Prevention is a critical component. As a factor of first-day orientation, I endeavor to learn about my students as individuals, trying to find out what brought them to enroll, what they hope to get out of the course, and most importantly asking what challenges they themselves recognize as potential barriers to being successful. Taking time to discuss these things leads to developing support groups within the classroom. For example, more computer-literate students volunteer to help those who are less experienced, or study groups, or car-pooling groups emerge.
It's important also to watch for signs that intervention is required with a student. Waiting for an issue to get out of control results in just that--difficulty or even inability to control or resolve it.
We also do the same at my organization. In addition, I encourage students who have been put on academic probation to seek these support groups. I tell them if they wait for any more "bumps in the road" then they will feel defeated.
With our school we have a student services department that helps students with life issues as well as academic frustrations. I also encourage our students to get study buddies and car pool. this helps them when they are low someone can relate to them who experiencing the same obstacles and help the other by giving a helping a hand or an ear to listen.
I do pretty much the same thing. I will listen to some personal problems unless it involves a problem with their spouse or boyfriend/girlfriend type issues. To me this is getting into almost a danger zone as far as the student/teacher relationship is concerned.
Although the students receive some information in orientation, I let the students know early that in the program, I will be their instructor for several classes. I encourage them to discuss with me any difficulties they may have either personal or school related. At our school, we do have a couseling department that can aid a student with non-academic problems. If it is a school related problem, I can refer the student to the appropriate department. I also tell the students to get to know their fellow classmates as they will all be spending a considerable amount of time together.
Hi David,
Good way of providing support to your students. They know you are there for them if they need help plus you have made yourself available through email. This really helps to set the students at ease and get them settled into the course.
Gary
identify with somene with the same work schedule or lives close establish a study group and exchange emails and phone numbers to communicate with each other.
One method I have used is when a student does exceptionally well on an assignment is to praise them for it. I will then ask their permission privately to present it to the rest of the class. If they give permission I will usually have the student read their work to the class and talk about why it the assignment was well written or completed. The student is typically very proud with a big smile. This also encourages other students to excel and seek my approval, which of course I do acknowledge their good works.
Another is to give praise the student when they show improvement. If possible, I like to use comparisons to actually show the student where they were when they started and the progession of improvement. In this way, I can show that they can move forward and improve themselves.
I am also available by email to students and make a point to respond back as quickly as possible - even on weekends. I check my email several times over the course of the weekend and also encourage students to contact me with any issues or problems.
Hi Jody,
This is a really good skill to teach your students. As we know success in the workplace depends on our ability to create networks among our fellow workers. By helping the students in your courses to do such you are giving them a valuable skill early in their education.
Gary
I encourage networking among the students. I open the first day of each class with an icebreaker. I use games that require the students to talk to each other. Its amazing how comfortable this helps students of all age groups feel by the end of the first class.
Hi Janiece,
I like your approach and how you see your own life experiences forming your instructional style. This is reflective of the support your want to give your students while they are taking their own educational journey. Thanks for sharing it.
Gary
As an instructor having lived the online adult learner role I have the experience of attempting to build my own support system. Returning to higher education at age 50, and having already owned my own business for 20 years, many wondered why I found it necessary to gain more education. I must admit that the skepticism weighed heavily on me as I began my studies. Once I gained my own internal sense of accomplishment I began to turn to my classmates and instructors for the needed support.
As those around me began to see the changes in me they started to ask questions about what i was learning. I discovered that by sharing what i was learning with those around me, I learned more from the sharing and the support for my efforts grew.
I share this with my students on a regular basis. I also let them know that I remain a support system for them even after our session together has ended. This is not babysitting in my book. It is rather a form of showing my true concern for them and their educational efforts and that I truly want to see them succeed.
talk to student about whatever issues that maybe accuring and if it is a studying problem, send them to the school tutoring program,if it is a personal problem like financial issues,baby sitters,and transportation there should be a school booster club or a school daycare. sometimes you as instructor should be helpful to in guiding the student in the way they should handle certain issues.
I can direct the students toward the different avenues of support systems we have in place for their personal or academic needs.
The first thing might be to define what a support system is. I would describe this as a person or persons who encourage and support either financially or emotionally the goals of the student. This might mean that the student would be unavailable at times or unable to continue in tasks that would generally be assumed that person would do. Or, the student might need extra time in certain situations in order to complete work, etc. A supportive person would help that student to succeed in their classwork.
By researching websites that have support systems and availing these websites to the students.
We encourage students to fine a study partner in the classroom and set up time to work after class in "student helping student" groups.
It is very important for students to create a support system. Many students do not have support at home. So, developing this with peers is very beneficial.
I think encouraging the students to form study groups that meet outside of class is extremely helpful to them and adventagous.
They usually tend to have better grades and success with the program they are pursuing.
I teach in the online environment. My goal is to personally connect with the students. Regarding student communication, my preference is to talk "live" versus e-mail and IM. Whenever possible, I encourage students to call me (or I can call them) to discuss individual situations. Students have provided positive feedback about my approach! Ultimately, I am here to serve them so it is very important for me to understand where they are "coming from." :)
