Gloria,
At the end of each quarter where I work, we have students evaluate the instructor and course; it's known as the Student Evaluation of Instruction form. The instructor passes it out, leaves the room while the students fill it out, and an assigned student takes it to the Dean's assistant. All of the evaluations are read, and if there seems to be a constant problem that needs to be addressed, the instructor's Program Director is notified. The solution may be counseling of the problem, or not letting the instructor teach that course the next quarter. If there just seems to be a couple of disgruntled students, it may have been just a personality conflict or students with poor attendance that did not get the lecture notes for tests, etc.
On the other hand, the forms also lets the school know who we should never let go--the ones that we always want teaching here.
Pamela
In coming up with good remedies, sometimes you have to word them as suggestions more than "have to." Also, in talking to the students during the quarter, give them a sense that they can come to you at any time, with any problem in the classroom.
I try to remind or tell my students the chain of command, in case any of them have a problem with me or another student. For example, I tell them that voices do not carry well in the rooms, so something that an instructor might say may not make it to the ones sitting in the back, which leads to misunderstanding and anger. That where chain of command comes in ---Instructor, Program Director, Academic Dean, and President.
Pamela
Gloria,
Sounds like your school is working hard to keep instruction at the highest level and I commend you and your school for this. A suggestion to help in this effort would be to develop a individual evaluation format for your specific use. I have developed a model for my classes called “Strands of Strengthâ€. This model enables me to get at specific questions I have for my teaching that will help me to improve each phase. Our general evaluation form is not specific enough to get at some of the components of the courses I teach. I also, use weekly feedback cards to help me keep the students and course on the learning path that I want.
Gary
Being aware of what students are gaining from your instruction is key to retention. It has been said that the hardest part of teaching is reaching every student. Our school currently uses a survey for all students in all programs to rate the instructor, the lesson and whether they think this information or topic is vital to their success. It is through this that the instructors are able to determine if all students are in fact being reached.
Eric,
Your suggestions for professional development are good ones. The key is to continually seek ways to improve your instruction. The taking of classes and interacting with peers really help to move you along this path.
Student rapport is based upon you caring enough to get to know your students. It sounds like you are working hard in this area. If students know you care, then they work harder to please. Keep up the good work.
Gary
I think there are several ways, one certainly is taking classes like this, another would be to interact with peers and find out what has worked for them, especially if you are have a problem with a student or group of students. Establishing what is motivating your students by interacting with them-finding out what is your goal?-that way if they are having problems you can get them to focus on the end goal to try to carry them through their difficulty
Hi Again Ken,
The key to retaining students is rapport. If they feel you care about them they will respond to your efforts to try and support their instructional progress.
When you talk with the students before and after class, do you have a model you use to make sure you cover all the key questions you need to ask as you try and identify the learning needs of your students. Do you then group your students' learning needs together to so you have learning groups that you can focus on to assist in knowledge and skill growth?
Gary
