I very much agree with this. I always make the point that they are capable of at least as much as I am.
Make motivational comments and give good positive feed back when they do good in class.
David,
Students definitely need to learn to do things independently. However, sometimes it takes some students longer to get to that point.
It is important not to allow students to become too frustrated. A good technique to get students on track is to ask leading questions so that they can find the answers themselves, with just a little help.
It is a sales job. If students understand that their education/class is all about them and their ultimate success they will tend to work harder and do better work.
In our process we are teaching men and women to repair motorcycles. This is more complex when trying to incourage someone that doesn't yet have field expirience to draw from. When they are having challenges with troubleshooting, I have to resist giving them the answer and sometimes this frustrates them even further. I would rather treat that as an opportunity for teaching them how to help themselves instead of just asking me for the answers. I remind them that there will be noone to rely on in the professional world when they are expected to be the experts. I tell them the old saying that applies to this: give a man a fish and feed him for a day.... or teach a man to fish and feed him for a lifetime.
Since I do not have the same daily contact with the student as I do with the instructors, I will let them manage and coach their student. If they need assistance, then I will certainly give them any support to foster a positive environment for the student to succeed. With that said, I would like to address this question in regards to my teaching staff. My field is in Education and Allied Health Programs, therefore my instructors, 95% of them, do not have the teaching experience but are extremely knowledgeable in their specific field. I will assist any of them to make classroom management as easy as possible in order to teach and control a class. I spend time with each instructor as needed. If the computer is a weakness, then my time is totally directed to their specific needs, such as documenting in campus vue, or utilizing technology in the classroom. Classes are 5 hrs long Mon thru Thurs and can be trying at times for teachers to fill the voids. I have tutored my staff on how to run a Student Center Learning approach to teaching which places the onus on the student and allows for more interaction and student engagement. This has given the instructors more confidence and encourages a positive environment that normally was not in existence.
I let students know that I expect them to make an A or a B. The student will usually let me know their own expectation for success in a particular class. I provide them with information about resources available to in the event they run into problems with the course content. Our University is also providing access to counselors in the event a student encounters problems of a personal nature.
I find this to be so true. Some of my students report that they have the support from their family and friends, husbands and wives etc. Some however do not and when I come across those students I have to work extra hard in this area with them to give them the tools they need to believe in themselves and their success.
I am in a online environment so this is a little more difficult. A lot of my students are coming back to school after many years of being out of school - some are much much older and my class is their intro class so I tend to do a little more hand holding the first few weeks until their comfort level in themselves goes up and by the end of the class I feel like they are prepared to go on to the other classes and be successful. Its fun to see them grow in just a limited amount of time that I have them.
Thank you. Eric.
One thing you may want to consider isquizzes of the term are worth less toward the overall grade than are quizzes later in the course. This may help take the "sting" out of low grades that are earned early as new students are settling into their new roles.
We don't want to lose a capable student becasue they become disciyraged due to a bad start. Some of the commtments new students have made are not really deep yet. A good early expreience can help solidify that commitment.
There are some other techniques you can try to help students get through the first few experiences, although these work in a number of cases.
You can allow for "do overs" that give students the chance to retake a quiz.
You can set up quizzes with "second chances" that allow students to, for example, pick two answers from the four or five multiple choices. The designate their first cjhoice and their second. If their first is correct, they get all or most of the points. If their second is correct, they get half the point. It is kind of like hedging a bet.
You can let the students take quizzes in dyads, tryads or other size groups.
Low test scores for our begining students in the first few quizes is common and can be discouraging for some but I remind them of how long it has been for some since they have been in a classroom.We also have a pre-test in the course outline I use this as a way for students to guage their progress. Early in the course (first couple of days) I have them take this test explaining that they may not know the answer to some or many of the questions but to answer them the best they can or take their best guess, then keep the test in their outline and revisit it once in a while and see how they would change the answers they originally chose as a meter to the progress they are really making. I do this as a fun exersize asking that they enjoy finding answers they would change as the course progresses.
Thank you, Peter.
Many institutions have added competency checks in selected courses that require students to demonstrate that they have mastered a particular skill. In my school, students who cannot successfully demonstrate each of the competencies in a selected course automatically fail the course even if they did well in the rest of the course.
Students get lots of time to practice a skill under the supervision of a qualified faculty membeer. The also get more than one chance to demonstate the skill. By the end, they have to be able to perform or they have to repeat the course.
I believe this is a good example of positive feedback.
Many students believe they are already 'qualified' when they get artificially high grades, or, are a 'big fish in a small pond'
A reality check is mostly a good thing, particularly when it's pointed out they have learned a lot and 'the real world' very rarely give an exam to 'get the job'
Grades are important but not the only thing students need to achieve their goals
You tend to get judged by your ability to actually perform the required job correctly, in a timely manner, not academic 'skill' (particularly in my chosen field)
Thank you for sharing this, Mark.
I like to think that a lighthearted approach to teaching the subject matter and reminding them that the only difference between I, the instructor and them, the students is really a matter of timing. I got there before them and I find that when they identify with me in that way they see that I too had the similar challenges that they have. Then I mention a few of the challenges and how I overcame them. It helps them to believe that they also can do it. It helps to establish the fact that this is possible. I also will talk about how everyones strengths and weaknesses when combined as a team will be an easier way to accomplish what we are working for. One person may be real good at math while another person is good at reading while combined as a team will be successful in the overall goal. Make the class feel as a team and they are willing to be a support for each other.
That is great to hear, Laurie. What is one thing about the school makes your "bad morning" get better?
I am sincerely interested in the students, my co-workers, and the subject matter in my classroom; this sincerity is clearly conveyed to all, and it energizes the work environment and the classroom. Even if I am having a bad morning, it seems to dissipate when I walk into the school; I have a job to do, and it will always be done to the best of my ability!
always try to encourage student to use their ability to make themselves better no matter what back ground they come from.
I lead by example, and am pro-active to inspire my students and co-workers to greater self-efficacy.
I try to relate to my students in a personal way letting them know I was where they are and understand their challenges.
I encourage them regularly even when the work submitted is not as good as it should be by accentuating the positive and pointing out where they can make improvements.
I ensure them that each course completed is one step closer to their degree and graduation and that all this hard work will be worth it one day soon.
Ginger Little
