Class size =1
I currently have a class with only one student. This is very difficult because most of the time it feels like tutoring. It's difficult to keep her engaged and motivated because when I ask an open ended question, she repeats exactly what I said. There is neither group discussion nor learning from peers. Activities and projects are indivual assignments that can come across as busy work. Any suggestions?
Very difficult. I like Dr. Meers answer. Give her a project that she can do in class or go to the library, and of course at home, to do research and report back to you on the subject. It could be oral or a paper, although I like an oral presentation better, it might help her to get used to the back and forth of conversation. As she is giving the presentation you can break in and ask her questions. If she has done enough research she should be able to talk about it without much trouble.
Hi Paul,
I can understand your frustration. Have had similar situations myself in my career. The key is to do what you did to help make each student successful even if you didn't think it was the most effective way to teach the course. A dedicated instructor is one that can make these adaptations as needed and keeps the students moving forward in their learning.
Gary
I've had a bunch of 5 or less classes that had mixed results, but the toughest was teaching an Econ class to two students who were on different levels. One was on the conceptual level and could generalize econ principles from an anecdote or case study. For the other student, she could only see situations as a set of exceptions with no underlying constructs. It was very tough for all three of us. Frankly, a student who "can't see the forrest for the trees" is one of the toughest challenges for me. Such a student often seems to try very hard and wants (obsessively) to know all of the intricacies, but just can't make the leap to the conceptual level. I know we are working within a career college format, but at some point we must push the students to analyze situations and synthesize solutions rather than just conjure up memorized "answers". In the end, what do you do? In reality, although I am not happy with it, I adapted the course mid-stream to make it possible for both "levels" of students to be able to succeed at whichever level they were able to work. (I'm sorry that I have let my frustration come through here.)
My hat goes off to you as it is much easier to use the other students to roll questions off of, I don;t know if I could do it with the subjects I teach
Hi Jennifer,
I commend you for your approach and effort. Teaching one student is tough for that long a period of time. Sounds like both of you had a good experience during the course.
Gary
I've taught a 4-hour night class with one student. It was a bit intimidating for both of us, but she told me afterward that she learned a lot.
We broke the time into sections. We would spend the first hour going through the previous week's work and discussing how to improve it. We spent the second hour covering new material. The last 2 hours were lab time, so that she could work and ask questions as she went.
I once had 3 students in my class and it was unusual at first but after I adjusted it was good and they got alot out of the class.
I have had one student in my class for two seperate classes, and it is so hard! I relied on field trips. We went somewhere almost every week. This worked great becuase people don't mind having just two people stop by to learn about the profession - it is a lot less stressful than entertaining 20 students. I also set up a "job shadow" for my student, and for an entire class period, she went and shadowed a professional in the field. This worked great, too. I hope that you make it through! I know it is very difficult! Make sure they call you if they are going to be absent. That was my #1 policy. :)
I liked Dr. Meers' suggestion. You could also plan a field trip that would involve other people and add to the class project as well.
Thanks Gilbert for your response, it seems we're on the same page. That's exactly how I structure the class. The first hour is lecture plus open discussion; the second hour she's doing an application activity. I'm available throughout the activity for questions as well as stopping her mid point. I'm able to focus on her and encourage her progress throughout the activity. Once complete, we review, then another short lecture and another activity. We also start each class with a review of the previous week, taking turns answering and explaining processes. I think it helps her learning process; by allowing her to verbalize a lesson, she's able to retain the information, as opposed to having the information fed to her. We've also created a safe and comfortable environment for her to learn and be successful, regardless of the subject matter. Thanks again!
Hi Desiree,
I would sit down with her and develop an individual research project that covers the content of the course so she gets the knowledge she needs but through supported self discovery. This way the project is hers and this should cause her to get excited about. When meeting with her let her tell you about her project so when you ask questions they will be about her project rather than she just giving you back the same answer as you just gave her.
Gary
Tough situation. Try using the whole-part-whole concept of learning. I understand you teach Into to Computer Applications that consists of 30 lecture and 20 lab hours. Lecture for one hour to stimulate cognitive learning and lab the following hour to stimulate tactile learning. This may make for a more stimulating one on one class session. The one hour segments are just a suggestion. You can break it up into segments that work best for you and your student. The point is that you are appling Learnativity by using mind & body combinations.
I would personaly rely much more on the hands on aspect of your course material if possible. Could you treat it as more of an apprentice/master situation? As you stated, group discussion or learning from peers would be non existant in your situation.
