Getting to that ONE lazy student
I teach college mathematics. I learned at an early age a lot of people struggle with math, have a fear for it. It came so easily to me which is one of the reasons I wanted to teach math. I was determined to communicate the concepts in a way that everyone could understand. I knew it could be done. I have done a pretty good job and I'm proud to say that when I'm done with a term most of my students feel more confident with math and that makes me happy. However, I always have one or two students that have the capability but have horrible study skills and are quick to give up. I can clearly see its not that they don't understand but are not applying themselves enough. I'm a younger instructor whose background is with children but I'm at a lost of how to get through to this adult who may be old enough to be my parent. What advice can you give me?
Thanks, I have been talking with my program director and also making doing the appropiate documentation. It is very unfair to students who are actually here to learn.I just don't understand.
Annshawn,
First I would talk with my administration about this student and get their recommendations. You are being placed in an unfair position in terms of him not being able to or doesn't care to pass the academic portion of the course. I would talk with him and make it clear that he has to pass the academic portion as well as the technical portion of the course if he is to pass the course. Ask him about the support you can provide him to help him be successful with the academics. If he is unwilling to put the needed effort into the academic portion then he might need to be removed from the program and this is why you need to keep your administration informed so they will know why he is being taken out of the class and the program.
He needs to realize that he has chosen to be a college student and that he has to meet the requirements of the course and program if he is to remain in school. The responsibility for this rests with him.
Gary
Gary Meers, Ed.D.
I teach at a career college, and I also have a problem with at least one student . I feel at times that I am practically babysitting him. We are a technical program, he shows lacks of interest in the academia portion of the program. But is very excited about the technical portion. What advise can be given? He is below average on almost 80% of his testing.
Rex,
I like the way you have adapted your instructional delivery to offer content to your students in a way that keeps them engaged and focused while not overwhelming them. I teach from 4 until 10 pm so I know exactly what you are talking about in terms of keeping the students involved for six hours after they have worked all day. Tough job but fun to plan exciting activities to keep them interested.
Gary
Gary Meers, Ed.D.
I like the guided notes. Unfortunately for me I feel since we give notes handouts with the powerpoints many students rely on us as a primary source of information instead of reading the text. I've recently attempted to shift this. I make some days in class work and remind them of what needs to be read before the next class, this way they are prepared. Much of the problem stems from the fact that most of our students work and then come to school. They are often tired and sitting in a chair makes it worse. This tactic is helping the students take responsibility.
Aileen,
This is a good way to establish a relationship with students so if and when a situation should arise you will be able to go directly to the problem with the student and seek a mutual solution.
Gary
Gary Meers, Ed.D.
I agree that early meetings with these students is helpful. In order not to "call them out" too early however, I do schedule a meeting with every student if only for 2-5 min at the beginning to get a good feeling about the student and what I may need to do get through to them.
Hi Katrina~
I,too, am a younger instructor teaching at the college level. I teach grammar to would-be court reporters. Many of my students are ill prepared and lacking in confidence. I find that emailing and meeting these students during office hours gives them a boost. At the same time, though, I am explicit about expectations and follow through with consequences. Communication at the beginning, coupled with individual meetings during the semester helps a lot. But don't be discouraged if some students just don't put in the work-some students just aren't interested which has nothing to do with us.
Katrina,
Is there anyway to graphically illustrate what you are trying to get across to these older students. I try to break down the concepts into small units and get them to understand them before moving on. This ways they can make progress in the course with even poor study skills. Also, I have found that poor study skills are most often due to the lack of any strategy for receiving and then processing the new material. Another strategy I use is guided notes. Guided notes give the major points along with space for listing of content below each major point. This way I know each students receives the major points and then can support the points with the items I share with them. Another thing I do is to pause and tell them to write down the point. This is as clear as I can make it that this is an important point and they need to write it down and then review it for application.
Gary
Gary Meers, Ed.D.
