Tyson--
Your points about reducing test anxiety and helping students master the subject content are excellent. This is the crux of their fear, that they will not be able to 'cut it' academically. You sound like you give them very good support in this area.
Susan
I address student fears in the classroom; however this is more geared towards test taking, mastering the material, and getting to know the instructor. I try to explain that things like test taking anxiety can be turned into a positive by taking that fear and using that to compel them to master the subject content.
I think that there are definitely things that I the teacher can do and things that the student should also do. As an instructor I can narrow down the syllabus, provide clear outlines, and maybe offer a more discussion type of setting that is a little more relaxed so students feel free to discuss subject matter on a “correct, incorrect†basis.
I also think that during coursework, an encouraging attitude towards student fears can alleviate some of the common fears a student may develop.
Stephen--
You are absolutely correct...fear for the adult learners can be significant and they often think everyone else will be younger and/or smarter. The bring a great deal to the classroom, however.
Susan
Some adult learner have not be in a classroom for several years and fear of the unknown does exist.
Availability of turoring, assistance with locating employment, assistance with finding housing and transportation, financial aid assistance, emergency food assistance.
Carmen--
It certainly sounds like you do everything possible to help them be successful. Great job!
Susan
Put your self in the students shoes under todays conditions. Share with them your thoughts and how you would handle those fears.
Nobody is guarenteed anything in life and you can't protect them for unpleasant experiences.
Let them know that this is a normal life experience and they need to face them and do the best they can.
What doesn't kill you will make you stronger.
I tell them about the credentials of their instructors, expectations, policies and procedures, financial aid processes to secure their funds in a timely fashion, and most importantly I let them know I am always available to assist them with any objections or questions they may have.
Clearly, I let them know, my success is their success for I am there to help them achieve their educatinal goals.
Carmen Bernard
Evan--
As a recovering 'mathphobic' I appreciate that you try to make it both educational and enjoyable. Hands-on and practical math exercises help immensely. If they can easily see how they might use it outside of the class, it makes it much more enjoyable. Great job.
Susan
I teach mathematics, so I have the students complete small group activities that incorporate math. I make sure that the activities are fun and that give the students a chance to know each other. I also always make sure that they are hands-on activities.
During my first day of orientation, I address the following:
1) the CMS - online learning environment
2) tutoring
3) course expectations
4) expectations of me/my expectations of them
Our school is located in a very rural community. We have a fairly equal population of students that are young (just out of school) and adults ranging from 20's to 60's. At our orientations we do ice-breakers and point out that everyone is in the same boat, so to speak. We discuss the dynamics of having younger students who may be just out of school and still have things like math and studying habits fresh in their minds being a great benefit for those who have been out of school for awhile. We also point out to the younger students that those who have been in the workforce are a valuable resource based on their experiences. We find our age differences in our students is usually a benefit, not hinderance.
Bobbi--
I really like that you have made a point to include traditional on non-traditional students in your ambassador group. Do you have separate orientations? Some schools do that as they can have very different questions, etc.
Susan
We have each Department Director speak at orientation about how they can assist/support our new students during their program. We also have student embassadors speak about the student leadership program, their experince, etc so that students can see others like themselves in school. We are fortunate to have both traditional and non-traditional students in our embassador program so everyone can relate.
We do a simple lab project, so we can get to know each other.
A question and answer session covering everything they wanted to know but was afraid to ask.
David--
This is wonderful and it certainly sounds like you use your time with the new students to build rapport and give them needed information. Great job.
Susan
At our school we have thier first instructors come to meet them at new student orientations,and since I am one of the intro class instructors they get to see me and I address what goes on with our class and how I run it. I get them to meet some of their classmates, I give them some important info, phone # mine and the class rooms, start times and anything else they may want to know.
Jeff and Susan
I do wish we could make the first chat mandatory for several reasons, the stress of a new class would be lessened by hearing a friendly voice. The rapport can be established as well.
Diane
Jeff--
This sounds great! I know it is difficult to get all faculty to attend, but having the people the new students will be interacting with the first session is ideal.
Susan
