Get Your Students Hired
Are there any common identifyting factors that you have seen on campus that have more prevelant than others when addressing Academic Erosion?
Interesting practice, Ranjeet. Do you find that some students dominate the discussion? Do you have a method to assure everyone gets involved?
One of the things I have found helpful in instructing adults is always beginning every lecture or lesson with eliciting students' knowledge about the topic. As students, they may be new to the specifics of a given topic but as adults, chances are they have some experience or knowledge in a given topic. Eliciting this, allowing students to share their personal knoweldge or experience and then referring back to it throughout a lesson can really help students feel valued, important, knowledgable and capable of understanding a given topic.
Taryn, nicely stated. Letting students know that there is help available without forcing the services strikes a good balance when they don't want to talk.
Loren Kroh
One factor I've noticed is that students will suddenly be withdrawn from participation, from their peers, whatever.
As instructors, we need to be cognizant of the "tells". Most of the time, our students want us to notice and intervene as a sign that we care.
When they say they want their privacy, at the very least we should offer our services for a time when they are ready and/or have alternative resources that can be found through the school.
When we act and how we act can make the difference between a student's decision to bolt and the decision to ask for help.
What I have found prevelant in Academic Erosion is that every adult student wants to feel important and appreciated by their instructor and that their needs are being met. It's very important how you respond to a students needs, i.e., making them feel their issues are being addressed and dealt with while drawing a fine line so as not to make another student feel they are less appreciated and other students are favored.