i look at attendance ,tests, and their demeanor. iwill ask if anything is bothering them or if they dont understand something, if they score poorly on a test,i ask if they had a brain ---- or is something else wrong. i will watch for continuing patterns and concerns.
attendance is 1 of them.if they are missing a lot of time,in 1 class or a lot of classes.i will talk to them and let them know how important it is to be in class and what the outcome could be.the other is grades.if there first test is low.i inform them that there is places they came go for help-if i am not available-if the student does not go for help and does poorly on the second test,i will talk again to the student,but also possably an e.m. or someone else to disscuss the problem with the student.
As an instructor I watch for attendance and grade issues. If these issues arise I encourage them to see student services which has resources available to help them for things like csrpooling if their having a transportation issue for instance. For grade issues I encourage them to use our tutoring and mentoring programs that our available.If these issues continue I have another conversation with them and usually find out they didn't take advantage of the resources that were offered. I then remind them of their goals and try to alleviate any fears they may have of using these resources.
How do make-up activities work, Gregory? Is it similar to extra credit? How often can a student do make-up work during an academic period?
Some of our students think that they have a macho image to uphold. It takes more effort to get through to them but with persistence it is usually possible.
To break the ice with new classes I tell them about significant events in my life and how I stuggled and persevered or learned from my mistakes. Then I let the students tell the class about something significant in their life. This has helped the students feel comfortable about sharing in classroom situation. As a rule I try to talk to and greet each student each day and it gives them a opportunity to share either in class or after class. I tell the students I will give them weekly progress reports and also check off their homework, test, and quizes and sign their grade sheets when they complete a task. When a student is having problems we offer them council and make-up activities if possible.
Attendance & test scores might tell you there is aproblem. Iwill talk to students to see if there is a problem they are willing to talk about. Iwill fill out paper work & send to E.M for ther help
I tend to look at their attendance and can tell something is wrong, I will bring them to the side and ask if everything is ok, and try to mentor them in the right direction. I also keep in touch with them even when they leave my class, 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.
I look for signals that the student may be having challenges in the classroom. Key indicators like grades, behavior and attendance maybe apperance. Using these indicator allow me to reach out to a student and ask questions to probe out problems and then work out solutions for the student's issues. Willand
How do you decide which problems you will get involved with and which ones you will pass on to support people? Do you follow up to make sure that the student followed your suggestion?
Every student is different, but they are all similar. I try to let students know that I care about them by speaking to each student every day. When I notice that the student is withdrawn, tired, or distracted. Then I feel comfortable asking what is going on. Because the student expects me to communicate with them they are more likely to open up if there is a problem.
What are some of the body language indicators that you look for, Brad?
Watching there body language indicate would they fell and just talking to them you can get some information from them. The Survey method is good you can pill the layer of the problem and get to the heart of the issue. Follow up by getting information from them to lst them know that someone does care.
B Iverson
Being a mentor or hero puts a lot of pressure on that person. Unfortunately, there are those who don't accept the responsibility and abuse the power that has been given them.
Does your institution have a means of identifying those who aren't supportive of students?
There are two metrics that I can use to identify students taht are struggling, class grades and atttendance. If I see a trend in either of those, then I will print out the required documentation, and then I will bring it up to them. But I think that it is how you approach them that can make the difference. If you help them understand that we care, and that we want them to succeed you will be more successful than if you approach with an attitude that it is their problem. There are areas where we are only score keepers, but not when it comes to students succeeding. We all have a vested interest in these kids. Beyond the fact that we need them to have a job, these kids want to be where we are, and where we have been, and they look up to us, ofetn in ways that are beyond parents, we are mentors and even heroes in some cases.
I make it a point to follow up with every student that I have contact with. Sometimes it is helpful to throw them a lifeline by setting up a meeting date. This can give them something to look forward to, a light at the end of the tunnel. For others, I seek them out in the halls. Most of the students will congregate in the same areas during breaks and lunch, so I will make a point to go through those areas. I will also note who they are hanging out with, and use them to point me in the right direction, I can also use them as an indirect line of communication to send and recieve messages.
