Having brain storming meetings with other instructors to compare notes on how to identify and save students that are at risk. Watching their behavior, test scores, tardies or days absent and use them as an indicator.
Hi James,
This is a great strategy. By cuing the students through listening and type of music you play you are setting the stage for the upcoming class. I know your students really appreciate you setting up the class this way.
Gary
Hi Marcos,
I use this technique all the time. With the volume of material and names we need to remember we need to use all of the strategies we can to retain this essential material.
Thanks for sharing it with us.
Gary
I also use music and humor to set the tone.
I use music to set the tone for the day's instruction. Usually it's a diversion to create a relaxed, informal mood to begin the day. It might be "Singin in the Rain" or "Here Comes the Sun" or "Monday, Monday". Just before class begins I ask why am I playing this song? It is casualy, but gets them into the learing mode.
There are many methods that can be employed to help a student learn a material. A technique that works for me is what the Army uses to help its soldier remember material, acronyms. For example the Army values is; Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. Which acronym is LDRSHIP. By finding an acronym it helps me retrieve the memory that I need to readily recall.
By actively seeking out additional training to stay current with economic shifts.
Effective Retention Strategies in the classroom include knowing students names.
Instructors can become aware of different retention strategies by observing the interaction students have with other instructors to see what works for them. After seeing this in action,the instructor should be able to use a 'best practices' approach to formulate what can work for him. I agree;the 'human' approach seems to work in putting the student at ease to open up the learning process. At times, though, you need to assess what is bothering the student objectively to see if taking a break is in the best interest of the student,which some times it can be.
For the new instructor, cross training with already established and succesuful instructors to create your own strategy or effective educational technique.
For the esperienced instructor, honing and fine tuning your already established technique of teaching for maximum impact.
As a student, I never understood the reasoning particular experiements were chosen -- especially in my Micro classes. Thus as an instructor, whether the experiment is a requirement or a suggested assignment, I always include a paragraph of the pertinence to working life.
An example, Oglek is a mass created by amylose and amylopectin from cornstarch and water. Normally it is made as a form of entertainment in grade school, and it loses its intreague for teaching adults. Similar experiments can show the same chemical interactions and have more direct and applicable uses in professional uses. If I can not alter the experiment, because of curricullum, I always try to instill the importance of the topic and offer alternate experiments that the student can do on thier own time to see the same results, but in ways directly related to their career field.
Hi Creighton,
Great to hear about your teaching success and your ability to change your instructional delivery to meet the needs of your students. You are giving your students tools that they can use to learn with. They know you care about their success and are willing to work hard to earn your approval.
Gary
As a mathematics teacher,engaging students in the course by use of dialogue and formation of small groups proves effective. Using their names, aids me in building a rapport and consequently creates a constructive learning environment.
Know your students!
Is this not a part of their learning characteristics? What motivates them to want to retain the knowledge?
A year ago I had a student come to me, very worried about a test that they were sure they would not pass. This student was most concerned with recalling numbers, temperatures and times. After a moment I replied. "What do you remember the most?" They responded that addresses seemed to be something they recalled easily.
I suggested that the student create addresses using the numbers that they had to remember!
Two days later the student returned with a smile on their face- they had passed the test in the 90 percentile.
Also pay close attention to the media. Commercials, web gaming/social networking will all give insight on how information is delivered/ received/ processed.
Changing the style of presentation on lectures/ demonstrations to atune to a more unique and imaginary format becomes imminent.
I once "rapped " a lecture.
How does an instructor, standing in front of a white board, compare to the likes of "Avatar"?
Surveying the students can provide feedback about which methods are helping the most in helping the students get the information. After a quiz, it is good to assess the class. You can make adjustments to the lectures or presentations where you might find through the quiz there may be a better way to get the information across.
Hi Emily,
Good points about student retention. How do you bring the students into the class discussion in a way that makes them feel their contributions are valued?
Gary
I think the most important thing is for the instructor to care. If the instructor doesn't care about retention or if they think it is someone else's job, then it will never work. I have to learn what my role in the retention process is. Most often this is done through courses such as these. They are designed to help us know what we can do to help our students be successful. By learning how to postively impact retention, I become better at everything else I do in the classroom.
Create a positive atmosphere in the classroom that will encourage students to participate in open discussions. And show that you value their input and opinion in the classroom.
Instructors can become aware of effective retention strategies by creating an open learning environment with a positive and open atmosphere. As an instructor actively be involved in the students learning and problem solving. Make sure students know you value their input and opinions on the course in a open discussion in class or through a survey.
evaluate the students needs
