If the current students can relate to the graduates, role modeling can be a powerful tool. How do you select the graduates that you invite back, Stephanie?
Role models. I like to have my former students who obtained their goals and excellent jobs come in to share their sucess stories. I fell it gives students hope.
You're right, Mildred. Many students don't have much support outside of the school. Developing a formal communication system that directs these students to a clearly identified point of contact within the school when they need some re-enforcement is a good next step.
There are alot of students who do not get support from family or friends for their dreams of academic goals. The students do not have role models and no one to talk to. I believe everyone in the institute is responsible for modeling succesful academic behaviors. I feel that instructors can be the most powerful mentors for our students. If we have a good staff and good instructors, these students can succeed.
I feel the same, however I stress to the students during orientation that they must choose their friends carefully while attending school. No negatives, a friend is someone that will be positive toward them and their goals. I also ask the students to sit down with their family and explain to them that while attending school, their life will be different and that help and support is needed at home. School is temporary, the rest of your life is forever.
Joseph, thank you your dedication and commitment. You are the type of teacher that is so desperately needed throughout the educational spectrum.
As I read your comment about how some students have little experience with academia, I thought, you are right on target. Many students have little or no background in their family to relate to what the learning process is all about. This does not start in a college environment but starts with the elementary through high school years.
I know this for a fact in that I am a full time substitute teacher during the day in several elementary and high schools both in the inter-city and suburb schools. I have taught different grade levels from 1-5 days. I always got the impression that the home life revolves around everything except the student. Many students come in with no homework done or an attitude of no one cares to help me outside of school so why try!
Sadly, I find it is true in my evening classes at the college, which apparently stems from a continuance of pre-secondary education. I have learned to be a role model for students of all ages and have changed their outlook on life. I have students tell me I don't understand or I can't do this, I tell them, I for one don't believe it. For instance, a student would say to me I can't multiply. This is where I step in and pull that student aside and show them they can. I might have to offer several different ways of doing it, but guess what, I will hit on one way that works and that student would look at me and say is that all there is to it? I'd reply that's it. The expression on that student's face of gratefulness in his eyes is overwhelming. As a teacher I needed to find that one way which makes sense to that student, and change that negative to a positive. As a faculty member I feel that I can be a very powerful (informal) role model. We all need to be that role model for our students from ages1 to 100.
I will say that most teachers in our public schools are dedicated, but in the last few years average class sizes have gone from 22 to 32 from elementary through high school. As public school teachers' jobs get tougher so will the jobs of the college instructors of today. Yes many students will be lacking in skills when they come to us as they enter their new college environment, but they come to us for second chances and we need to be ready. We can be that missing link they are looking for to be successful in the work place and society.
Keeping the dream alive is a critical part of retention. It's not unusual for the people at home to be worried that the student will better themselves and leave the other family members behind. Misery loves company. It is important that the student connect with someone at the school that can help them overcome the negativity that they encounter at home. Support groups or special interest groups can also help the student by showing them that their problem isn't unique.
Tammy, how do you keep everyone informed? Do you have a policy re: privacy?
The biggest struggle I have faced is with students who don't have a support system at home.How do you continue to encourage a student when they go home to someone who doesn't believe in what they are doing? Any suggestions would be helpful.
I agree that faculty can be helpful in this situation. I try to kepp my staff informed of issues that arise with students so they can help. The staff spends alot more one on one time with the students and also may have insight that can help the school express it's committment.
I am aware that some institutions are linking mentoring with academic advising, feeling that there are similarities in the traits needed for success. At my former school we used an on-line tool to build connections with students and open up lines of non-threatening, confidential communication. We used support staff for this relationship.
Anyone else have experience?
Moszetta,
I think that you hit on a vital issue here--the role we need to play as listeners. Often by allowing the students to verbalize the problem they are experiencing and asking them questions, we are able to help walk them through this problem-solving process. It is difficult sometimes to resist simply solving the problem for them, but it is much more powerful for them when then can reach resolution on their own.
Additionally, when they are in the process of "venting," they often realize the root of the problem is not what they originally thought.
Good advice!
Teri
Often, students do not get support at home for their academic goals because their family has little experience with academia--the students do not have role models on the home front; therefore, everyone in the institution is responsible for modeling succesful academic behaviors. Although we have academic advisors, etc., I have found that faculty can be the most powerful (informal) mentors for our student population.
How does the more formalized mentoring process work at other institutions? This is interesting to me.
Thanks,
Teri
Moszetta, you truly do give all of yourself to your students. Certainly, they must understand that you and your school are committed to their success. What type of courses do you offer? What are your completion rates?
I listen, and allow the student to vent; sometime we will cry together from their pain. After the tears, we begin building a strong foundation together brick by brick. I become a mirror to the student, a reflection of their dreams. I listen, and when the conversation is over I have also earned their trust. I begin to offer encouragement, and reassure their strengths and greatness.
Good point, Christine. What does your school do to connect students with mentors or role models?
The situation you describe, Moszetta, does happen too often. Sometimes parents impose so much pressure that a student has to fail at the parent's plan before they can follow their own dream. What do you do when you encounter this situation?
I agree that students somtimes are not supported by families and friends, I think jealousy may play a role. Many times someone outside the family is needed to be a mentor/role model, this gives them an example of a successful outcome for their work.
It is a terrible burden to feel you can never make a mistake.
We all live with other people's expectations of us. These are a reflection of them trying to understand us - and their predictions of what we'll think, do and feel
Family expectations often say more about the family member who holds them than the person they're directed at. They could be trying to live through their child- wanting to achieve what they felt they couldn't.
