In my classes, I strive to create an environment in which adult students feel free to comment and question each other as well as myself without fear of experiencing criticism or ridicule. I also want them to learn from each other as much as me in sharing their life experiences and unique backgrounds and views with each other. Adult learners in particular seem to thrive in this system as they frequently have relevant personal beliefs and experiences to share that relate to the course offerings.
Hi Michelle,
Right you are about the need to get the students focused on the fact they can be successful in the upcoming course if they are willing to put forth the effort.
Something I do after sharing with them the syllabus and the assignments is to have a activity that they can be successful with, have fun doing, and getting to know the other students. The really gets them motivated about the upcoming course content.
Gary
One concern I have, and I joke about it with our students, is that on the first day of a course, we very often provide this seemingly overwhelming list of assignments that are to be completed during the entire course. We all remember that panicked feeling about a term or final project or research paper being discussed at the start of a new course! How can we do that project, when we don’t know anything yet about the topic!?!?
In a humorous way, I point out that we’re not talking about assignments that would be completed today, this week, or, even, this month. Our terms meet for about three months each time, and it takes ALL of that time to cover the material. To encourage students to picture how they’ll progress in the course, I hand out a list of all the dates for all of the class meetings, indicating how we’ll ‘chip away’ at all of the material to be covered. They can see that we’ll be building this knowledge! It helps to foster a sense of excitement about moving toward that complete set of knowledge and skills toward the end of the course, but it also helps to calm them down about feeling pressured right away at the beginning of the course. It can be so easy for that feeling to result in them giving up on the course or deciding right away that they “can’t†do it. Such feelings or beliefs often stem from previous lack of success or support, and it’s important to start steering their thoughts and expectations into positive directions!
Hi Zack,
All three of these strategies are giving support to the students on a regular basis. I commend you for your efforts and I know your students appreciate the encouragement they receive when they start to wear down during the course.
Gary
By making sure that they understand what is expected of them. If they know the expectations they will know what is expected of them and how to accomplish the tasks. I also believe that if you can make them understand topics by stories of your experiences as a professional that they will be able to better relate to the coursework. By being able to relate, the fear will lessen because the interest will be peaked.
I use former graduates and success stories as examples of overcoming obstacles and barriers. I also give positive reinforcements for the work they submit(if it's good). We also use the "Pacific Institute" in my course and it reaffirms that they are smart and capable.
Be supportive and an active listener as well as caring about thier success. I have students write on a 3X5 card during the first month of class their greatest fears. They do not put their name on the card. I then compile and organize. During next class I take each group of concerns and discuss how we can help them through that fear. It has seemed to work so far.
Stephanie fully agree with your thoughts to be fully available to students. It's extremely important that they know you are available for them if they have any issues. Have you ever run into any problems by giving out your phone number? I give out my cell number as well. And I have found on occasions that students may call me on holidays to wish me good will. I personally take it as a compliment, although several of my colleagues feel that is over line. Have you have encountered such a situation? I also given extensive amount of feedback to students in the assignments and discussion boards, as well as and in personal comments such as "thanks for your participation in the live chat" or "I appreciate your dedication to the class."
Praise your students every day! Keep them informed of their grades & how they are doing overall in the class. Take time to work 1-to-1 with the ones who need that little extra attention.
Most institutions offer early access to the necessary information for students to get ahead and gain an understanding of what the course objectives are. The real communication comes when the student interacts with the instructor. We must encourage students to use their critical thinking. All students have the potential to do well, as instructors we must communicate that they are capable of doing well despite what life throws their way. Some students are self-motivated and other requires more encouragement. Sometimes we have to work with students who we know have the potential complete their assignments. This takes a little more effort from the instructor.
I think by establishing the syllabus and showing were success can be obtained. Gives them the opportunity to read a head and get started on class assignments. This enables them to work at their own pace.
I think that by being available and ready to assist as needed is key. Any extended timed that elapses between the help requested or the question asked is just that much more time for the student to get frustrated and question why they are putting themselves through this stress
I think it is important to ask and understand the basis of their fear. Not all fear is the same, so a blanket approach will not be as effective. This also allows the instructor to get to know the student. It is very important to feel the instructor cares about their success, regardless of age. This also makes encouragement more meaningful.
Hi Alan,
I like the sequence you have created for walking your students through from small steps to larger efforts. By giving them early success you are building a solid learning base from which their confidence and skills can grow leading to increased retention and success. Thanks for sharing your model with us.
Gary
Some of the ways we overcome the student's fear of not being successful is to over communicate all the resources on the campus available to them and to give direct contact numbers for the manager over that resource. Secondly, we point out the habits that lead to students not being successful, such as excessive absenteeism, procrastination in resolving personal issues, and not communicating with the faculty/staff when there is an issue.
I attempt to assist students in overcoming their fear of not being successful in college by teaching them how to properly set relevant goals. They learn to establish goals for something they want, not something that some one else wants for them. If it is something they want, then they are accountable and responsible for reaching it because they own the goal.
I teach them to follow the SMART Guidelines when setting goals. By this I mean the following:
S = Specific
M = Measurablle
A = Attainable
R = Realistic
T = Timely
I provide my students with the concept of celebrating small successes. We learn to set small goals first so the student gets practice setting goals and then focusing on achieving them. This process provides them with the opportunity to experience achieving a goal, realize the feeling, and helps them gain conficence in their abilities to set goals, work towards them, and know they can be achieved.
We also do what I call a "Learning Agreement." Which is simply a contract between the student and themselves. They don't ever have to show this to anyone else. It is simply an excercise that provides them an opportunity to practice setting goals. They begin small with something as simple as attending class, taking notes, completing homework, participating in class, studying for tests, etc. The students are taught to transact these Learning Agreements with themselves for each and every class. This is an easy way for them assist themselves in developing effectve study habits.
Once a student developes confidence in their ability to be successful on a small scale then it becomes easier to increase the level of difficulty as their academic career prgresses into more difficult classes.
Communication and feedback! Then they better know where they stand. This also helps to get to know the student, and helps the student know you so trust is establishes and continues to develop. There is less mystery to the student so they know the parameters of the expectations for the semester, hopefully keeping the Big Picture in mind along with individual assignments.
Hi Lucy,
Good responses to the posed question. This is how you get students to settle into the course and feel like they can be successful.
Gary
Hi Annie,
Thanks for sharing this great but simple answer to test anxiety. Every instructor can use something like this to help students out. The more strategies like this that we know about the better we are going to be able to meet the needs of our students.
Gary
What are some ways you can help students to overcome their fear of not being successful in their college work?
Letting the students know that you are there to help them achieve their goals. Being accessible for questions, either in person or via email. Also, letting them know your expectations as far as homework and tests. If they know what you expect up front, then they don't have to worry or guess about it.
