Why is it so difficult to reach at risk students?
As stated, many of them deals with pride and some are afraid to be questioned.
I agree with Mrs. Betty. Simple and un cut
It is difficult for students to break from their past thought patterns of failure. These thought patterns may be self induced or from family members or from other contacts. However, it is possible with a lot effort from the individual and professionals such as faculty. It just takes time and many can't focus on a long term goal long enough to have it come to fruition. Basically, success builds upon success and failure builds upon failure. This sense of failure starts at an early age. Parents are a child's first teacher. Parents either make or break a child's understanding of success and failure. Throughout elementary, middle, and high school, students continue to build upon the ideas that parents have taught them. If these are negative experiences, adult students have difficulty overcoming them and achieving the goals that they'd like to accomplish.
Brenda, any words of wisdom to overcome some of these disadvantages?
IT'S DIFFICULT TO REACH A HIGH RISK STUDENT BECAUSE THEY COME FROM BACKGOUNDS WHERE THEY DON'T HAVE THE SUPPORT NOR ARE THEY ENCOURAGED TO BE SUCCESSFUL. IN MANY CASES THEIR PARENTS MAY HAVE NOT COMPLETED HIGH SCOOL OR ACQUIRED THEIR GED. THERE'S A FEAR OF FAILURE AND NOT BEING ABLE TO COMPETE IN THIS GLOBAL COMPETITIVE WORLD THAT WE NOW LIVE IN,AND WHERE THERE'S AN INEQUALITY IN EDUCATION AS WELL AS INCOME.
Joseph, sounds like admissions dropped the ball and that an orientation would have been very useful for this student.
Loren Kroh
I had a student lost on his first day. He was at the wrong building all together and walked in to our class, sat down, and just put his head down. He was trembling and it was obvious he was really stressed out because of the completely new environment. It was like he was in a foreign country.
In the middle of class lecture I asked him if he was okay. he said i don't know where to go. He said he was supposed to be in recording class.
I said well the recording class is down the road and in studio B. Your class room is over there.
He just stayed in the seat and let out a very big sigh. The students tried to explain to him the direction and I could tell he has reached information overload. His basic thought functions where shutting down because of the stress.
I quickly knelt down beside him and asked if he needed a schedule? I put my hand on his shoulder and said it was okay, its first day everybody gets mixed around.
The students gave me the time to communicate with him about where he was supposed to be. I gave him a schedule from the wall to copy down and he couldn't even write because he was so nervous.
The student dropped on day two.
It was sad to see how much anxiety he built up about starting college. The fact that day one created so many problems, who does admission and faculty discover these symptoms before day one during the admissions process?
Good question, Mitchell. Is it possible that the student had been talking with other faculty or staff and was frustrated that they hadn't shared that information? Did you try to re-connect with the student after he left your classroom?
Why is it so difficult to reach at risk students?
I had a student missing days of school. A phone call would not work and left message. I finally had the student in class. "Good morning and I'm happy to see you here this morning". I had hopefully would be a happy thought. In reality the student stood up and explained "I had to work. You (and this whole school) have completely not listened to me". He left my class in a huff. Never saw the student again in any classes. I realize that some students are not reaching out for help but, did I do enough to help out to him.
You can give students a sense of caring by eye contact when listening to them as well as giving your undivided attention.
Some students would rather avoid an issue than to go through the channels to solve an issue. We meet them where they are, years of this routine and now we are faced with the task of them breaking the habit to get the help.
Most at-risk students have an understanding of where they are with their progress or lack of, especially when they are given clear and objective expectations since Day 1. Of course, we can see few students who are still on denial and will stay on it until they fail. Without regular evaluation or formative evaluation, it will be difficult for the students to track their performance.
Okay, Leann, then how do we work with those people?
Loren Kroh
I have found that if you show students that you care from the begining, it will be easy for them to know that you genuinly care. For example, asking them how they are and really listening to them? After a few days in your class room you can tell or pick up on a students mood. If someone looks upset or sad/angry I ask if everything is ok, do they want to talk? Sometimes all they need is for someone to listen to them and give them a few moments of our time.
I agree with Bettye that pride does get in the way and people do not like to be questioned of confronted.
Yes, labs are tight on time and that's why it's imperative for the instructor to move away from the desk and help the students in the kitchen. We do have tutoring available for our students through our ambassadors. Any product however, would need to be provided by the student outside the classroom.
Bruce, practice certainly is important to mastery, but kitchen/labs usually are tightly scheduled. Do your students have an opportunity to get hands-on tutoring outside of regular class hours? How would you handle the extra supplies needed?
I'm not sure how one could label this as a technique, but action always demonstrates caring from a benevolence standpoint or within the classroom. With that said, I follow up with the students during the lab and help them throughout with a hand on approach. Unfortunately, too many instructors feed the students to the wolves and think it’s acceptable to let them flounder, as they think they should understand a given technique after one simple demonstration or test. Repetition breeds success and perfection does not happen without mistakes, or being given only one or two times to cook a given recipe. Furthermore, I think the greatest way to show we care is to give the student a voice or an opinion in certain circumstances, if possible. Letting individuals vent and express their side of a given situation, helps within the classroom tremendously and shows a caring attitude.
Bruce, for many people it's easier to say "I care" than to demonstrate it. Please share a technique that you use to let your students know that you care about them.
Loren Kroh
Trust is indeed a universal concern and or problem. I believe to reach “at risk students†you have to be able to identify with them at their level. In order to do this, they must truly believe you in fact care about them and their situation. To gain one's trust the solution is simple... you must truly care, as it will show.
