One must learn not to assume that they understand what you have said. Some concepts are not easily understood by different cultures. They do not translate.
For example, criminal law uses Latin terms. We understand but I found that others do not. The word or term does not translate into their language. I have instructed students whose native language was Navaho and Spanish. Latin does not translate nor do they have a word for certain words or terms.
I have to stop and ask if they understand. I will ask questions to determine if they understand, because they are too proud to say that they do not. I then will explain in terms that they do understand.
Students were administered a test to structure the course. It’s important whenever possible to determine the needs. Although basic guidelines are in placer the flexibility should remain in the instructors hand to meet the student’s need.
Thank you Brandy. What you are demonstrating to me is your incorporation of flexible and individual consideration for your students.
I appreciate the checklist.
Thank you for this suggestion Valerie. I'm going to use a very short feedback sheet on a monthly basis. That way, I can make sure I'm staying on track. Perhaps better said, that the class is staying with me and I am staying with them - and that we will arrive at the proper point at the end of the term.
Now, your class is one I really want to take!
Seriously, that's a good idea. I need to find ways to do the same in accounting. After reading some of the other posts, I'm going to establish a first class meeting agenda that surfaces more information for me about each student.
Thank you Bryan. I like that idea and will use it!
Sometimes we forget these basic ideas that are time-tested and can make a big difference - especially at the start of a term.
That's great Lisa. I have observed students who will smile and shake their heads appropriately, but are clearly not 'getting it'. As early in a class that I can determine it, I attempt a 1:1 conversation. I will keep in mind your example - and be tenacious.
I have found that some students will revert to the electronic media to communicate - and in some of my classes, that adequately demonstrates their learning.
I have found nothing better than integrating repetition and the use of different communication modes (verbal, written, non-verbal), taking into account the principles discussed in the first module of this course.
A learner who has a week vocabulary along with spelling errors, I refer to the writing center and encourage them to utilize tools to help them in that area.
When I discover I have a student with a diverse learning need, I schedule an outside of the classroom meeting where we can sit down in a relaxed atmosphere to discuss the student's requirements and what aids have assisited the student in the past.
As for assessing a student learning need, if the student does not share, my usual introductory assignments generally capture any unusual "blips."
I like that approach, Matthew. I have my students read practice quiz questions and answers out everyday - it's an acquired skill that everyone can develop, and I think it makes everyone more comfortable speaking out in the long run.
I try to engage them in casual converation before or after class, and get them to talk about something they are comfortable with or want to discuss. I think it helps them to find a voice in the class, and improves their coomunication skills in English, as well as my ability to understand them in class.
I have found that with science courses, there are a LOT of vocabulary words (both in English & in Latin) that are unfamiliar to the large majority of my students. In order to facilitate understanding & memory of these "scary" words, I try use them repeatedly and to force the students to use them in their proper context. I incorporate the terms into conversations with my students and encourage them to create definitions using their own words so they can put the terms into a memorable context for themselves under my guidance so I can steer them back onto the correct path if they stray.
Thanks Tanya! Your icebreaker also helps students to begin the bonding process with each other.
Allow me to suggest another icebreaker for your discretion:
Pair students up (partnerships of two) and ask them to visit with their partners for a few moments. Then have them turn back-to-back, think about a positive characteistic, trait, quality or feature, internally or externally, that impresses them about their partner, and then draw it on a piece of paper without using any letters, words or numbers. They can use symbols and draw as many pictures as they would like, but cannot yet show the picture to their partner. After a few moments, have students show their pictures to each other and guess what their partners are trying to describe about them.
You can even take it a step further - have all students stand up, then ask those, in sequence, that have drawn obvious things such as hair, eyes, glasses, a smile, heart, etc. to sit down. Choose some of the more creative entries and have the students choose the entry they like the most.
I have used this for years, both in the classroom and the corporate training environment, and it creates a lot of fun to get things started - it also proves that we tend to draw what we immediately see - the power of the fist impression.
Enjoy!
Jay Hollowell
ED106 Facilitator
I also ask students what they want, and talk to them about how they seen the material before. Some read books and some students get info from the History channel, or their church, etc.
I get them to give examples from their backgrounds of issues discussed in class. Their different approaches get other students involved too.
The strategy is simple. I repeat myself using different words and meanings and when necessary different techniques and I ask questions to see if the subject is understood
I don't have a lot of experience in this area so I appreciate all that I am learning today. I do an ice-breaker the first day of class and ask students to pair up and interview each other to find 3 things they have in common. They then "introduce" their partner to the class. This tells me a bit about their comfort level with speaking in front of the class as well as some life experiences of each student that may come in handy later.
One strategy that has worked for me is using games to foster positive dialog and repetition for diverse students. Choosing a game style that is common to everyone is just as important as the type of use that you use in the game.
I played a vocabulary game. I take 5x7 index cards, and label a vocabulary word on one side. I label the meaning or definition of the vocabulary word on a separate card. I use five vocabulary words and definitions (ten cards total). I place and stick them on the board, and students match them up. Each student will pick two words. If they are a match, the cards stay turned over (word or definition showing). If not, they go back. This generates excitement for students as they remember where the matches are located. When we took the quiz the following day, my average student's score went up about 20 percent.
