Progress Reports
I have some advice on maybe how to deliver that all dreaded “Progress Report†I teach adult students and as soon as you say the word “one-on-one progress report†you can see the that look in their eyes.
I start out each conversation with the facts, what their grade is, if they are missing or behind in any assignments. If they are doing great I tell them so, if not, well here is where the advice comes in. The conversation may look like this:
Instructor: Bill I think you are doing a good job, and I also see a couple of areas I believe will even help you get closer to achieving your goals. Would you allow me to give you some advised in these couple of areas? (This seems to bring down any defensive mindset; you are actually asking permission to critique them. At this point they usually uncross their arms and say something like this) Yes I would like some advice.
Then you might finalize your advice with something like: After all Bill we are on the same team, I want to get a phone call from you when you graduate and tell me you have a great job. Just my thoughts hope it will help someone.
This is a great idea and I will definitely implement this advice when giving out my next progress reports. One bit of advice that I can offer is even though we are working with adult students "stickers" offer encouragement. They seem to love that "great job or keep going" sticker.
Jennifer, does this process happen regardless of their point of progression towards their degree? While I fully understand this level of support for students in the first 50% of their program track, seems like this could be problematic in preparing them for the real world if they are receiving this level of guidance during the last 25% of their program. I may just not fully understand the program so please provide me with any information you feel addresses my question or any clarification on the purpose of such a focused level of hand-holding. Thanks for anything you can share.
James Jackson
I print progress reports out after each exam or large lab grades. It does give feedback to the students and opens the door for discussion. Those that are aware of what they are doing will ask about how to improve. Others, it give you the opportunity to offer advice on how to improve their skill sets to obtain the goals they are searching for in a career college.
I am an Online Academic Advisor. In my online environment it is some what a "self-paced" environment with some clear target dates or activities the students have to have turned in at specific times. We offer students progress reviews at three different check points in their training. At their 1/3, 1/2 (Midpoint), and 2/3's markers. At the 1/3 I gauge if the student is on track to meet their 1/2 goals. If it appears the student is not on track I will work with them to come up with an individual "Academic Plan" which may help with time management if that is an area they are week in. If the student is on track I give them a "next immediate goal" to target in assisting to keep them on pace. I do the same with the 2/3's review to gauge and "project" if you will if the student is on track to meet their end date on time. These reviews give the student a sense if they are on track, or helps identify areas they have room for improvement in with suggested steps to take to show improved academic progress or attendance.
I use the Progress reports as a tool to keep the students involved in their education, if they are concerned about their grades then we can look at it; then plan a way to improve it.
Thanks, Michael. I have also found that in those "one-to-one progress report" encounters, (I do them every two weeks-more often if I see a rapidly changing grade) asking the student if they would like a suggestion about an area they are struggling with does break down that defensive attitude and lets them feel that autonomy they desire.
Hi Michael,
I give a printed progress report after every
quiz, exam, etc.. It is in the form of a personal
spread sheet that shows each component of their
grade so far in the course. It also lets them
know what they are missing (highlighted in red).
There is a section that lists their extra
credit points so far such as brain-teasers, etc..
Students receive these reports at least every other week if not more often. I have been teaching math for 18 years and I find that this works very well. They appreciate the feedback.
I include verbal praise along with the document.
Hope that helps. I enjoyed your comments.
Dennis Smith
Adjunct Math Instructor
IADT - Detroit branch
Michael , very well stated and great advice. Remain positive and give students the information they need to take their success to any level of their choice.
James Jackson
I think that is great. Students can always look on the portal to check on their grade but having the instructor reinforce their progress and reassure them is always better for their anxiety many adult learners have for various reasons.
