Intervention in the classroom
As an instructor, what methods do you use to identify students before they are no longer able to come to your class? What methods do you use to continue to follow up with those students after your first contact?
Of course I keep an eye on attendance and test scores. I also keep a close watch on lab interaction to make sure the practical skills are acheived. Grade entry in a timely manner is key for me to observe possible deficiencies.
As an instructor, i would identify troubled students by falling grades; lack of interest and participation in class; late arrivals; skipped classes; leaving early on a regular basis. These could all be signs that a student has lost interest in the class or are facing a difficult situation that is calling them away from their schooling and inhibiting their performance.
I would follow up with them by checking in on them the following day, asking how they are doing and if I can be of any help or can direct them to services that would help them further.
Intervention in the classroom starts with grades and attendance but even before we see grades drop or attendance fall off I look at their body language in the classroom and lab and participation. If students lacks interest in a class their body language tells you so and if you see them taking significant amount of breaks during lectures you have lost their interest. Intervention at this point is critical and showing that you care may make all the difference in the world and your ability to save them.
I try and talk to each and every student aside from the rest
I ask them how they are doing and in private if needed the pertinent questions.
When you become aware of a student who has a problem, do you share this information with anyone else? If not, why?
In the area I oversee, I regularly identify students that are experience financial hardships, so in those situations will direct them to services available within the campus such as the emergency loan program and the food bank located in student services. If they would like information about services available in the community I will assist in providing those as well. The most important part is that I try to make a mental note about the students so that the next time I see them I can follow up and see if they situation has changed, or if they recieved assistance as directed.
Unfortunately it’s is hard to catch student problems before to the stage of behavior change.
What I mean by that is the student’s demeanor changes, like getting to class 2 sec before it starts. He used to be the first one to get here in the morning….
At that time I talk to him and try to find out what has changed.
Maybe he just needs some positive input and that he is doing alright
Or just some extra help to get over a rough spot in the course.
It’s important to me that the student has a positive feeling about the education.
Try to boost his self confidence, and help him see the light in the end of the tunnel.
As an instructor, keeping attendance and watching grades are important. Noticing a decline in either of these areas, I will approach the student to understand what is happening. If there is an area that I, as an instructor, can assist the student with, I do. If I can not assist the student, I refer him to the appropriate resource or person.
Monitoring their grades, attendance and sitting down to advise them when it is below expectations or when they seem disappointed in themselves are methods I use. I usually ask the instructor how the student is doing after I have spoken with them but sometimes I will follow up with the student, (depending on the situation).
Observation and listening in the class and the shop can help uncover early concerns. We also count on our Group Leaders, Shop Foreman, or our Class Coordinator to give us feedback if they detect a problem with an individual in class. We can then intervene and interact with the Student and if help is needed above our capacity we can escort that Student to the person that can help. Our classes have our cell numbers and e mail addresses if they need to contact us and they know our office door is always open. Part of our orientation includes contact and location information of all the offices on Campus since many of our Students have never been here before.
The signs that seem common to me are professionalism / attitude followed by academic performance and attendance. I usually take action as soon as I notice the change and attempt to let my support be known and available, If the student does not show interest or is not receptive I will start letting the support staff above myself know of the situation and what I have done and seek advice on how to get the student the best access to help we have available. I will also add there is a point through all of this that if the student at risk does not take ownership and want the help there is nothing we can do.
Mostly body language and class participation. As a student becomes disinterested in the topic of discussion, or seams disconnected, I find 9 times out of 10 it is because of some outside circumstance. Most of the time this is the persons way of asking for help. Then I directly address them in a private setting to probe on what the challenge might be and how I can help. Usually just letting someone know what the challenge is can be enough for them to re-engage. Then continuing to check up on them also from time to time.
Is all about doing the right things the right way having the right people at the right place at the right time. The free flow of information is pivotal to making that possible.
As instructors we see a lot of students that really put forth the effort. They have the greatest test scores and labs grades and even extra credit. The other side is the students that just do enough to get by. These are the ones where we have to watch. I look for lab participation and follow the first couple of test scores to see who the ones that could fail are. At this point I'll give the friendly talk or advisement form or request tutoring. I will also ask the lab group leader to step back and let the other partners to start doing most of the work trying to engage the students or start building confidence. Keith
When a student fails a test or is behind in there labs now is the time to act. We need to make sure the student knows what they are missing in lab and make sure they know we have tutoring. When and were tutoring is available is very important. Same goes with attendance. Why did the student miss a day? Show concern about this problem and that you are willing to work with them.
I look for signs that the student is loosing interest,his attitude changing about class, himself or test scores. I try to keep offering encouragement, praise, options or advice depending on the problem.
The area that I deal with right now is different than the general core classes and problems are a lot easier to spot than in the core classes. Whatching the test scores and hands on evaluations is a good indicator of students with a problem. It doesn't even have to be their learning ability, it could be a personal problem that is distracting them (thoughts) from the course.
By listening to the students from day one gives you an advantage to talk with the students about any problems that they might have.
Jason is correct about grades and attendance but also how they act.
