Listening To Students
In the training it was mentioned that rarely do we know the honest reason a student decides to leave our program-due to the fact that they are most likely embarrassed by their "defeat".
How would you guide us in the area of hearing what the students are saying beneath the embarrassment?
Well said, Cynthia. I hope this is working well for you.
I think retention needs to start the first day of the course. I would suggest setting the tone in the very beginning. Let the class know that if 10 students are starting you expect 10 students to sucessfully complete the course. Let them know that you are willing to do everything you can to help them reach that goal. Then let them know they also have to do their part, and explain what their part is. Work hard, do their best, ask for help if needed, and keep the instructor informed of any problems that may arise during the term so you can work together on those problems not effecting their success.This is merely the starting point.
Laura, any suggestions on how to demonstrate your availability to students? Simply posting office hours probably isn't enough.
I think we have to be approachable as instructors so that the student will perhaps feel comfortable sharing with us the reasons they hesitate.
I believe alot of students have low expectations to begin with and when things get tough they want to bail out instead of digging in or asking for guidance. People are no different then electricity, they will take the path of least resistance to get by.
I feel having a knowledgeable staff, both administrative and faculty, will result in understanding the students problems upfront, before they escalate. If we can really almost get to know them as the person they really are, we will be better suited to guide them in what they really want to accomplish in the program they're in.
It's about giving them the confidence that they can do whatever they put their mind to.
Marissa, that sounds like a significant problem with the recruiting program that could have a profound impact on the school. How involved is the faculty in training the admissions people about competencies, work level, etc?
Alot of students leave a program because they go in expecting it to be easy and a walk in the park and when it becomes hard they break and quit
i THINK TODAY'S YOUTH HAVE SUCH A LARGE PLATE AND THEY TRY TO FILL IT VERY FAST. wHAT I HAVE FOUND THAT THEY HAVE TO HAVE A SPECIAL TIME FOR EACH AND GIVEN A PER STUDENT ACCESSMENT AT A SPECIAL RATE OF SPEED.
Creating an environment where a student can feel like they can fully share their challenges is a process, and I find it can sometimes just take time. Do you have any suggestions for how to do this with students early in their enrollment?
No,they can tell that I ask because I am concerned and wish to help them.
Jennifer, I agree that proactive probing is an effective method. Have you had any students resist your direct inquiries?
I find when discussing with a student why they are struggling or making a decision to a leave the program,if I help them along with identifying the underlying problem. I do this by asking is something happening at home or are you struggling with the material rather than just waiting for them to come out with it. It sometimes is easier for them to respond yes to a question and then go into a discussion.
Hire listeners. Although it is possible to provide training in listening/empathy, it's not likely to be very effective with people who are not predisposed. Observation and coaching can be useful.
Essentially embarrassed could be a feeling associated with their needs not being met. Students are looking for trust, respect, support, understanding, warmth, fun, inspiration, empathy, community, etc (the list could go on). Establishing lines of communication and trust can be difficult-especially when our performance is based on our outcomes- How do you support/develop your staff into listeners?
Andrea, I'm not sure that "embarrassed" is the primary reason that it's difficult to get good information about a student's decision to withdraw. There usually a several factors that enter into the decision, including a sense that no one can help them or perhaps that they should be able to manage the situation themselves. In any circumstance, chances of helping the student find a solution depend on well established lines of communication and mutual trust.
