I think I would have to modify them to fit the situation. The fact is you are right each student is diferent and we have to adapt to them. I feel this is where listening skills are imperative. We hear what they say but do we listen and there is a difference.
Seems like a simple concept, but each student is different. Are there some techniques you have found to be most effective to show them that you are there for them? Do you think best practices would vary by program - would your approach be different for culinary students than automotive?
I instruct anyone I enroll to come to me if there are any problems including classroom. I try ti emphasize the importance of being here to get the most out of our programs. They have toknow there is someone following up on them I find this to be a great way to stay ion touch with the student and also know what is going on in each class.
Have you encountered instructors who don't buy in to this concept? If so, what went wrong? Hiring practices? Apathy?
I believe when a student sees that you are there for them and that it not just a "JOB" to you, they respond better and are more commited.
When you are accept a position to be an instructor of a class you must also take ownership. You are the mentor, the listener, the advisor and the shoulder to cry on. All for the need to see the students succeed.
When do you find time to meet with the students each quarter? Outside of class or during scheduled class time? What do you do if you can't make schedules work with a student?
Attendance rates probably provide more information about the effectiveness of an instructor than the results of end-of-term surveys.
Constantly looking for feedback based on class attentiveness is a wise practice.
I agree. I make sure to meet with my students one-on-one every quarter to dicuss how they are doing, and if they have any questions or concerns.
We also call absent students, but I agree that the student needs to feel comfortable at the start, beginning once they enter my class for the first time. I find that if I keep my students actively involved/engaged during class, I have few absent students. If I feel I'm "losing" a class, too many yawns or people fidgeting more than usual then I know it's time to begin a new active approach, maybe a group activity.
That's great, but the student needs to know that we care when they are absent too. We have a plan for calling the student once attendance is posted when an absence occurs.
