ask them how they have succeeded in the past
Thank you, Matthew. It sounds like you are making a conscious effort to demonstrate the impact of a high EQ.
Listening to students and taking an interest in their day to day life. My schedule only gives me 3 weeks with an idividual but in that time if I can focus on one aspect of their life and make a positive input then usually the student will be more involved and interested in the class. I also try to be a positive role model and expect nothing less than what I give them "respect"
Thanks, Sondra.
Bringing in students and former students to tell their own success stories is another way to accomplish this goal.
I love that! I am going to have a few of my instructors try it in their online class discussion for the start week, first discussion question. I can't wait to follow up on that. Thanks for sharing.
I like to share success stories; both my own and those of past students. (No names of course.) I feel that it motivates the students.
Thanks, Todd.
Finding ways to help your students see that you were once where they are now goes a long way in building a positive relationship. Helping them identify small successes is a great first step.
One of the things I do is talk about my own experience with students who are struggling. My strength now was my weakness 20 years ago. I struggled in my current area of expertise and worked very hard to get it. Through persistence and hard work, along with the guidence of coworkers, I eventually got it. What I realized later was that the more I did learn the easier learning became. So I try to get my students to recognise what they have learned and build on that. By recognising that they have learned or mastered one skill, we can build on that skill and expand on it, with my help, and the help of their lab partners, they can master this skill. Maybe they will have to put more effort into some of the areas than some of my other students, but that is not a set back.
This sounds like a great approach, Cheryl. What are some of the specific soft skills you focus on?
Cheryl. I strongly believ in the wholistic approach. Students do need support on all levels and in this case from every department. It does not take many negative experiences for students to become disengaged in the educational. Such incidents often become secondary reasons for dropping out.
I have developed a program of soft-skills components for new and at-risk students, delivered through the Student Services Department. It has increased our passing rate and retention rates. I believe that educating students is a wholistic process and students come to us from all levels, backgrounds and experiences in life. We must provides a a wide breadth of support for them to succeed and keep developing as we learn along the way as well.
This is a golden opportunity Sara. Our students being adult learners need a forum to express themselves. They must be able to expand their own comfort zones in order to grow.
Marilyn, I believe it is a good practice to help students build a foundation on what they know. Students begin a various levels so I believe that they should focus on their own successes.
I personally get to know all of my students by name. Through forming a relationship with them, I help them see via modeling and encouragement that they have what it takes to accomplish their goals. My aim is to get them to become self-motivated verses relying on instructors to motivate them.
I try to encourage my students to be the best they can be by practicing and striving for more. I tell them that they are close to that next speed test or that they can pass that next test or they are close to passing that next test.
This sounds like a great class. Thanks!
We have a number of "hot button" issues that are part of the curriculum. From race, sex/gender, and agism, to religion and drugs/alcohol our Diversity class is filled with controversy. Through discussing these issues, student have an opportunity to see things from another perspective.
They are really given the opportunity to develop their EQs.
Thank you, Sara. It sounds like developing EQ is a priority at your campus. Are there any topics that come up in your Diversity course that are especially difficult to address?
What do you do intentionally to try to develop your students' Emotional Intelligence (EQ)?
I make myself available for converstations, often very candid ones. I've helped students through personal struggles or conflicts with other students. I've even coached students on how to talk to their peers and to be aware of how they are perceived by said peers.
I've also taught a Diversity class that helps students understand the importance of understanding and controlling their emotions during conflicts.
Our students are afforded many opportunities to grow and develop their EQs.
Hello Jason,
I am the same way I see that there is a job to do so I just want it done. The emotional avenue has never been my concern.
