Student Frustrations
I have a specific case in one of the classes I teach where a student is frustrated because she feels she already took a course similar in nature at her previous college. She was angry and I could sense she wanted my help in solving this problem. I listed to the student's complaint; I said, "I can understand why you must feel frustrated; and I offered her the suggestion of discussing her feelings with someone in academics. Despite my discussion with the student, she has proceeded to show frustration with the course, and has voiced her objection to taking the course again. I keep saying something to the effect, "I can understand why you are frustrated, and I hope you can find value in some of the activities we do that are different from your previous class." Do you have any other suggestions for me as far as trying to help this student feel that she will, in fact, get something out of the course (even if is IS similar to another class she took) if she changes her outlook of the situation?
Maybe give her a feeling of leadership by having her help with certain tasks. Also tell her that the class is like a review for her and will help build a better foundation for future more difficult classes. Keep up the positive encouragement!
more you learn about them the more you can help
Hi Joe,
Good point. Sometimes we have to dig a bit deeper in order to be supportive to the students. The more we learn about them the more we can customize the support they need.
Gary
I agree to a point . sometimes we have to find out just what is at the root of there frustration and then we can decide what is the best ourse of action to take to make them feel more comfortable with the course .
I always begin each new course with student discussion to relevance to the program, their goals, and their expectations. It has seemed to work in increasing their willingness to participate in courses they otherwise may have felt were unimportant.
Thank you for this information. I also have a student that was forced to leave a program due to illness and has started over again in ours. She has frequently brought up what she already "knows" or likes to point out differences to the class based on what she has already learned. I will ask to meet with her after class and try to redirect her energy and focus to the benefit of all.
Hi Amanda,
Thank you for sharing this great story. I love stories with happy endings and this one certainly has one. Both of you had a positive experience as a result of your effort to reach out to the student. I am sure she will be talking about the great teacher she had in the years to come because you extended to her respect and shared your time.
Gary
I too have had a student that came into one of my classes with a "chip on her shoulder" because she just barely missed testing out of the class. She was competent, but overtime she realized she still had somethings to learn. I bascially listened to her concerns and tried to make her feel like an asset to the rest of the class. I had her share her work and life experiences. I pushed her a little harder in certain areas to challenge her. I also tried to joke and have fun with her. She soon came to really enjoy the class. It was a sweet experience. All it took was just a little more attention from me and for me to acknowlegdge her frustrations, then to carefully address them.
I would definitely arrange the class to where it accomodates all types of learners in the class.
Hi Charles,
I have encountered the same student attitudes. Your approach is a good one. If they would only stop and think about what you are telling them in terms of being able to learn something from covering the material a second time. Maybe, just maybe they might even learn something new.
I try and encourage such students to keep them engaged in for the duration of the course.
Gary
Some of my students come to my class with the attitude that the class material is information that they already know. I try to tell them that the value they recieve is directly related to the attitude and effort that they bring to class.No one knows every thing about any thing. There is always more to learn. If the student can focus on using his current knowledge and experience as a foundation for learning, he may derive a deeper understanding of the subject.
I agree. Helping her to understand that taking this course will only help her, and she can also help her classmates.
I agree with Paul. If the student does not feel challenged, then challenge them. They just might change their mind about the course being all review.
Most of our students come with alot of baggage and negative life experiences. They bring these to the classroom so really need instructors who can help them put things into perspective.
Hi Jason,
The progression of students is one of the reasons we keep coming back to the classroom/lab time after time. You comments about how the students move from having a bad taste in their mouths to being at ease in the class is a great example of how strong instructional leadership and support can enhance learning. Thanks for sharing with us.
Gary
I have the same issues in the classes i teach. I teach one of the hardest classes in my institution and everyone always has up a shield and a bad taste in there mouth before they even come in. I try to explain to them that its not as hard as they make it out to be. By the end of the class you can see that they are understanding it and there frustrations of the class are gone.
I have encountered many students who have had previous academic or life experience in a subject I taught. I would employ one of several strategies if they became frustrated by repeating material I taught: engage them in classroom discussion and encourage them to share their experience related to classroom material with other students; challenge them by adding an additional element to assignments that allow them to demonstrate understanding of classrrom material; engage them in side discussions outside of class related to classroom material but at a more advanced level, acknowledging their understanding and helping them to realize that they can always gain new information and insight even if they are "repeating" a subject
Hi Paul,
This is a great way to customize a course for a student while still meeting the requirements of the field. Using experiences being brought into the class as departure points for students really help to keep them engaged.
Gary
Similarly, I have a student who has life experiences that put him far ahead of the rest of the class. I don't want him to just go through the motions in the class, so I am designing some more challenging projects so he feels the class will be a benefit.
