Challenges of Cohort groups
I teach in a setting where all of our classes are basically cohort groups. One of the most difficult challenges I have had is that I tend to be the instructor that everyone respects, but I can be a little "hard-lined" when it comes to certain rules and guidelines. And I always seem to get groups right after they have had a class with the "buddy- instructor". That instructor (we all know one) who is far more concerned with being everyone's friend, so that he/she doesn't upset anyone...
This is a tremendous challenge at times, because the minute they walk in the class they have a preconceived notion of "oh great, now we gotta deal with Him". Fortunately by the end of the third or fourth week, they realize that they have learned a considerable amount, and that it's actually not a bad thing to have a more structured environment.
So, I guess my point here is, if you find yourself in this situation, focus on the fact that you ARE a good instructor. And that you have knowledge that they want. Things will turn around for you if you always focus on the learning!!!
Hi Luis,
Good question and one that new instructors often ask. I would immediately put the students in groups of with 3-4 students in each group. I would have an activity that gets them talking with each other and working on a common project. This gets the students working together, talking with each other and working toward a common goal. This helps to build a learning community in the class and breaks up any preformed groups coming in.
The next class meeting you can let the students sit where they want and proceed with the class. Watch the dynamics and see if you have any class management issues. If you do you can create the groups again. If need be you can keep them in their work groups for the entire course in order to maintain control.
If you have any additional questions let me know.
Gary
Dr. Meers,
My question is being a first time instructor in this type of setting, and believing I will be that intial tough instructor, what is recommended to deal with the group friends sitting together.
My belief is to split them up initially, but then I have an issue because it may seem to harch, but it allow me to control the class. But I am not sure.
Hi Pamela,
Thanks for sharing examples of two kinds of instructors that students may have. I have had experience with both and you are right about how the students react to these instructors. They are there to learn and that is what they want to do. If they are fortunate enough to get a personable instructor as well then their experiences are just that much better.
Gary
I find in discussing instruction with my students, that they appreciate the "hard line" instructor if the instructor has actually taught them something. Students really do like to feel challenged and held accountable, even if they often appear that they do not.
Even if they have had a "buddy instructor" before, the question that one can always ask them is "what did they learn in the class". If the "buddy" is actually a good teacher, then there is much more than meets the eye and perhaps that particular instructor just simply has some excellent people skills that allows the student to feel comfortable. If that is the case, I would observe that instructor to see if I can get some pointers.
If the "buddy" instructor passes out good grades and asks little of the students, the students will be the first to admit that they learned nothing. This gives the next instructor a bit of the upper hand. Sure you may be a little tough on them, but what have they learned? If they have actually learned something in your class, they are getting what they paid for.
Hi Lisa,
Good strategy in mixing the students up within their work groups. I do this as well so they don't get too comfortable with their group and with that comfort bring in some behavior issues that I then must deal with.
Gary
I agree with you, there needs to be a middle ground but I also have seen these groups alienate students and make them uncomfortable in the classroom. The program I teach is mostly hands on and I have found that by requiring the students to change partners each class or several times per class helps keep these groups from overpowering the class. Sometimes if I know a particular student is a target of these groups I intentionally mix them together to try and break the barriers and hopefully they can learn from one another how to respect people, even if they are not the usual type of person you associate with.
Hi Steven,
You are dead on with your comments. It is a sum game of respect on both sides. By setting up the learning environment and providing you the support you mentioned your students will respect you and focus on their career goals. You have the formula for success down.
Gary
Hi Joan,
What a great compliment to your abilities as an instructor. For you to come into the courses that late both times and get such positive feedback from the students really speaks to your professional dedication. Keep up the great work.
Gary
I think the strongest aspect is with mutual respect, the learning environment is a more comfortable place. When my students are more comfortable, I find they have much higher motivation, as well as better quiz scores, and a much better experience for them. With mutual respect, not only do they have the respect for me as a a model and a leader, but they also feel like they are an integral part of the learning process.
I find that if the cohort groups need to be seperated for group activities and sometimes even for seating arrangements in the classroom (due to the tendency for them to engage in personal conversations during class time). This is because as mentioned previously, the cohort group will have an established heirarchy and behavior/activity roles which will frequently limit the performance and opportunities for some members within the cohort group.
