Personally, I provided an encouraging/empowering 'quote' on the board daily. We discuss this as a class and individually if necessary.
Constantly providing positive reinforcement coupled with personal examples, illustrations, and observations on how others succeeded in college. Thanks
I always tell my students my door is always open and if anyone needs assistance I'm more than happy to help. Also, I offer encouragement and support as well as praise for their accomplishments.
Some ways of helping students overcome their fears or any barriers in education is by letting them know that the journey that they are about to embark on will be a journey that involves their peers and instructor. That they are not alone or will ever be alone as they travel and discover a new world of learning. We are all in this together.
I try to find out as much as I can about my students the very first day of class by talking with them for a few minutes individually to break the ice and get to them know better. I always try to identify a strength in each student individually and focus on that and explain to my students how that strength they possess could take them miles. I assure them regularly that I am their to assist them in whatever help they need academically. Usually students open up to the instructor the very first day and they are quite open to even discuss of any personal problems too that may hinder their education. In such situations I like to be able to guide and help them with study skills and time management that could help avoid difficult situations
Hi Kevin,
Thank you for this very informative outline of strategies for helping students of different ages and life experiences be successful. This information I know will be very helpful to beginning instructors that are trying to identify how they can target and meet the learning needs of their students.
Gary
According to the material we just learned, fears of being sucessful vary with the different age groups. For those students which are young, we learned that they want to fit in and not fail socially. For those non traditional learners, we learned that their fear seems to stem from a uncertainty that they may not be able to do the work.
For the younger learners I believe I could help them overcome their fears of fitting in by helping them avoid "cliques" a least in the classroom. For example, I like to randomly assign students to groups, so they can learn each others personalities and get to work with each and every member. I also try to learn a little about each students past, and then involve them in the class by utilizing their strengths during the lecture. This way they get a chance to shine in front of their peers, and then hopefully will feel more confident to ask questions in class, or other students may approach them for help since they see that this student seems a little stronger in a particular area.
Although this approach may help the youth, we also learned that there may be non traditional learners in the classroom whose greatest fear is not will he or she fit in, but an uncertainty that he or she will be able to meet course requirements.
While I believe for all students it is important for me as an instructor to be able to relate to my students, I believe it is especiality important when dealing with the non-tradional leaners. For these folks, I make a point to share with them that I started college at a later age as well, and that I have been where they are. I let them know that I can empathize with their struggles. I try to encourage them with my stories that if I was able to make it, that they can to. I also tell them know how important it is even from the very begining to plan out their time so they will be able to better balance out academic responsibilties and family.
In addition, I let them know, along with the entire class that sometimes deadlines for projects due can be adjusted if the reason given is valid and rational, and the incident does not become something that is ongoing. This may help aliviate some fear for the non-traditional learner now that he or she knows some grace is available if needed, especially as he or she adjusts themselves to University life.
Hi Clarence,
I like the way you start your class. This sets the tone for success and builds from there. This is a great boost for the older students that are worrying about whether they can do the work or not.
Gary
Encouragement and support helps to belay fears. I find older adults need to draw thier own conclussions. Older students need to be sure that the instructor is working for their success. A passionate professional with clear goals and objectives, supported by a process that can be identified with success.
Success is the only measure of success...I like to start the first week with a quiz on the syllabus that allows everyone to start with 100%. This assures that students have this valuable information, while allowing demonstrated success. As the course becomes more difficult, a successful graduate from the program is a guest speaker. This adds demonstrated success and sets up a belief in the probability of accomplishment.
offer encouragement, let them know when they are doing a good job, and help them when they are not. tell them to work at a pace that is comfortable to them, but not so slow as to let them get behind. try and show them that everyone else is here for the same reason and what they are going through, so will everyone else. it may help them feel like they are not alone.
I believe a great way to help students overcome their fear is by setting up a series of assignments that start off small at first, but as the student progresses throughout the assignments, the challanges become harder and more complex, but still retaining some part of the previous challenge. You can think of this as a pyramid. They gain knowledge, and confidence as they progress up the steps all the while becoming more successful and empowered.
I can be encouraging to them by offering to spend as much time as needed on a particular subject area, if they are struggling. I can also be encouraging during class, both as a whole and individually.
Hi Larry,
So true. They need to see structure because you are teaching content that requires it. So by giving course structure you are also showing structure for the content. Good lesson for the students to learn.
Gary
Hi Rachel,
I always like to hear success stories like this. Just a little time and demonstration of caring and the life of a student has been changed. This is a powerful aspect of being an instructor.
Gary
Structure seems to help here. The more structure I provide with the algebra and MedMath, the easier it is for the student. The syllabus is just a beginning. I also provide practice tests and directed homework, not random problems. Experimentation over the years leads to me to the conclusion that steps like these build confidence, inspire trust in the process, lower anxiety, and increase willingness to grapple with the new.
Allow the adult learner I think you need to ease them into the course by introducing study guides. Small opportunities of success by calling on them to answer a question and then provide positive feedback /validation of their successes. As the instructor I need to be aware of those moments of success and acknowledge them to the student in class.
I like to get to know my students and where they are from. I then try to relate the inforation I present in class to something they may have done in the past. I am fortunate enough to teach my students several different topics and with that I am usually able to touch on at least one thing they might have seen or done in life. Another thing I like to do it constantly remind them that there is no one in the class who is making a bad decision to go back to school.
Yes, relevancy is another aspect that can help comprehension. This is where being aware of the background of the student helps. By know the background of the student, if I were choose an example or application that is relavent to the student, then comprehension is more likely.
I agree. I feel I have made a breakthrough with students who would have otherwise slipped through the cracks when giving them even just an extra ten minutes.
Hi Jeff,
Great approach because you are opening their minds up to the varied ways that math can be made a part of their lives. You are giving them insight into application and relevancy in relation to math.
Gary
