I look at indicators that show problems starting to develop such as a sudden lack of interest they started real enthused and then it was lost. Grades, Atttendance,and Appearance are all good indicators but we need to be looking for change in those areas and this can be difficult to see when we only have them for three weeks this is why I feel that as instructors we need to pay attention to the students when they are in our class and when they are not in our class and show real interest in there success.
At what point do you intervene with a student who shows the signs you are monitoring?
most students on the verge of withdrawing will exhibit some behavior that is a tip off to what is coming. the challange is for the instructor to recognize this tip, it will usually be slipping attendance or dropping grades. that is the point where talking with the student might reveal what help they need.
I first talk to the student. I look for signs. like lack of sleep or board. Test scores also can be helpful. I will talk with a student that seems to work close by and say is Johnny ok today. I will tell the whole class if they need any thing Iam avabablr before and after class.I continue to talk and observe student follow up with staff that could have a hand in the students intrest.
First by watching their attendance after 6 hours out. Then i bring it up to them and ask them if they are keeping track of the time out for this phase. With that reply i ask them if anything that i can do or the school can do to help them. Most of the time from that point on they stay in line best they can.
Audie Toney
TTL phase 35
Avondale Az.
Are your students receptive to these actions? Do you ever get any push back?
I look for poor test scores, trouble getting to school, isolation in class, money and work trouble. Often these are warning signs I use to approach the student in a friendly, helpful way. I also tell them about the resources we have as a school.
Yes, I feel strongly about this. We see the student each day they attend, if we lack the skills need to helps us discover when a student is ready to throw it all in then we need to develope these skills.
Certainly many administrators agree with your observation about faculty members being in the first position for intervention. They also think that instructors have a requirement to be proactive in interacting with students. Do you agree that this is the instructor's role?
The need for intervention can be clouded, but the instructor has the unquie position of being in first position for intervention. I watch for several signs, attendence, test scores, particapation in class discussions and lab projects. When these start to show signs of deteriation I try to approch the student and find out whats up. If it begins to become a situation which needs to be refered to a counselor then I make that referal, to the point I will also walk the student to the appropiate person, make introductions and ask him to fill in the needed information
I offer them council and make-up activities I then remind them of their goals and try to alleviate any fears they may have of using these resources. Test scores are a good indication if there is going to be some problems.I run into them in the hallways and ask how they are doing, if they need assistance I will giude them where they can go for help.
14 days is a short period of time. What type of course is being taught in that time frame? What are the expected outcomes?
Do you get any feedback or thanks from the support departments after a student you referred connects with them? If not, this may be something your institution should consider.
Some areas here that do cause problems is the short time you have a student ,14 days is rather short period of time to do anything.In the phases that I teach we have students for 6 weeks which does help some. Your attendance and grade sheets are some what of a guide that you can use but your oberservation of the student is primary.Sometimes a may be job related or others may be just lack of interest on the students part. Here agian students go all different ways so followup is very difficult process.
What's the trigger point for you to engage students about their attendance or classroom performance?
When a normally good student suddenly has a bad test score, I often will ask the student what happened? Sometimes they will indicate personal problems, but sometimes they will just say "oh nothing". I usually will ask if anything is wrong, and if I can help. Most students will say "no", but on occasion, they will open up with me. I can offer some advice, but often I will suggest that they see someone in the office who may be able to help with money, housing, jobs, etc. If the student remains in class, I will ask him/her how the help is coming along. They usually appreciate the fact that I care. BUT, sometimes the student just disappears, and all I can do is wonder what happened to them.
I try to make it a point to check the attendance record of all my students in the first few days of class, than as I’m observing there behavior in class, such as how they interact with other students, are they engaged and awake or distracted and allowing there mind to wonder. I can than use this as I talk with them about grades or concerns I have about there success. I thing this gives both of us a good reference point and a concrete thing we can use to measure there progress. Because it has been my observation that as a student feels more successful and feels good about there progress there attendance will improve conversely if a student improves his attendance often he will feel more successful and his attitude and grade will improve. It becomes a self fulfilling prophesy I feel better about myself and my progress so I do better.
Test scores are a good indication if there is going to be some problems. I also watch them in Lab and see if they are getting the work done. Following up with positive renforcement to keep them going strong.
Watch for there mood and attetivness. conect with them personally to prevent it from getting to that stage. Many times when this happens its a failure of the instuctor to identify the problem soon enough
Typically what I would be looking for would be a student that has failed their first test. An approach that student to see if there was anyway that I could help. Typically if you make the first move toward helping the student resolve the situation many times they will be free giving of information as to what may be causing the problem. Depending on the situation you can start getting involved in helping the student to find different resources to help them through the problem area that they are having. I try to be open minded and the non judgmental in the situation that the student presents. I’ve found in some cases that other students from other classes have come to just to expressed concerns that they have which tells me that I have built up a form of trust with the students but still have them recognize that I am the instructor.
John
