Hi Ilene,
I've reminded many students recently coming from high school that they are in college now, and things are going to be more challenging and less hand-holding will be done.
Patricia
I agree with Joseph. Many students transitioning from high school expect the same level of "guidance" they received in high school as far as assignment and deadline reminders and test preparation.
Hello Laura,
I like your incentives.
At my institution, we have a strict attendance policy. If a student has more than 8 hours of missed time in a class due to tardies and/or absences, the student will be withdrawn from the course. A tardy counts as 1 hour of missed time, and an absence counts as 2 hours of missed time. If at the end of the grading period, a student has perfect attendance and an "A" average, the student will be exempt from the final exam. Students really strive hard not to be absent or tardy, and they work really hard to get "A's" so that they can be exempt from the final exam. Also, at the end of the grading period, as an institutional policy, 5% of the student's grade comes from attendance and 5% comes from participation. By having the policies in place, students' tardies and absences are kept to a minimum.
Patricia
Hi Jennifer,
I struggled with the tardy, cell phone using, sleeping, chatty and profanity prone students by utilizing Participation & Class Etiquette points. By showing up in class on time, returning from breaks on time, using cell phones during breaks, staying awake, talking when appropriate and using no profanity in class, the students earn 10 points per class period. They lose 5 points for the first infraction and 5 points for the second infraction per class period. Obviously, they receive 0 points if they are absent. The students view it as 100 "free points" for the quarter and the above behaviors are now almost non-existent! I also conduct a 10 point quiz on the the assigned reading at the beginning of class and before the lecture. It is not a difficult quiz if the student has read the material. They know that they are getting a quiz so, it's a huge incentive to come to class prepared. This has resulted in very lively class discussions before, during and after the lecture because the students know the material and have formed very interesting questions,opinions and thoughts! Good Luck!
Hi Tim,
As an educator, we should always come up with methods for out students so that they will know how the real world operates. In this particular career it is fabulous to make it known to the students, if they don't work together, they will be fired together.
Pressure should be beared on the slacker because it is never fair to those who are pulling their weight.
I like the tatic you use to determine the real dynamics of the group. I can see how you find that to be fascinating.
Patricia
Hi Patricia,
The work group approach for my students was designed to give them a sense of how the real world operates. They are studying graphic design and will work in advertising or corporate communications where they will work as part of a team and I always explain that is the reason they are required to work as a group.
In their careers they will find if they don't work together, they will be fired together - even if it is only one person who isn't pulling their weight.
The other members of the group will know who is doing their share and who isn't and will bring a lot of pressure to bear on the slacker.
As I mentioned above, by giving the group extra-credit points which they divide up among themselves, you give the group another tool to help them get cooperation from the members who aren't working hard and you get a chance to see what are the real dynamics of the group. I find that part fascinating.
Best,
Tim
Hi Tim,
I have had students to become very angry when their team members were not pulling their share of the weight. I talked to the team, and I explained how important it is to work in a group and do your part. In the real world there may be times where working in a group is necessary, and if you do not pull your load, you can possibly be terminated. No one wants to be labled as a slacker, therefore, it is crucial to display great work ethic.
Patricia
Hi Samuel,
I've used the group strategy very successfully, but I've also found that some inattentive students will not be influenced by peer pressure. This will lead to the other students in the group becoming angry at having to do their work as well as the slacker's work. This leads to complaining and a drop in enthusiasm for the project.
My solution to this was to give each group a certain number of extra-credit points which they divided up among the group members as they saw fit.
Even though the extra-credit points were not enough to make much difference in anyone's grade, the fact that some people got recognized for their hard work was enough to improve everyone's attitude.
A final note; the way the students divided up the extra-credit points showed me that the real dynamics within each group was often far different from what I thought they were from my outside perspective.
Best,
Tim
Hello Kristin,
It is a challenge to deal with students who think they know it all without having taken the course. I like to challenge these type students so that they can determine they do not it all, and they must humble themselves because they have alot to learn about the course.
Patricia
I agree the most challenging students are the students who feel they know it all. Even if they haven't taken the class before.
Hi Jennifer,
I have a remedy for those students who only come to class when they feel like it. The policy at my institution is as such, if a student misses more than 8 hours out of 40 hours in a grading period, the student will automatically be withdrawn from the course. With this policy an absence counts as 2 hours, and a tardy and early departure count as 1 hour. The policy really encourages students to attend on a regular basis. The student thinks twice before he or she misses. The student understands that if he or she does not come to class, he or she will get behind. Some students really think they can get away with murder so to speak. Let the student know immediately, it is not a game.
