I do the orientation for the students starting the ford program. I make them aware that it will test them not only on book learning but hands on learning. One of the statements i make is that while in lab if i can not help them as quick as they would like then they can ask any instructor in a blue shirt. i think this gives the students a feeling of having as much instructor help as they want.
For me a big fear would be fear of failure in classroom. This not only would cost money but would mean i am not cut out for this kind of work. If I have started a trade school then i must have some passion in what ever field that may be and to fail could effect me the rest of my life.
Anton--
Absolutely! Helping them take control and learning problem-solving and critical thinking skills one problem at a time! Great work.
Susan
Carl--
Talking about the economy and job market is excellent. This is, afterall, why they are coming back to school. While there are never guarantees, it is an opportunity to reinforce taking school seriously and doing their best.
Susan
Warren--
Excellent process! I especially like your taking time to tell your story. It makes you a 'real person' to the students.
Susan
I start on the first day of a new course cycle with 24 new students. After going through keys to success I go through an introduction. I explain were I have been in the bussiness and how I have gotten were I am. Then I have each student do a brief inroduction.And then I ask various questions like what are your expectations or any particular information you are seeking.This allows the students to discuss a variety of course related projects. This is valuable to the instructor. A time limit must must be set and the subject needs tobe course related.
Discussing the current situation in todays econmy and how it will im pact their ability to get a job when they finish school. also that they should be prepaired to protect themselves by utilizing all the equipment and safty precautions ava. to them
I try to calm them by helping them find their way to address the problems at hand within the topics we are working on. How does what we are learning fit them if you will. This seems to help bring some of their fears under control.
I just ask them.I go around the room to each student and ask where they come from,how they get here and what obsticles they may have that might keep them from comming.
During orientation, the students get a quick intro to me and how my knowledge and experience is relevant to the skills they are trying to acquire. The students get information regarding the structure and lay out of the material and the resources, like tutoring, available to them in case they need them. After giving the students the information, I do a quick question and answer session to make sure that the information was understood. I make sure they understand that my self or the institution will try to help them with the various issues that they are likely to encounter. This usually puts students at ease, it is very comforting for them to know that there are supports systems in place for them.
We cover the specific reasons employers want student who have been through our program
Let the students know the schedule of all the departments. Also let them know when they can get tutoring or assistance from myself and others in my institution.
Sarah--
That's awesome that you take the time to meet each students and understand their motivation. That personal touch is very important and I'm sure the information you collect is helpful in retention efforts.
Susan
Some of the activities include having current students involved in the orientation process by addressing the new students. We also provide a luncheon on the first day so all of the new students can mingle with one another from all different departments as well as with the staff from all of our deparmemts.
We also try and set them at ease right away by discussing how important communication is betweeen them and our staff, and if they are experiencing any problems at all to let someone know and maybe some intervention can take place.
We do have our Graduate employment specialist address the students on the first day to discuss how the job search process will take place and how it will affect them as they get closer to graduating.
We do a complete campus tour, we meet other students in the same program (but that are further along). I tell them exactly what is expected of them and what they can expect from me. We have a question and answer session, and I make sure I meet every student and understand their reasoning for attending college.
I feel that orientation into my class is a time to have the student stand up and tell his name, where he/she is from, their hobbies and what they expect out of my class. I also tell them about my work history and hobbies. It's a good tool, knowing what the student is into, that way when I'm explaining something I can use an example thay can relate to. I also think that one of the smartest things you can do for your student is to be available. I have lunch and break where they can talk to me. I've found that students sometimes will ask more questions in an informal setting than they will in the class room. Letting them know they can talk to me during these times has helped me save more than just a few students from quiting school.
This sounds like a great exercise where everyone can learn from the groups ideas. Do you have the students actually write down somewhere (and perhaps collect them for their advising file) what action steps they feel they will need to do in order to be successful? This is a wonderful exercise to get them focused on intentional behavior...and would be very helpful for them and their advisor to use down the road as needed.
Susan
Arielle--
Not necessarily. Most likely, they are not revealing anything to their 'new best friend' that they wouldn't want anyone else to know...after all, the person they are revealing these things to is also a stranger.
Susan
We discuss all of that. I also let them know that it is normal to feel somewhat lost at first because with a new education comes a new languauge aka professional specific terminology as well as a new way of thinking.
Susan,
Your idea here to play a video is extremely helpful. We video tape every graduation and we have one student from every program speak at the graduation. This would be an easy implementation tool to help inspire and remind them that just as they are sitting there for the first time in the classroom...these graduates did too. The neat thing about it is that constantly our graduate speakers are mentioning how they had fears and perceptions that with the help of an instructor or mentor they were able to overcome. Thank you for the idea.
You also helped me answer an earlier question I had...I believe I can actually begin to use this as a means to replace our current ice-breaker and tie this into the instructor meet and greet that we have. What are your thoughts on the following:
To replace the ice-breaker: Play the graduation video. Have students write down on a peice of paper: their goals, fears and one thing that they can hold onto to keep them persevering to reach their goals. We can collect these papers and without mentioning anyone's name, possibly read off a few of them and then continue this in the meet and greet section with the instructors. Do you think this approach might yeild the results similar to that of which the module was addressing?
Thank you,
Arielle Schram
