Instructors need to become aware of the way their students feel about the course. It is important to learn why they are there and just what they want. Acknowledging that and giving feedback within that context can help students get what they need from the course and should enhance retention.
Thanks Ty, absolutely, each class has its own dynamics and mix of student learning styles. One thiong that has really helped me is to do a few informal "student evaluations of their instructor" during the course - Are we on the same page? Is the class or lab "flow" appropriate? Concepts and/or applications getting across? Questions or challenges? These brif evaluations, rather than waiting until the proverbial end of course student evaluation of the instructor, help me to keep a pulse on things and positively affect student retention.
Jay Hollowell
ED102 Guest Facilitator
I have found that I have to continually revise my approach with each class. By this I mean that although there are many characteristics similar in students, it all has to do with the mix. One class might be more mature than the next, so I have to incorporate which style I would use.
Kevin,
I agree, what a great way to look at retention. Knowing your students, and building a rapport with them.
Knowing their names, concerns, and learning capabilities. It makes the student feel as if they are part of the learning process, the operation and shows them that you care as well.
This particular module made me very aware of retention strategies. It's important to note that retention is a goal which is shared by everyone in the academic environment -- students, parents, the administration, admissions. However, retention, at its most personal level is impacted by the relationship between the student and the instructors he/she sees during each day/night of class. I've found that learning students names by way of nameplates they bring out to the first 5-8 sessions to be extremely good at building rapport. For example, a student's name is listed as Suzanne on the roster yet, when she takes a name plate and writes down her name it's "Sue".
As mentioned in this section knowing student names is a great start toward building rapport and showing them you really care.
We instructors can become more aware of retention strategies by going to the source, the students themselves, and simply asking them this question: "How can I help you succeed in this class?" Students want to do well and welcome teachers who are just as committed to their success as they are.
Hi Susan,
Retention has two parts. Retention of students themselves which is important to the success of the students and the college and retention of course content which is important to the success of the students and their future. Needs to always be a part of our thinking.
Gary
Hi Russell,
This is a good strategy for instructional improvement. It helps you to identify "best practices" as well as those activities that did not work as well. Continuous growth is the result and this will greatly increase student learning. Good job.
Gary
I don't think that many instructors give much thought to retention until they go through training like this...we talk about it a lot at faculty meetings...but bottom line, many don't look at the big picture. Understanding that the retention techniques that you develop in your classroom to get the material across to your student plays a huge role in the success of the student ,and your effectiveness as an instructor.
As an instructor you need to be able to monitor your own methods for how you have approached different students to help them suceed.I feel that you should then go back and see how some strategies you choose worked successfully for some and not for others. This exercise could done daily or weekly using their grades or competencies as a guide on how well they were able to retain the lesson or demonstration. This would be on going due the different types of students and situations that will occur.
In any classroom, I strive to create an atmosphere of openness and acceptance of student's ideas and opinions. Students appreciate this approach to learning and the ability to let them feel confident in their coursework. Additionally I ask discussion questions which stimulate the student’s interest and allow them to create an opinion.
Hi Julia,
Good strategy plus it is a lot of fun to learn about the experiences and backgrounds of the students. This really helps you get a jump start on developing rapport with the students as well.
Gary
I like to meet and greet the students at the door the first day of class and sit down and have them tell me their name and something I should know or something they did during a break.
I find I can learn their names within a week by doing this.
kudos Timothy for really speaking your mind here. There's some truth to what you say in the sense that we generally hear the term 'retention' from managers and chairs in reference to #'s.
however I think this lesson is useful in getting instructors thinking in terms of keeping students actively engaged in their coursework and wanting to come to class.
just my opinion
Hi Timothy,
Not real clear on your discussion about retention. I believe retention of students is based upon instructors providing support for student learning and the development of rapport with them. By seeing that the instructors care about their success and future a higher number of students will remain in school. The human factor in teaching is a big contributor to the retention of students because of the mutual respect that is developed.
Gary
Hi Terry,
This is a great way of keeping your finger on the pulse of the class and how your students are perceiving the instruction they are receiving. You can redirect or customize as needed when you have this type of feedback.
Gary
Retention methods are best avoided, as they speak to greed and a purely economic model of education. It is the student's responsibility to maintain a level of interest and participation in their education. It is the teacher's job to teach.
One of my quizzes deals completely with "perspectives". I ask the students to reflect on if/how the class will make them a better chef. And, what they liked most, least, and what changes they would make if they were the instructor. Some perspectives help me better understand where some students are coming from, and to make modifications to my teaching approach accordingly.
Instructors should create an environment that is nurturing and safe for the learner to feel comfortable. The instructor should also establish rapport with the students for them want to learn in that environment.
My classroom situation is all Lab work with a short demo in the beginning. If I notice cliques developing around the room, I will place numbers at all the work stations and then after demo have the students draw numbers to see where they will work. If the luck of the draw allows their clique to still work together, great. But it does put those students on notice that I am watching them.
I do tell me students before the demo that they are moving stations based on a draw because some work stations are in front of oven doors or in front of sinks. I explain that by drawing for table space, I am not showing favoritism or breaking up current working groups.