Patricia
My most challenging students are the ones who only come to class when they feel like it, and then they don't keep up with their work. Somehow they seem to be surprised when I tell them they are behind. What's worse is when I work with them to help get them caught up and they still don't do the work, yet they expect to pass the class.
Hello Anne,
Giving a student one-on-one attention is always a smart thing to do. I have seen unfocused students become really focused having the individualized attention. I generally work with a student one-on-one without any other students being present, however, I understand your perspective as well. Some of my unfocused students are easily distracted, therefore, I prefer to have one-on-one with the student without anyone else watching. I tend to stay late or come in early to work with students one-on-one. It is always challenging to get unfocused students caught up whenever they miss class. You are on point, you can not reteach the entire lesson because a student missed. Time is of the essence, and you must move forward.
Patricia
Dear Pat,
If a student is unfocused in my Design Fundamentals class and doesn't seem to understand the assignment I do my best to go over an assignment several times one-on-one with the student while in class and others are working on the assignment(s). I ALSO ASK IF ANYONE ELSE WANTS TO WATCH THE ONE-ON-ONE DEMONSTRATION I AM GIVING THE STUDENT IN ORDER TO NOT MAKE THE STUDENT FEEL SINGLED-OUT! This is very important. I also direct the student to the ERL (Educational Resource Lab)after class if they still have issues with the assignment so that they'll receive assistance from the personnel who work there. I've had some real success stories that way. I almost always direct the students who did not attend class when the assignment was given (usually repeat non-attenders) to the ERL, as I do say to them that althought I care about their education I don't want to keep 'reinventing the wheel.' Anne
Hi Michael,
It is so sad for students to graduate from high school without the basic skills. Whenever the student enrolls in college, the student expects the college instructors to work miracles for them. It is extremely challenging to teach someone in college without the basics. I have seen students in college without the basics become so frustrated that they eventually dropout. I have also seen the student get placed on academic probation because he or she is unable to perform academically. At my institution, we have had to put students out because they simply can not pass any course. As instructors, we do all we can for those type students, but sometimes it just does not work. We use tutors, visual/auditory methods, group matching, etc. Nothing seems to help, however, upon leaving we do recommend that the student takes remedial courses some where.
Patricia
Hello Joseph,
I always encourage questions, however if the question is not pertaining to the lesson, I give a short response so that I can get the class back on track. I also, handle my future questions as you do. I even stay after class to answer future questions or nonrelated questions. At my institution time is of the essence, but I strongly encourage questions anyway. Students need to have their questions answered.
Patricia
Hello Joseph,
What a challenge--lazy students. I have been teaching business courses for over 19 years. I do not do all the talking even in lecture courses. I always get my students involved. The students that are lazy pick up on my teaching style very quickly, and they realize I must always be alert because I never know when I am going to be called on. I too call on the slacker alot more than other students so that he or she realizes, I must get my self together.
Patricia
When I first started teaching, getting lazy students to pay attention was an issue. I've been teaching auto technology for 3 1/2 years now, and I've modified my lecture techniques to cure this. Instead of dictating information to the students, I prelude all information giving with a question, and the students have to take turns answering the question, all are forced to participate equally. I use the same technique when reviewing completed lab work, all participate equally. After several class sessions, when I'm more comfortable with the particular class, if I have a "slacker", I will call on them more often to insure they're paying attention.
If the questions apply directly to the lesson or lecture, I do not discourage questions. If the questions are about a soon to be future lesson, I tell them I'll go into detail at the appropriate time. If the questions are not directly related to the curriculum, I tell them to stay after to talk to me. After several years of teaching the same class, I've actually modified my lecture to encourage student questions.
The most challenging students are ones that enter adult education without basic skills (reading, math, writing). Although I can help with some of these skills with exercises, practice, and encouragement. I am not prepared for the severely challenged ones, i.e. - not able to read at a 3rd or 4th grade level therefore effecting their comprehension and writing skills. The best I can do is ask the school for additional assistance and find other teaching methods that are more auditory and visual. But this does little to prepare them for the need of reading and writing skills that are needed on the job.
