positions suggests maturity and conveys trust to the student. So while discussions are good, paving a wider path probably leads to graeter depth of understanding.
Regards, Barry
Hi Mark:
Yes, I agree there can be a challenge. However, I'm sure you're observed that levels of education don't necessarily translate to automatic improved performance. In my profession (Respiratory Therapist) there is so much specialty knowledge that all students seem to come into common ground on many of the topics - unfortunately, that common ground is across the board difficulty understanding many of the equations, principles, concepts, and applications. And sometimes, the less educated surpass the more eduated when it come to skills applocations.
So, I've come to the conclusion I don't prejudge a student soley on their educational levele because I've seen too many examples where that was not an advantage.
Regards, Barry
I agree as well. During lecture, I ask my students if they have had experinece in the subject matter so I have a basis from where to start. Often, I have a mixed reply and try to offer different insight on the material.
