Can one bad apple can spoil the whole bunch........
Just wondering what others experiences have been. If you have any level of student frustration (in my case it's been primarily a student's (perceived) limitations such as a lack of resources combined with rules and impersonal problems. I know students will vent their frustrations out of the classroom with other students which cause a decrease in motivation. One student possibly lowers the value of the overall experience for the others. Anybody else feel this happens and have any advice on preventing it or minimizing it?
- Mark
Hi Marian,
Good strategy. They need to get back into the swing of their careers even if they are about to graduate because as we know they are going to be starting all over again. This time the stakes are much higher due to the fact this is their career and they are not longer students.
Gary
Sometimes you're lucky and you have a group of students with diverse personalities that keeps the class balanced. You'll have the peppy ones that help keep the apples from going bad. But I've always found that the long-term fix is setting them aside and letting them vent out their frustrations to me, rather than taking it out on their peers. I encounter a lot of frustrated students in my class because it's the last course in the curriculum. Not only do they have senioritis, they are tired and frustrated with each other after spending 2 years together. Speaking to disgruntled students one-on-one always helps alleviate the frustration.
Dave,
Do you find this to typically be a permanent reversal of the situation or does the dissatisfaction return when the peer pressure returns? How about when they progress to other courses and different instructors?
RC
There is little doubt that articulated disenchantment with one's training experience is often an attempt to attract attention, which can negatively influence classmates and be offset to some degree by providing positive attention in a one-on-one setting. What I really liked about Michael's approach is his refocusing the student on the outcome, the reason the student began training in the first place. I think a huge factor in improving overall student retention is to provide frequent reinforcement of their personal and career aspirations. It is easy for students to forget why they came back to school and focus on the shortcomings inherent with any academic setting. The more effectively we remind students of the goals they came to us to attain, the more effective our student retention efforts will be. I think.
I totally agree with your response. I have had that same experience with a student. I have done some of those same things. I have talked with the student one on one and listened to their concerns. The student told me other students had this same problem. I invited someone in to answer their questions in and explain some things to them.
I have found that when I talk to a student in private and eliminate the pier pressure from thier classmates, the conversation takes a turn for the better. If I can then convence them that all I want to do is help, the situation does a complete reversal.
Dave
I have also run into this in the past. I have found that if you take the student aside and listen to his concerns on a one to one basis it makes them realize you are there to help. If I get the feeling the student just doesn't want to be in the program at all and is using this frustration to disrupt the class. I ask them what they expected once they completed the class and there plans for the future. If I see that my program will not help them achieve these goals I direct them to student services. If my program can help them achieve there goals I do my best to help them see that and find an answer to there problems. Getting them to tell you where they want to be in the future is a big help in allowing you to help them develop a plan to get there.
Regarding the one bad apple it is necessary to get them on the program. I have recently learned that we phrase in public and discuss attention matters in private. The one bad apple can quickly spread their negative emotions to the entire class. They can become a negative influence on the tone of the entire class. As someone mentioned, is the student really bad, or do they need to have the instructor sit and listen as to why they are not enjoying their class experience. If the student is truly not interested in the class it is sometimes appropriate to suguest that they speak to a counselor for a more appropriate class that they might enjoy! Learning is supposed to be fun, and it can be difficult to be a cheer-leader in a classroom with a student is does not want to be there and is vocal about the same.
Great suggestion - I generally speak w/ students one-on-one and not an open dicussion in class. Make sure you listen and let the student know you are concerned
I agree with Mark and have found that like the training courses states “Their biggest issues are generally their lack of maturity and life experiences". If you show the students that you care and that you are there to help them enter into and succeed in their career area. They can easily be swayed into the proper direction.
Jeff
Hi Mark,
One strategy is to approach those students that are the source of complaining and talk with them privately and see if you can get a clear picture of their concerns or complaints. This individual attention often times is enough get them back on track. If not I will ask them to help me with a demonstration or project. By appealing to their need for attention I can in most cases get them on board with what we are trying to do in the class without complaining.
I also ask them for suggestions on how we can make the class better. Their suggestions are generally very helpful. If they make a suggestion about equipment or resources that I cannot accommodate then I explain to them why. This is generally all that is needed move beyond the situation.
Gary
