Warm & Fuzzy
Over my years as an instuctor of automotive and diesel students, I've seen the incredible variety of student types that are contained within the 17-25 year old, male, single, still-at-home group that form the majority of our student body. I like to believe that all of them are better for being here than not being here. I believe they all gain self-respect and develop necessary life skills by attending these programs. All this goes beyond the particular course of study they're here for. Here, often away form Mom & Dad for the first time; they learn (or at least are exposed to) cooperative work and team skills, documentation skills, communication skills and have an impetus to improve their social skills. IF they are fortunate enough to realize this over their first few days or weeks, the real value of attending a quality training facility gaining skills in a career path that interests them is all the retention you could hope for.
It's a bit "old school". And apparently was never widely used outside of the rehabilitation systems. Whether lock up or voluntary.
The concept in a nutshell is much what you cited. Almost Skinnerian I would offer. But, I usually recommend Glasser along with a couple of other books to "teacher-wannabes" when they first start. Glasser and McGinnis are the big two for me.
Speaking from the detention background, it is entirely possible to motivate a large group using this method for an extended period... IF it is done in a controlled positive peer environment.
Speaking as an instructor... there are times when, frankly, it is questionable whether it would be worth the time invested to build that postive peer culture in the time the students will be in the class.
I'm not familiar with Glasser's theory. I do wonder how long you can motivate someone in this way and if there are any negative side effects of a group of people trying to show up the authority figures? Might it lead to disregard of procedures and rules?
That sounds intriguing. Is this based off Glasser's Control Theory?
There is a whole retention program built around identifying students who have control issues. It starts by telling them that the assessment results are in and indicate that they won't make it. The next step is to challenge them to prove the authority figures wrong.
Sometimes, you don't.
I'm sorry... but as a retired detention Control Officer, I can tell you that there IS going to be a percentage that will NOT be reached no matter what you do.
Perhaps that sounds as if I disagree with the preceeding statement... or this entire course.. I do not. I agree with it wholeheartedly... or I would not still be here doing what I do.
I have no idea how many students I have had over the years. One month, I had 179 passing through my class each week. At best guess, a few thousand. Probably not ten...
During that time, there have been two students that no matter what I did, no matter what I tried, I could not reach them. Only two.
One was removed from my class and allowed to pursue an independent study under another instructor where they continued to be problematic. The other... the next few months will tell.
Both admitted (not to me) that it was a control issue. They wanted to make me do something. When asked what they wanted me to do, it did not matter... just something they chose to make happen.
Food for thought when I encounter my next "problem child"
I agree some students you have to work a little harder and stress the importance of professionalism.
Seems simple, but how do you get past the bad attitude to want to work with the student?
bad attuded does not mean a bad student just more work to get him where he needs to be
Talk to him
This is "Part 1"
To your first question; Some students expect to repeat their high-school experience; i.e. "they'll pass me no matter what I do if I show up enough" Some others are "observers" and do not participate in class or lab. And there are some that actively try to gain attention by sleeping, talking, horseplay, and disrepectful behaviour in order to draw a disiplinary comment from the instructor - they wear it as a badge of honor.
To your second question; Working to retain the student means you work to draw their interest into the subject matter of class and the activites of lab. Sometimes the best way to accomplish this is to tolerate minor annoyances and let them see other students making progress. Gaining understanding and achieving goals of those tasks, be they test questions, lab assignments or other activities
Sorry, I seem to have been cut-off.
In conclusion, I believe that only through a consistent, empathetic mentoring during the full length of their training will they come to develop the social skills that will enable them to be not just successful in their career paths but more successful people. Happily, I have had the opportunity many times to see progress along this path for many students during their tenure in my school, often it is most evident, more advanced and more dramatic when you see them sometines years later in their lives
Given your years of experience and all those various students, have you identified any signs that may indicate whether a student will have problems adjusting? Have you developed any techniques to help make students aware of the social skills they will need to succeed?
