Hi LaVerne,
Right you are about reassuring older students that they in fact can succeed in a career college setting. They are often in need of some support from the instructor that they do have the skills necessary for acquiring the course content. Granted these skills may be a bit rusty but they are there. By using some content supports, like guided notes or graphic organizers instructors can help older students to see how they can learn the material. In addition, they may need some remediation in the areas of reading and notetaking.
If they know you have an understanding of their needs they will continue to stay with you. You are right about the first phase. If they complete it they seem to rev up and turn into learning machines because they know they can do it, plus they have all of their life experiences to fall back on.
Gary
Older students definitely feel at a disadvantage. Often they will say, "I don't know if I can do this; I haven't been in schoolf or 20 years."
I always use examples of older students who expressed the same concerns upon entering school who later received awards at graduation for the outstanding students in their programs.
I think if we can get them through the first term and let them see they can do well, maybe they will hang in there for the rest of their programs.
Hi Josefer,
You are on the right track with your assignment. It is non-threatening and allows every student to contribute. Non-traditional students need to feel that they are bringing something to the class based upon their previous experiences. You are giving them that opportunity.
As you know it is important to build rapport with your students. By setting them at ease and letting them know you are interested in them and their experiences you are creating a strong base for both respect (both directions-instructor and student) and rapport.
The idea of having them tell you why this class will help them achieve their career goals is a good one. Their answers will help you to understand whether they see how the courses they are taking fit into the larger picture of career preparation. If they don't see it then you can help them over the course phase to see the sequence of training that will enable them to enter and succeed in their career field.
Gary
Dr. Meers,
One of the things I do is have a first day assignment (no matter the class) where my students tell my why they are sitting in my class and how this will help them achieve their goals and reach their dreams.
This allows a non-traditional student to do two things (1) have an early success and (2) have a chance to share their experiences. I want my students to know that my classroom is a safe forum for the discussion of ideas and for personal growth.
By the way, I would appreciate your thoughts and suggestions on this first day assignment.
Josefer
gary,like I told you, I was a non trad student. some of the things that really helped me out was a few instructors told me to hang in there, they also said that the salon world was a lot different from the school world which sparked my curiosity to succeed to see what those differences were carmen
Hi Carmen,
You are on the right track in trying to make your students feel comfortable with being in class especially if they are considered to be non-traditional students. What ever combination of student sharing and paring you come up with try to give all of your students early success at the start of your class phase. Experience has shown that with early success the retention and completion rate for students is greatly increased.
What are some ways you could offer class success for non-traditional students?
Gary
pair sharing is a great way to get older students to feel comfortable with trying new things. I myself was a student at 29 and was really worried about what i could not do. Once isaw that the younger students had difficulty too I felt way !!! better .
-Hi Joseph,
In certain classes the pairing of older students with younger students works well with one major consideration. Experience has shown me that I need to, when creating the pairing. allow some form of expression on the part of the older student to illustrate expertise that they have acquired through maturity of life. My point is that they have to have the opportunity to establish creditability with their younger partner. Example, I have my older student share some form of content with the younger student and then the younger student can use some form to technology to enter the information. The point is that the class is keyboarding, or Microsoft Word that the class is learning, but I want my older student to bring something to the learning station that they can share and not be overwhelmed by the younger student.
These pairings can serve to create some very strong teams as long as there is mutual respect for each other. That is the key for success.
Gary