I also had the experience of replacing one instructor 3 weeks before the end of the term and another instructor 4 weeks before the end term.
Approaching both classes with information, structure and expectations gave them stability. We reviewed information that was not totally clear by each student going to the board and describing the answer(s) which helped everyone.
At the end of the term I was surprised to see so many writing in the card they gave me "thank-you, for saving us" which meant they probably really felt abandoned.
Hi Steven,
You have developed a nice balance to how you are working with your students and developing respect with them. What do you consider to be the strongest aspect of developing respect with your students?
Gary
I find that trying to find a middle ground is most effective in my classes. I have to maintain leadership of my class, and make it known to the cohorts that it is my class and that we will follow all rules and procedures. I do this through motivation and respect. It is possible to have a friendly enough relationship with students to keep them learning progressivly, and still keeping the class under control.
I must agree with you Steve. Knowledge is power. If you know what you are talking about and deliver content effectively, your students will come around.
Even better is if you show how this knowledge impacts them on a real world basis (abstract to concrete application), they will respect you even more.
Hi Andrea,
Good points about cohort groups. Your mixing of individuals within the cohort is a good one. You are right about them not liking it much because they have to learn to work with new partners even though they have know the individuals for a period of time. You are demonstrating leadership with your approach and even though there may be some grumbling they do appreciate it as you indicated in your comments.
Gary
I can relate to this as well. At my school we may get the exact same group of students three or four times before they graduate. It's interesting in the way that you can see the transformation of how the group relates and works together as time goes on. On the other hand, challanging because the group may be together for an entire year and the "family" issues begin to surface, in some cases the truly ugly can come out. I have found it best to change their partners weekly. They don't like this much, but it keeps them on their toes and they tend to be less Clicky. I believe that this keeps them more focused on their learning and easier to get important information through. I have had students come back after entering the work force tell me that this was a big help to them since they can't choose their co-workers and have to learn to adapt to working with many types of personalities. The "buddy" instructor always them to work with their friends. I may not be the most popular at the time, but I know that it's the best thing for their education and their future experience.
Stephen~
I have also taught a class after a "buddy" instructor and to be an instructor who is very much organized and a "rule follower" Students take well to that...some of them may fight you a bit on it but it always ends up where they really like structure and professionalism.
Hi Daniel,
I am like you in the use of cohort groups when I have only them in the class. I teach some Doctoral Seminars and in the seminars I have only the cohort groups. In these settings I can do as you mentioned and work with the group on common issues related to their research, etc. For cohort groups that come into my regular classes and want to maintain their identity without interaction with other students is where I have my challenges. I am determined that they are not going to run the class, set the tone of the discussion or in any other way be in charge of the class. I have the "big desk" meaning I am the instructor and I have a obligation to all of the students in my class. I am going to meet that obligation to the best of my ability and make sure each student, group or not, has the benefit of quality instruction and professional support.
Glad to hear that you have support from your administration when working with cohort groups. Their insight will be of much value to you. In my own years of experience with such groups it took me a lot time and mistakes to develop the strategies I now use with such groups. Keep up the good work and don't be afraid to ask for help.
Gary
Gary
Hello again Gary!
Now it seems to make better sense. Thanks for the clarification.
Only our BSN students are required to take statistics, although the course is highly recommended for students in certain of our other programs, especially the BSBA in management or accounting. Also I occasionally see BSIT as well. But I have had several courses now where only students from a nursing cohort are enrolled.
When only the cohort is there, I am able almost exclusively to assign exercises & projects that relate to their chosen discipline. That's really the only advantage that I've found in having cohorts. When there are only one or two other students, I'm able to give them separate exercises that relate to their own fields. But if there's any more heterogeneity in the class than that, I need to use more generic assignments.
I may simply lack as much experience as you have in teaching to cohorts. However, our dean of nursing & other nursing faculty (& in other programs as well) have always been forthcoming in advising me on their new student cohorts whenever I've asked, This I have indeed come to appreciate, because at least I don't have to deal with the cohorts alone any more.
Daniel+
