Discussion in a strengths-based focus. By realizing what they already have in terms of natural supports, it is much easier to work with. For example, they might not have thought to tap into a co-worker who had gone back to school.
Grouping I believe works but I do it based on what I don't hear the student say. When I sense or see extended frustration I engage them to listen to what they feel may be the obstacle(s) to their desired success. Many times they tell you the symptoms of their frustrations. By thinking towards or seeking out the root cause I then group the student and make sure that a person(s) that I feel can and will be of assistance to that student in the area of struggle is in that grouping. This allows a natural coming together of the students without really putting the troubled student "out there" if you will. It seems to generate and maintain a cohesive learning environment.
I would help them by listening to their needs and if I cannot directly help, to point them in the right direction to obtain the help they need. A lot of times just listening helps substantially.
I have found that having students form a study group/partnership is a great way to support each other. This not only allows students to support each other, but also helps when a student is out and has someone to contact that will help get them up to speed. Another thing that I have found helpful is to have a 1 to 2 minute mini confrence with each student once a week to find out if there are any problems or concerns. if an issue arises that needs in depth discussion, I arrange a time to discuss the topic in greater detail with the student.
I feel that our families are a huge support system as well as our peers. I would encourage students to join study groups and become involved in various clubs at school. I also stress to them on the first day that I am there for them & am available if they need additional support for anything.
About once a week I ask all the students if they want to share any of their challenges they have had during the week. Some students will talk about them and we discuss how to get through it. Then I inform them of my office hours.
Dr. Meers,
Here's a quick list that came to my head:
1-Understand the various types of support needed
2-Know the target market of your college. For example if you are a career college one might assume the student may need more support than for just one area
3-Get to know students on a personal level as soon as possible (if one's class size is reasonable)
4-If class size is an issue, establish a paper as a way to get to know each student. It will need to be worked into the syllabus but may be worth it in the long run to help with your retention goals.
Depending on experience from an instructor's standpoint, he or she may gain a true understanding of other characteristics to be on the look out that may pertain to a specific geographic area. The ideas are endless!
Hi Rochele,
You story is one that many of us have lived through. My heart goes out to these moms and what they are going through. Your support, understanding and mentoring brought them back to the classroom and progressing in their educations. Keep up the effort. You are creating a legacy that is going to impact the lives of so many different people.
Gary
I had a class today i was teaching T.B.L.S and a few of the ladies disappeard to the restroom I went to check on them and they were crying... they happen to be single mothers and were overwhelmed with personal issues and school.... I helped them to see that there was a reason why they ended up in class together and because they share a common thread they could becoume a support for eachother as they try to get through school...EX: form study groups at the park while the kids run and play...sometimes we need help seeing the support all around us... these student got a pep talk from me and they groups hugged and went back to class to take a test... I think they'll be fine
Hi Vicki,
You have a great approach to providing support to your students. Your approach is supportive but not enabling. The students know you care and are there for them if they are willing to put forth the effort to be successful in the course.
Gary
We must first identify what each individual need is ... we can't fix the problem until we know what it is... we have a chapter on resources we have a directory we hand out to each student... student services and class mates.
Some students have a very supportive family and peers. While others have little or no support system to draw from. I like to describe the support sytem offered to the students through the school at which I teach. We have available staff to help assist them in their studies as well as with personal support for issues outside of school. I also like for my class to engage in group assignments and I arrange for a wide diversity in each group. this helps the students learn from each other and develop relationshipd within my classroom. I also make it a practice to call students when they are absent to let them know they were missed and allow them an opportunity to discuss issues relating to school or personal issues for which I can help guide them to the appropriate person for the support they need.
As an instructor, you can help students to create or recognize personal support systems in your class by letting them know about events or clubs where they can meet other students that they would have a lot in common with. For example, if there's a club for their program, they'll meet other students that have similar interests that they will eventually have classes with, or may have already had some classes and can help mentor them.
First, getting to know your students is key to identifying appropriate support systems. Based on their background and career goals, networking with others that have similar backgrounds/goals will be most beneficial to the students.
by forming nucleas of study groups (formed out of different age group and different ethnic back ground)managing a project outside of a traditional environment (classroom). This ensure interaction, sense of belonging,and self-worth.
I think that it's very important for students to set goals for themselves, at the beginning of their degree program. To do this, they must identify their strengths, weaknesses, potential obstacles, and the support systems that are available to help. I also discuss this in one of my live chats, where I try to help them identify support systems that they might not have thought of before; other parents or staff at their childrens' schools, neighbors, and members of their church are a few examples. I use a Power Point presentation along with my chat, and post this to the Instructor Files (which they have access to) after the chat, so that they can pull that up anytime they might need it.
I also make every effort to let them know that I am always there to help, because for some, they feel that I am their sole support.
One way to help students identify personal support systems is through discussion threads. In these discussion threads, I can ask students to reflect on activities and assess what areas they feel they need support. By opening this up for discussion, I am able to discuss with them their needs and then I am able to find and share resources to help creat person support systems.
I try to meet with students one on one when they are in labs. This seems to help build somewhat of a bond with them so if they are having problems understanding something they know I am there to help them through it.
Hi Jason,
Good point. Instructors need to know the resources of their college so they can refer to them when talking with students. This shows the students you care about their success and that their college is there to support them as needed. Important part of student retention.
Gary
As an instructor you should focus on encouragement, and helping the student apply the information being learned. You should also be aware of the internal support systems of the particular learning institution and be available to asist the student in finding the proper internal support system.
