Get Your Students Hired
Are these one on one interactions in your office or the classroom? Do the students have scheduled times to meet? How long are the conversations?
The process sounds like it is rewarding but time intensive.
Are these one on one interactions in your office or the classroom? Do the students have scheduled times to meet? How long are the conversations?
The process sounds like it is rewarding but time intensive.
We utilize Academic Advisements as well for student not performing to par. As an instructor with a larger class and somewhat complicated curriculum I don't allow the student to not know how they are performing. Each week I sit with each student for about 3-5 minutes to discuss their current grade and missing assingments to date. This gives me immediate feedback on issues with the student and or gives us some one-on-one time to build trust and concern for their academic success. I find I can manage and address issues before they become insurmountable.
There is a multi-step process for students having difficulties with coursework which can be used as an example.
1) Faculty member speaks with student before or after class when they can talk confidentially if the student has exhibited difficulty in doing homework or doing exams. In the discussion, the faculty member works to discover what might be at the bottom of the problem: study habits, memory difficulties, etc.
2) Faculty member then might recommend they work together. Or if the student cannot meet within the time(s) faculty member is available, the instructor might recommend they seek assistance from the Peer Tutoring Program.
3) If the student does not follow-up on the recommendations and continues to have difficulties, at the midpoint of the quarter, the student will be given a written statement that work needs to improve. It is also provided to the Program Director of the program in which the student is enrolled.
4) a verbal follow-up with the Program Director may re-iterate the usage of tutoring or some other means of study habits, group study, other possible scenarios that can work within the student's schedule.
Quite often the student becomes discouraged or actually doesn't show concern over their grades. These bring the student's focus back to what needs to done to continue successfully.
We use mid-term counseling forms for students who are a C or below. I think it is good because we are not only notifying them when they fail, but letting them know when they are a C level. Which gives time for improvement and action.
Pre counsel forms are presented that will allow the student and instructor to sit down and discuss threats and weakness.
I make my teaching interactive with each student so as long as they interact and participate, they cannot fail. So far it hasn't failed me....but I suspect if one doesn't show up, that would destroy their grade.
We also have a mid-term advisement to let the student know how they are progessing,and if a student is doing poorly I will take them to the side and try to see what can be done for improvement.
At our school we inform the students about there grades on a weekly basis. We also fill an academic progress paperwork if they are struggling. That way the student has been advised verbally and a written document supports the conversatio.
When students are struggling with concepts or a particular subject, we offer tutoring either by an instructor, or a fellow student and form study groups
We enter grades on a regular basis, by the time of the Mid Term, each student is presented with a "Report Card". At this time, delinquent work is discussed with a plan to make it up. Attendance is also addressed.
If a student displays early on that they are having issues with the work or with attendance, this is addressed on an individual basis.
We have a mid-term counseling requirement whenever any student's overall grade in a course falls below 80%. There is a formal procedure and paperwork, and this process is mandatory.
We have a variety of interventions. Every 6 weeks we sit down with each student and give them a run down of how well they are doing. Regardless of their grades, there is ALWAYS something positive an instructor can say about a student. This one on one interaction with the instructor allows the student to question their grades, ask for extra help without being embarrassed, it also allows the student to speak about concerns they may have about school. One time in particular, while doing 6 week conferences, a student made a comment "WOW really? I had no idea I was doing that well! I thought I was failing your class." It lifted the students confidence and she them became a mentor for those students that weren't academically doing as well. She invented activities to help other students learn, like matching games. SO, from the 6 week conference, also came mentoring and tutoring and confidence in that student.
Whenever a student is noticed to be struggling it is dealt with immediately. If it is a grade issue or an attendance issue we get to the heart of the issue and try to deal with it right away.
I find that as a father of three grown boys, that my instincts are sharp in many areas with regards to how students are dealing with the module that I currently instruct. I use alot of affirmed eye contact in a caring way to let them know that I am aware of each students presence whether we are in the classroom or out in the shop doing a demo. I act on the first sign of negative natures and work to immediately turn it around with encouragement and shared promises of pay-off if they are to stay strong and complete the course with which they have started. Encouraging students is not difficult work due to me having experienced the great results that I have recieved going thru these courses myself as it has changed my life in a positive way. In my opinion, strengthening and mentoring them with reassurance is a big part of how successful they will become. I am continually searching for new ways to teach them to walk in confidence so that when it is time to run, they will be ready. If I see the excitement in their spirit, I know their right where they need to be. If not, I work to bring it back ASAP.....
Both verbal and written intervention are given based on the student academic situation.
When we notice a student having problems with the course work, we notify the academic dean and either that person responds or we handle the situation ourselves. They encourage us to get involved with our students. In fact, I had a student ask me this week for help with the course work and wanted a tutor. I had no idea that he wanted help prior to now. I am so glad he was wise enough to ask before letting things get out of hand. I told him that I come to school every class day one hour before class starts to help any student that needs it and offered to help him. He will be coming early for the much needed help.
We also have academic forms available to put any information down that would be helpful for the next instructor in teaching this student.
Mary Willaims, Instructor
I have a spreedsheet listing all the required projects that is current at the beginning of every class day, when I notice a student wasting time I try to lead them to the easier projects so they can "get there feet wet" and hopefully get them back on track. If that dosent work I can have a meeting with an education manager, myself,and the student.