Strategies I have used this semester include:
1-Group work
2-Private conversations about motivation
3-Projects based on each student's interest
Upon receiving copies of my student's evaluations this past term, I noticed one student voiced dissatisfaction with the opportunities to speak English (I teach ESL) during the course. She had the opportunity to speak with other students but chose not to for reasons, which I see, now, are a reflection of her age.
Like the text of the course module, I know that the student who wrote about this complaint is a young student, who is emotionally immature. She was the youngest of all my students this past term. At age 17, she had little interest in interacting with her classmates who were 30 years old and above.
I see now that using group projects could have been more successful with her. I did assign her individual work because she seemed so disinterested in conversation with her classmates. However, I see now that her motivation in the classroom was more about socialization in a setting she was familiar with rather than pursuing a new language.
This seems like a great technique. It also opens the door to eventually learning to accept the crticism of others. As students/others become more comfortable with seeing the value in "owning" their own behavior, they will realize the value gained in this experience.
Hi Harry,
I concur! We cannot change them all, but we have to continue to try to make a positive difference. Most of our students are simply products of their environment. They do what they have seen/been taught. We must take them under our wings and mold them as best as we can. We have several students who are diamonds in the rough! Let's try to make them DIAMONDS.
Patricia
Hi Jon,
I like the idea of being proactive to ensure students' success. Some students have to be pushed along the way so that they can reach their overall goal.
Patricia
Ultimately the determining factor for success itself is the individual. There are numerous examples of people who have flourished despite major setbacks. A true life story discussion or two of these individuals may act as a motivator.
As mentioned in the module, having the syllabus / course structure breakdown and assignment list with due dates distributed early will help. Having a tentative schedule of were students should be at as far as assignment will also be an early indicator of issues.
If a student is not following the schedule and has no work to show, that would be a good time to have a one on one talk with the student.
I often use the expression that you are responsible for the consequences of your behavior. Own it it is yours.
Lawrence I could'nt aggree with you more. While we try so hard to get stuents to change their behavior, time and time again we see the old behavior coming back, unless something drastic has occured like losing their job, or being dismissed from school. They dont see any value in changing their negative behavior. I can tell them about my personal experiences hoping that will help, but they are in a web of denial, that it will never happen to them. It will and it does and then the door opens for some type of change.Maybe!
Hi Jennelle,
Awesome response! You are right, we teach more than just the subject matter. We must teach and lead by example as to how to be professional in the workplace because keeping the job is just as important as getting the job.
Patricia
Thank you for your insight. I couldn't agree with you more :-)
I like that, it teaches responsibility for their actions as well as follow through.
Students who blame others often lack confidence in themselves, in spite of the fact that they cannot own their own mistakes. In fact, in some cases they deflect because they believe that they are frauds and that their classmates are sure to catch on that they are not as smart and do not belong with the others in class. In an attempt to compensate, they loudly and insistently (and defensively) blame those around them, hoping that their defense will be believed and their "secret" will be safe. In dealing with these students I try to build their self-esteem and confidence and continually stress to them that mistakes are allowed and even expected, and that they are quite capable and smarter than they are giving themselves credit for. (We are allowed to end sentences in prepositions now!)
At the beginning of each term I like to remind the class as a whole that they are in school because they chose to be there. As the instructor I am there to provide expertise, guidance, new skills and information - basically all the tools they need to succeed. It is up to each individual to turn those tools into success.
I tell my student that this is a career college. They have choosen to come to this school so they can be trained for a particular career. Part of that training includes professionalism. As a professional (in the medical field), other people's lives will be in their hands. They must take responsibility for their actions. An employer would not listen to excuses such as the bus was late or I had to wait for the cable guy to come. An employer would fire someone for this behavior. Part of our job is to teach students that professionalism now so they have it when they enter their career. We are training them not just to be able to perform the skills, but to be a professional in their field.
Hi Sandra,
This is a great way to teach accountability as well as to showcase team work. Both of these traits are important in the workplace.
Patricia
When I teach a clinical case review class,the students have to present 4 different cases through a 10 week term. I post a calendar with the names of the students listed on the days they are to present their cases. The students are responsible for finding another student to substitute for them if they are not able to present their case on their assigned date. If they fail to find someone, then they are penalized a percentage for each day they are late.
When dealing with students who shift blame (which seems to occur frequently in group projects) I try to identify the student(s) early on and make them the group leader(s). I give the student the responsibility of coordinating the project and if the student tries to tell me that group members are not participating, I will ask the student to give me suggestions on how communication can be improved. Empowering the student to implement change, shifts the responsibility to them when they shift the blame.
Empathy and application: Letting the student know that I understand that they face challenges; ask them about successes that they have had to this point and the challenges that they have overcome to get to this point (as they have achieved the status of "college student" they have acheived at least a minimum of success to earn such a title); Apply previous success to their personal model of strength and build on it to achieve accountability and a stratagy to overcome their present obsitcals. This also allows for an established pattern to overcome the next obstical they may encounter in my class.
Hi Lynn,
Real life examples seem to really hit home with students. Students tend to better understand when real life examples are shared.
Patricia
During classroom orientation I talk to my students about taking responsibility for one's own actions - good or bad. I give them examples of mistakes that I have made on the job and the results. I point out that the results were almost always that I learned something from my mistake and admitting to a supervisor that you made a mistake shows them that you are reliable and trustworthy. Real life examples of situations seem to mean more to my students than just lecturing them on how they need to be responsible.
