student frustrations
I remember my first try at post secondary education. It was at a local college with poor parking. I can remember being frustrated with a lot of things at this school but the one that finally broke the camel's back was the parking. I ended up quitting because of parking; of all things. It's funny how you bring parking up in this course. We, as instructors, have quite a challenge on our hands to try and get to the bottom of student frustrations. In this course you talk about frustrations due to limitations. I've found one way to help reduce student frustrations and that is not to add to their frustrations by expressing my own. A good example of this is in a course I teach that constantly has limitations in lab. Sometimes the lab trainers can be in such poor condition that it's embarrasing to take students out to work on them. There are two ways to approach this problem. I can either whine about it or I can use it to my advantage by challenging the students to try and make the trainers better. In the latter case they get excited about bettering the previous class and we all leave lab feeling we've accomplished something.
Hi James,
Ownership of the course and content is important for students. Helping them to "buy in" to the course really helps with retention and student satisfaction.
Gary
When teaching I try and let the suggestions that I have given them for completing the required task is there own idea. It gives the student a sense of ownership and accomplishment when the task or assignment is accomplished with the desired results.
At the beginning of each class I allow the students to ask questions or bring up any issues or concerns they may be experiencing. As a class we take a few minutes and discuss the topics that have been put on the table. Students can vent, and discuss while enjoying being able to put in their contributions. We then move on to our work and it helps students feel they have a valued input toward the discussion with their peers.
Hi Gwen,
Good point about class management and listening to students. They want to feel accepted in the class and heard when they have an opinion to share. Both are important components of keeping a course moving forward.
Gary
This is very true, students want and expect to be heard. Even if the answer isnt exactly what they wanted to hear, its the responce that they really care about. Having been acknowded that there is a valid concern. Even when its out of your hands. As an instructor, throwing your hands in the air and professing you have no control is not what they want to hear. Take in the concern and direct it to the proper place/person. Or incourage and instruct student on who their compaint should be taken to. They all just want to be heard!
That is a great idea. If the students feel better about a project they will consider it their own. I teach an automotive program as well. One of my biggest challenges is that it is a short program and too much time can be spent waiting for parts. I try to get the students to plan ahead and tackle projects one step at a time.
Hi Lisa,
Good way to allow the students to vent a bit when needed but keeps the class on target and moving forward. This way they feel that their input is valued.
Gary
Handling student frustrations can be a challenge, but I always try to see them for what they are: students complain because they want to be heard and they want change. As an advocate for both, at the beginning of each of my classes I give announcements and also ask if there are any announcements or comments from the students. It can be anything, but sometimes a student will complain of a school policy (or lack of one)and want to know how others are experiencing this policy. We discuss the viewpoints and then I encourage the students to enact change through their Student Government. Many do take up the challenge and become active in resolving their frustrations. It may take a bit longer than desired, but I find that this gives students, who often feel like observers, active access to change.
I too have not experienced that. I try to remember when I was in trade school how I felt about some of the things that were going on.
I never really thought about looking at my course ,lab or facility from a students view and try to see what areas could be improved or modified to help reduce student frustrations. This is a technique I will implement right away.
At our school we work with automotive engs.if something wrong with it like maybe it was put back together by the class before or something is broken or bent i have the students tell me how that could happen and how or what they would need to do to repair it after that i get them what they need and have them repair it. I feel that they learn more that way and they feel better about it because they repaired it rather then just take it apart and put it back together.
Like you said it was the parking that got under your skin.Its the same for are students uasally there is something else going on in there lives and they bring that to the table of the your class how you hand that will determine your teaching long jevity
I too have been fortunate when it comes to good support and the minimal need for covering up things like in adequate supplies or reating a positive spin as to why things are a certain way. However, I feel a positive spin is sometimes needed to verify the reasoning behind why something needs to be learned, addressed or a skill to be able to perform.
Dr. Meers,
Putting a positive spin on a situation is a way of life in some teaching facilities. I am fortunate that my courses have good support and minimize the need to cover up.
Sometimes there are changes in management that will include different rules and regulations for the students. In those cases I explain that the changes are for all of us and I look at it as an improvement to the campus and our enviornment. The spin in that case is that the students will receive more of what they came here for.
Hi David,
I understand your decision about your college future completely. Sometimes the daily grind of such things as parking weigh us down to the point we can't go on anymore. This is why the little things need to be dealt with before they become big things.
I like the way you are projecting your positive attitude to your students in spite of not having the needed equipment or functioning trainers. This shows your students the kind of attitude they need to have when they are out in the work world.
Gary
