Students being overwhelmed
I think one of the biggest barriers that students in the VN program face is that overloaded overhwhelmed feeling. Helping the students to use their working memory to incorporate episodic and somantic memories is one of our biggest jobs as instructors.
Jaime,
Good way to read students and help them to avoid such situations. It doesn't happen often but when it does it is so tough for the involved student. So by making a quick transition the situation can be avoided and input is still received from students.
Gary
Gary Meers, Ed.D.
I had a student that was involved with the subject material and I felt he was enjoying the experience. I selected a final exam for him that I taught will positively challenge him. He was excited to perform the task, however, it overwhelmed him that he mentally shutdown and emotional became frustrated. The situation was new to me and I was encouraging him that he was performing the task properly. He some how did not know how to explain to me and a small group of his fellow students, what he was performing. However, he perform the task correctly. This was overwhelming for this student. I learned from this experience and I now look for sign on future students that have quick frustrating moments.
Terry,
I have this with so many of my students. Many students need some help from their learning leader in setting priorities and developing work plans to achieve their goals.
Gary
Gary Meers, Ed.D.
Same issue their priorities are not always as focused
Allen,
I am seeing more and more of these students as well. It is a challenge to get them to think for themselves and to see value to what is being taught. They are "grade fixed" rather that content applied in terms of their thinking. I use a lot of case studies and problem solving projects to help them to expand their thought process but it is tough to say the least.
Gary
Gary Meers, Ed.D.
Todays students I believe have not had enough
life experiances in thier chosen profession to understand what they need to know to be succesfull.I worked alot of differant jobs before I was finished with high school,so I knew what I was good at.Many of my students have had only one job,and it wasnt in thier field of study.They dont know what to expect.They live test to test,and feel if they get a good score they are ready for the field,they think they get it.Electronic devices is what they know,and they dont see it as a waste of time,instead its the only thing worth thier time.
Richard,
This is a difficult challenge to face. Not sure how to answer your question without additional information concerning how the students are coming into the course and what the accountability level is at the conclusion of the course. You may have to create a scaffold or levels within the course so you can place the overwhelmed students in one of the levels and then they grow from there.
Gary
Gary Meers, Ed.D.
My challenge is the edcuational background of my students. I run a series of professionall development courses, 1-2 weeks long, and aiming for the 500-600 level. We make this very clear in our course description. Bosses, however, send people who are unprepared for the depth of the curriculum or worse, feel that what is being taught is beyond the scope of their current and future job requirements. They are overwhelmed, which leads to frustration. Worse, their frustration affects the other students.
How to balance the needs of these overwelmed students without embarrassing them?
Steve,
I strive for 100% success with my students but know I cannot achieve that because I have found just as you have that certain students will not become involved in the learning process no matter what you do. I am always sad when I lose one of these students but I comfort myself with the fact that I have done all that I can do as a professional educator to help them. They have chosen not to be successful so the failure rests with them. Then I go on to enjoy all of my students that are engaged and excited about being in school and moving toward their career goals.
Gary
Gary Meers, Ed.D.
We have assigned a specific number of years to identify maturity. While these years may be close, they are not without challenge. People "age" their brains at different rates--depending upon all the factors mentioned, such as environment, family, etc. We are charged with the responsibility of trying to figure out what type of instruction will work best for all the different types in the classroom. As you have observed, there are students whom aren't "getting it", yet still spend (waste ?) time on electronic devices! I do not believe this is helping to refocus, but rather the result of earlier class experiences where they were allowed to do this rather than focus on the immediate subject. My frustration is simple--teaching is a challenge, and getting a little help from the student would go a long way. I am almost to the point of believing that some are, perhaps, unreachable in the everyday classroom.
the younger stundents are quick to get distracted..which makes them not focus on the lecture..they tend not to study, and memory isnt as sharp.
ROBERT,
This is a good point because many students entering our classrooms and labs today lack organized study skills. By providing them some strategies for note taking, outlining and resource use you are helping them to move toward course success. This is a great service that pays off in a higher level of students motivation.
Gary
Gary Meers, Ed.D.
To help students not to feel so overwhelmed it may be helpful for the instructor to give tips on how to study the material. How to tie it together so it moves from short term memory into long term memory.So not only do you have to know your subject but you also have to understand how the brain works.
Marvin,
You have a very comfortable and supportive style to your approach. This way your students are being given support while still having to think for themselves and problem solve how to expand their expertise and knowledge.
Gary
Gary Meers, Ed.D.
I teach nights at a technical school and I have found that its not just younger students that have problems managing their personal lives, My older students also get distracted, its just easier for use to relate to the adult problems that our more mature students face. But either way the class room needs to be a learning sanctuary, all problems need to be left at the door, then I keep everyone active and working. i move around the room start conversations about the task at hand then I give them some real life information as to why the information is important and how I best found it practical in my career. then thats when the memory takes over, let them do, ask them why, and tell them how it will help.
Kevin,
You have hit upon one of the ongoing challenges that students face --time management. They seem to lack this in many cases and I have to help them get organized and lay out a schedule for the course on the first day. Lots of reminders later and they still rush their work in at the last minute.
Gary
Gary Meers, Ed.D.
I agree with your statement. Since working memory involves multi-tasking, it is naturally an important part of student learning. The difficult part is getting students to understand the difference between true multi-tasking and simply taking on a lot. Getting them to appreciate the art of time management is essential.
Stacey,
Technology has brought some new challenges to the learning process. Our school has a strict no technology policy in the classroom. This involves cell phones, Ipads, etc.. We have found that our students stay focused better and we get greater participation. Every setting is different so each school has to find what works with their population.
Gary
Gary Meers, Ed.D.
I have observed students being overwhelmed by school information but still playing on portable devices. I have been told it is a "playing" distraction to help the student re focus for the next round of infomation that will be delivered. The time management of learning and playing seems to be a challenge.
