This is my experience as well. Whenever possible I try to take the students "temperature", as the class progresses I will call back to previous lessons to remind them of the topics or skills they have already mastered, especially if we are in the midst of a particularly challenging block of curriculum.
Staying fresh with professional development is key to retention but what I find that also helps is hitting on all the different learning styles to keep all my learners interested in my class and subject.
Instructors need to be open to refreshing their skills through classes like this and in group sessions with other instructors. We ask students to share study habits with their classmates. Sometimes they will be providing reminders of good study habits with their classmates or they might bring a new idea to light. The same with our fellow instructors (or instructors of instructors) we need them to remind us of strategies that always work and brainstorm to find new ones that work as well. We need to make the time to share our experiences with one another of what has worked and maybe what has not worked.
More importantly I think just the way each student is treated, which should imply that we want the student to be in "my" class goes a long way to retaining that student.
Debi
The instructor needs to listens to the students concerns and guide the student on how to overcome obstacles of the assignments but as well help give some guidance in life. The success of assignments will as well give the student self confidence to do well in overcoming obstacles in life.
Instructers can become aware of effective retention strategies for use in their classes by divising real life application questions for their students as the course progreses and seeing how the students answer these questions.
challenge the students knolage give them some thing to work on thats not to far over thier haeds.
I know for me one of the first things I do is getting to know the students, I show interest; I like to find out about what is happening in their life’s, what they would like to get out of my classes. To me I think that show a sign of respected. Then what I like to do when I am teaching I make it fun that keeps them interested in what I am doing and it helps them learn. I ask for feed back from the students and that is most of the time the reply is that I make learning fun.
I teach a number of foundational classes that tend to attract students with a low likelihood of success. I have found that these classes, much more than my high-level classes, have helped me to understand what makes students motivated to stick with a class. These students often require much more feedback than instructors assume is necessary, though that assumption is often incorrect. While the foundations students NEED this feedback, the other students DESIRE it. When applied to my other classes, the same techniques I use for retention in foundations classes has proved to be very successful.
In my department we try now to make sure that any new instructor has to teach at least one foundations class. This really helps them understand what students need. If they can't manage such a class, then they are not prepared for the higher level courses.
Robert Frye,
Thank you for pointing out this area. Most people (including students) only get told what they are doing wrong in a situation. If a person is exposed to these comments too long, they will develop negative feelings about themselves and feelings of inadequacy. After a while the recipients of these comments may not want to listen anymore.
There is nothing wrong with criticism but people must also be told what they are doing correct.
By effective communication between instructors, we should be able to gain insight into the retention strategies that have worked in the past and new ideas that may pay off in the future. Open communication with the students will anchor their respect and loyalty, leading to an increased retention as student buy-in is stregthened.
I have implemented a lot of the techniques mentioned in the module and honestly I have always felt that by setting the atmosphere of fairness and caring I get the maximum effort out of my students. This is not always easy because from time to time when things don't go exactly as planned I have a tendency to became discouraged and revert back to my tyranical industry frame of mind. Something that helps me a lot is to observe other instructors that I respect and that haave had good results in the area of retention. I always pick up a few new ideas that I can apply to my particular situation. It all boils down to knowing what the students expect, oletting them be a part fo the process and showing some respect for their ideas
I think one way that faculty can become aware of retention strategies is to implement classroom assessment techniques (CAT)in their classroom. These informal assessments can help instructors understand what they are doing in the classroom that promotes retention and which behaviors and strategies don't. I try to do at least a few of these for every class.
I always try to talk to their previous instructor to find out there history in school.
As a fairly new instructor, I feel I need to continue to learn from the years of experience that other instructors around me have. I know that they have many key techniques that will not only benefit me as an instructor but also to have effective retention.
Hi Carol,
You make a good point about being available. That personal contact is so important to students. It helps them to create a connection between you and them which encourages their continued effort.
Gary
Hello,
I agree. It's important to establish a connection with each student. Getting to know the student's name is important. Also, setting aside time before and after class to talk to students is a good idea.
Hello,
One method is to allow students to have input in the course, asking them what works and what doesn't. Another suggestion is to talk with other faculty members.
Treat (or) make everyone feel speacial as they really are.
Hi Renee,
A simple yet necessary component of being a good instructor. Caring about your students and providing them with the needed support are two of the critical elements of positive learning opportunities.
Gary
Instructors are given access to the institutional
effectiveness plan for the college, which includes retention data on each program offered
by the college to analyze the effectiveness of
information taught and teaching techniques of
faculty. Data is reviewed monthly by the Director looking for educational issues and
determining the needs of the students and how we
can better meet their needs . Any educational
issues are brought to Academic Dean for review
Also In Service meetings, teacher's meetings
and CCST online training center and provded for
all instructors.
