Idea for retention
I have found that in some cases that if you have a student(s) that are understanding the topic better then other is kinda turn them into tutors. It makes them feel a little better about them selves and there learning if there helping there peers crasp the concept of the class room.
Tanya, I hope that you will implement this practice in your classroom. It can be a win/win for everyone.
I agree and really like your idea. Throughout the module they talked about how academic stagnation (students being bored can affect retention). Not everyone learns at the same rate. I think it's fabulous to get the students who are ahead to stay involved by helping the others who are struggling.
Yes, I have experienced this quite a few times. This is of course, the time that we can make a connection with the needs of the student, and I always respond with "I am always available if you need assistance". And so it is, that I believe we need to always make ourselves available, even with the rigors of other demands on our time. This will usually open doors otherwise not available.
One-on-one engagement is a very powerful tool to connect with students. It is also a time when some students may share personal issues that are impacting their performance. Has this been your experience? If so, how do you respond?
Loren Kroh
I find that within my course, lab assignments are where I am able to connect directly with the students that are struggling because that is the time that I can go one-on-one with them. It is also the time that we create teams, and those who have fallen somewhat behind can work with their peers to strengthen their skills, and break through some of the more difficult concepts taught in the classroom setting. It is the time that I can begin to break the ice, and reinforce the concepts in a more direct meaningful way both through direct interaction, and peer group strengthening. I always look for the opportunity to make those inroads.
Hi Jason, good to meet you! You noted:
“I have found that in some cases that if you have a student(s) that are understanding the topic better then other is kinda turn them into tutors. It makes them feel a little better about them selves and there learning if there helping there peers grasp the concept of the class room.â€
This is a great idea and I have noticed that students naturally tend to participate in this tendency – whether wittingly or not.
In discussion forums in my institution, which are always a group activity, students often help each other out when they feel stuck.
I am a big believer in tutoring, but I do think that there is a difference between effective and ineffective tutoring. I have found that students often expect tutoring situations to simply provide them with the answers, which of course does not facilitate true learning :) I have found that one of the hardest concepts to convey to students is that learning is actually extremely difficult.
I often come across the attitude, “Well – some people are just naturally good at this, I just don’t get it.†And I always try to communicate to these students that in fact, gaining NEW knowledge is quite challenging for *everyone*, even if they seem to have a “knack†for it.
What’s likely happening is that people who seem to have a “knack†for some topic – have likely encountered it in the past, so it is not entirely new to them and they are less challenged by it.
Do you find that your students also sometimes exhibit this false belief that gaining knowledge should be easy? If so – how do you address it and what messages do you communicate to them that help to really clearly make this point?
I totally agree. I've had students that present amusing unique ways to remember difficult material. I even spend the first 5 minutes of my class discussing different study techniques with the class as a whole. I teach pharmacology and the students must learn brand names, generic names, and uses for over 100 medications. The students come up with the most unique ideas for studying the myriad of names. Thirty minds are better than my 1!
As an instructor, I find it easy to give positive feedback when a student is struggling especially when they have that "aha" moment or show improvement in their work.
Where I find it sometimes challenging is to give positive feedback to a student that is struggling but struggling due to poor effort.
In these situations, I have to take a step back and figure out why the effort is not there. If I am able to identify the issue (lack of interest, poor time management skills, or other basic issues disrupting their motivation), then I sit the student down and discuss the concerns, expectations, and help identify ways to improve aiding the student in successfully meeting the outcomes of the course.
Students that understand the information make wonderful tutors for the exact reason that you have stated. They are able to understand and then state the information to their peer in an even more understandable method. I often encourage peer study groups for this exact reason. Often times, students will grasp different concepts more readily than other concepts, therefore, when they study together, they play off of each other's strengths.
In my background in private clubs (where retention is also a big deal) we often worked on a similar principle of designing events that connected people. While your practice is certainly beneficial in the classroom, it also builds community and belonging in the student body, great for retention! I look for every opportunity to do this in my student club related activities.
In my case, I did the same at the beginning of any block. We try to offer the clear idea of the class speciation’s and we are very specific with the information, but probably the most important matter is explain them what will be the final award and potential work niche they can found in the real life (actual market)
Where I teach, there are some defining issues. I teach mathematics, and oftentimes in the general education classes, these classes are sectioned off by programs (one section has medical students, one has business and IT students, one has graphic design students, for example). These sections, although taking the same course, will have a personality all of their own. I also think that classes that have more non-traditional students have a different personality compared to sections with students that are relatively recent high school graduates.
Do you ever find yourself having trouble giving positive feedback to a struggling student? How should a situation like this be handled?
I constanly try to give positive reinforcement and show the students that you care by knowing who they are and what they are about and also reading them every day.
I also will encourage my students to assist their peers. This is a successful technique that can improve a student's self-image, gain better retention of material covered by repetition, and help alleviate the problem of finding a middle level to teach to that doesn't bore the advanced students and it can successfully improve the self-image of the lower group of students.
Like it or not, I have never had a class of all equal levels of students.
Ned
Do you have any particularly effective ways of showing students that you care about their success?
I find that if you show a student that you care about their success and share personal experiences common to theirs that they will be much more likely to stay in school.
Encouraging students to help their classmates not only builds confidence for that individual, but allows the student to take ownership of his/her success. Have you found student's who accept this role more successful academically?
allowing our students to ask their question and answering it in a manner that they feel comfortable and keep commiunicating with them as often as possible will be graet help
