Helpfulness
I've often found it difficult to create a helpful atmosphere when I'm constantly having to to be a "sheriff." My attempts at being helpful can, I'm afraid, come across as hassling(calling students to remind them of due dates, inquiring as to missed classes, etc). Any tips for finding balance?
Is there any way to confirm your feelings about the effectiveness of this practice, Merrick? What if the students think it is redundant and unnecessary?
this is also something I do to helo the students stay on track and stay focuse onthe assignmnet. I feel it helops them
By asking students if they need help in clinic individually and physically being there when they need it, they are more prone to ask when the response is a positive one
What steps do you use to assist them to remember, Courtney?
Personally, I first set the tone in the class of responsibility to the student. I inform them that if they are not responsible then there will be steps taken to assist them in remembering their responsibilites. I feel like gentle reminders are not "sheriff"ing, but part of the role.
I agree with you. In our department we give each student a syllabus, so they know when each assignment is due and we make ourselves available thru e-mail if they should have any questions. These are adults responsible for their education and should be treated accordingly.
The cop also has discretionary authority to issue a verbal warning, Peter. How does that fit in your paradigm?
my key to that lock is COMPLIANCE. advising forms allow me to discipline a student not because i want to but because its the rules. similar to a cop who gives you a citation and states that he does not make the law he/she just enforces it.
Cynthia, do you get many questions? Do the students use this time to actually work on the project?
Usually, when I assign a project, many times before the due date I may take the last 10-15 mins. before class ends to answer questions. Up to the day before the assignment is due.
I think Kisha makes a good point one of the entries above. We must be clear and consistent in our behavior. I also think it's a good teaching opportunity to discuss this contradictory behavior in class, and connect it with expectations in the workplace.
I totally agree with Amy.. very difficult to have students that are adults and want to be treated as such, but you have to basically remind them several times about papers due ect..
how to find balance?
Cara, how often do you do this? Do you contact each student individually to remind them about deadlines? Sounds like a lot of work.
i remind students that when I e-mail or call them a few days out from when thr project is due. That this is a gentle reminder to make sure we are on the right track and to see if they need any help.
Kathryn, other have mentioned using stickers with positive results. What courses do you teach? Do all students have a similar reaction or do students in different curricula respond differently?
I try to mark tests individually - for instance, if a student made a 85 today, but a 65 last time, I'll write a note "great improvement, Joe!" they are impressed that I took this time. Also, I put cutesie stickers on papers if earned - a gold start, a+, apple, smiley face - you'd be surprised how much something so little means to them.! Really!
Eric, what do you mean by the "sheriff approach"?
You have to a full staff effort in developing relationship with students. This would eliminate the sheriff approach because it allows a staff member to follow up with student when issue do arise. A laid back professional approach also allows to build positive relationships with student and allows the student to open up in regards to issues.
Marissa, were you told by your peers or by your supervisor not to call the students?
