Get Your Students Hired
I agree the beginning of the term produces anxiety for a number of students. To ease some of the anxiety (insecurity), on day one before the overview of the course, I will have each student anonymously provide (on individual sticky note) three objectives that they want to get from this course. I then provide the course overview and tag each of the students’ objectives to a specific lesson. To some this may appear to be a waste of valuable student contact time, but I feel it is worth the effort. It increases the students motivation somewhat through constructivism, but mostly it reinforces the fact that they will get something out of this course which they can use in their job.
As an instructor at a trade school, I have a lot of students who were not good students throughout their whole life and have learned to doubt their own abilities. I even had a student who was a middle aged high school graduate who had to teach herself to read after she graduated from high school. I worked with her, tutored her, and focused on her ability to grasp images and kinesthetic concepts. She completed the program with good grades and passed her licensing exam on her first attempt and now has a renewed sense of self confidence.
We do quite a few lab exams where everyone watches each others lab skills. To some students it is a great learning tool to improve. Others are afraid of failing or being criticized if they don't do well. I had a student who always wanted to do it where the others couldn't see and do it last in line. By my encouragement and praise in showing her she was doing it just fine with or without others observing her, she finally was able to do a skill in front of the others. she gained confidence when the other students praised her. It is important because others will always be watching your skills and assessing you in my field. She graduated the program and is happy in her new career. She has confidence in her abilities. She gave me a thank you card expressing her thanks for me helping to motivate her to achieve more and gain confidence.
Having been a student as well as an instructor, I find it important to let my students know that self-doubt can go both ways. Letting the students know that self-doubt is not exclusive to them.
I do not consider myself to be a perfect instructor and I am capable of making mistakes, just as they will make some mistakes. Letting the students know that you are human can have a calming effect on them.
The critical lesson is not to be afraid of making mistakes, but turning those mistakes into a positive learning experience.
It is a fact that all of us have self-doubt, but how we use it to motivate ourselves to be the best possible student, instructor and eventually an asset to the workplace is the most critical issue anyone faces and uses to overcome their self-doubts.
Ned Littlehales
One of the best ways to help students overcome self doubt that I employ is to let students know that I believe in them. I convey that in many ways. As I speak to them, I do it in the most positive of terms. For example, a student has taken a sub-standard set of x-rays. I might say, "The second one hundred sets of x-rays will easier than the first one hundred. Let's concentrate on XYZ on the next set. That will be an important step in your progress." By expressing confidence in their future performance rather than focusing on the current failure it helps students keep their stumble in perspective. My experience is, once students know that I know they can succeed and are counting on them to do so,their self doubts fall into the background, allowing them to move forward.
I teach Surgical Technology classes. In majority of Surgical Technology specific classes, the students have a lab practicum that weighs 50% of their grade. When we review the syllabi on the 1st day of class and the students have doubts and fears once they realize how much their hands on lab practicum weighs on their grade. The students are to do so many out of class lab time to enhance their skills as well as in class time practice. If the students achieve a minimum amount of lab time out of class, I reward them with extra credit, some type of prize or what not. I also do one on one lab time with the students so they have my undivided attention on them. This helps them to ask the questions they may not want to ask in front of others to clarify things that may seem stupid to others in their eyes. My goal is to show the students they have the skills and knowledge to succeed, they just have to be self motivated and put the time in.
This is very evident for myself as we start our new classes on a monthly basis, I see it regularly on their faces on their very first day, however when I meet with them on an individual basis and discuss with them their goals and dreams, I sometimes can see the relief coming into their eyes, when I say those famous lines of, "I was once where you are, and I was once in you shoes", works wonders in relieving some of those first week fears, and also in helping them see we all had to start somewhere.
For most of my new students, their main concern is the math portion of the program. It seems that many are convinced that they have never been good at math and this will contribute to their lack of success in any given course. When math is first introduced it is parced out in bite size pieces and paired with extrinsic motivators, As the student gains confidence in their abilities the motivation shifts to intrinsic motivation. At least most of the time - other remain on a candy diet through out the course.
Most of the students that I encounter are very intimidated by courses that involve computer programming. I always get a sense of fulfillment as I see students experience the "click." For example last term when a student that was struggling came to a one on one tutoring session via Live Chat and I witnessed that moment of understanding where the student was able to comprehend, and implement coding features that they had been frustrated with. I call this the "click." I always start a new term telling students that things will start to "click" as they practice the concepts and even if they don't understand or are intimidated by computer programming it is well within their abilities to learn it to any degree they desire whether their desire be expert status or intermediate. I always try and mention this in hopes of lessening their insecurities.
I have students that suffer from issues of literacy. One of the projects they must complete is a PPT presentation in front of the class where they must read. One student in particular had severe issues and was particularly self-doubtful when she completed the first project. She has since completed 2 more and has shown growth in not only her knowledge but her confidence to deliver that knowledge.
The one case that comes to mind is a women in her mid-thirties who had worked as a teller in a bank since high school. She was very shy and didn't really interact with students or staff. As a result, her self-esteem was very low. She was extremely smart, straight A's across the board, but was constantly telling herself she wouldn't be successful in the field. I worked with a particular extern site where I knew she would be successful, and would have the mentoring she needed. It worked! In fact, she got promoted within the organization she worked for and is very successful at what she does.
So many students come into the classroom with such baggage. They were not provided with encouragement from family and friends. As a teacher I try to give them the specific tools they need to succeed. I am always there to help, but I also make them figure things out on their own with some guidance. Otherwise they will not ever learn that they can do something on their own. All it usually takes is a little time, effort and confidence in themselves.
A surprising number of my best students had previously dropped out of big universities. They didn't think they had what it took to succeed in college. But in the environment of a small career college, these students blossomed. I believe it was a combination of their maturing and our ability to provide them with more attention. By the time these students graduated, they felt confident that they could continue their education and earn a bachelor's or even a master's degree. It was always rewarding to watch this transformation.
When ever I start a new class, I watch for students who seem a little timid or quiet. I start approaching them during labs and spend one on one time. I work with them on their lab and give positive feedback when they are done. This really seems to make them more open and comfortable after a few times.
I get students with self-doubt issues all of the time. I teach a synthesis class which covers the fundamentals of synthesis and sound design. But we use a production software in doing so. Every term I get a few students that doubt themselves right from the outset. They tell me every class, "Mr. Thomas, I'm not a beat-maker, I'm not as good as the other guys) And I tell them that the class is based on the fundamentals. The grades aren't given on how good a "beat" sounds or how complicated it is. Everyone is graded on the same basic principal of being able to demonstrate the fundamentals. Once I explain how I've had students that make beats for a living get failing grades they gain more confidence in themselves. And this comes across in their grades and you can see it in their faces around campus as well. Brings me a great sense accomplishment.
One of the programs I teach in is GED preparation and college transitions.
So many students come into this program having always thought they were stupid and unable to learn. I hear "I can't write", or "I can't do math". It is so important to celebrate with them their small achievements because we are truly changing their self-perception.
For many of my students they use this self-doubt as a defense mechanism for not trying harder. If they hide behind this, then they never have to show what they can do and possibly fail.
For me, I recall having a teacher in school that I really looked up to and that I thought had it all together. It really helped me that this teacher likened himself with where I was at the time and gave stories of his path to where he is now. It helped me feel like my situation was not unique and that there was hope for me as I continued in my education.
For me, I recall having a teacher in school that I really looked up to and that I thought had it all together. It really helped me that this teacher likened himself with where I was at the time and gave stories of his path to where he is now. It helped me feel like my situation was not unique and that there was hope for me as I continued in my education.
Lately, I have been teaching many "first term" courses - those are particularly challenging in the arena of self doubt. Students who come to a first term class are overwhelmed with expectations, anxiety, and the "fear of the unknown". In my classes, the introduction section becomes very important. I gauge a lot of statements of self doubt and use this an opportunity to offer support through my responses. I also spend time during the two first synchronous chat sessions ironing out every step and assignment in that week. I find this does wonders in decreasing students' trepidation during that first week. Then when they receive their week 1 grades with my qualitative feedback included, they can revel in the momentum of success having tackled week 1.