I encourage them to give me imput on what they would like to see done in their classroom/I'm open to suggesstions as long as they align with course objectives.
In our quarterly academic reviews, I make sure students know that I am confident in their abilities. I encorage them to strive for greater success, especially if they have suffered a setback.
I always let the Admissions staff know about the successes in my program, such as when a graduate is hired, or a current stuident wins an award. In addition, I have led training sessions for the Admissions staff so that they are familiar with the goals and performance of my department. This is meant to provide Admissions with additional information they can share with prospective students.
Thanks you, Christopher. It is important that we also act in a way that illustrates our belief in our students. Beyond talking to them, what are some other things you do to demonstrate that belief?
I bring up the good points regarding the students behavior or performance in school, educationally and professionally
I have a great outlook on life and trust that a happy face will win the day./
In order to create and develop self-efficacy I constantly tell my students that I believe in them.
Thanks, Joseph.
There is something magical about mentioning students' names to laud achievement, even in online classes. Recognizing students in the way you describe above is a simple, but effective way of providing the recognition we all need and want.
James, I like your point by Stephen Covey and how bumps often appear as mountains. Often students who may not do well on an assignment, or make a mistake, are horrified and feel as though they will not succeed. We must immediately let them know that, in spite of small bumps, they can and will succeed. If they know someone cares and is ready to guide them and reassure them, they will succeed. We are seen as gatekeepers, or judges sometimes. This is the hardest part of teaching for me. I try to let my students know that I am a facilitator, not a gatekeeper. As such, I will show them how to succeed. They must be ready to follow, and to believe in themselves. When this happens, it is the best part of teaching.
Kimberly, I applaud your point about students must feel they are being heard. It is important to recognize all ideas and comments, regardless of whether we agree, or value the input highly. The point is that when anyone, students or employees, do not feel that anyone is listening to them, they shut down. This can be very discouraging. When students or employees shut down, the entire class or organization suffers. This module talks about changing the culture of an organization to make it more successful. I think that people must be heard and feel as if they were a valued part of a class. When that happens, success begins to build critical mass and everyone is involved in it.
Deborah, you make a good point about online classes. In mine as well, I recognize the contributions of leading students in the discussion board assignments in my announcements. I might say "Kudos to Sherry, Linda, and John for the leadership and insight on the discussion assignment last week." I then will see continued strong involvement from these students, and more involvement from other students as they self-empower themselves to be recognized as well.
I think nearly everything we do in the classroom or teaching environment contributes to a student's self efficacy. We need to respond to questions, to emails promptly and with enthusiasm, recognizing the value of the question. When a student makes a contribution to a discussion, we need to value that contribution, and reward the effort the student has made by positively feeding back on the critical thinking and knowledge and experience used. If a student is in error, we need to find a way to express that he/she is not alone in that error, and show them the way to correcting it. We can ask questions and get students involved. We can use formative feedback when grading work, recognizing what they did well, and how they can improve on their effort and results. There are other ways to help build self-efficacy as well. The point is that we always strive to use positive attitudes, recognize any effort, question or input, and positively feedback a better direction for them to take if needed. As has been discussed before, for a short period of time, the instructor is the most important person in a student's life. We have a huge responsibility to help them develop a positive self-image and an internal source of self-efficacy, or empowerment.
I do not try to manage my co workers because a lot of time, they take it is a personal attack and ego gets in the way.
I do try to inspire the students on a daily basis. Things like having them try to understand their potential and how far they can go. I also try to push each and everyone of them to get better.
One of my lead ins is to tell the students that I am teaching because I enjoy what I do and my plan is transfer my knowledge to them as well as I expect to learn from them too.
I attempt to instill self confidence in them. Tearing down is easy, building up is easy also but requires more thought process and confidence in yourself. If the only way you can build yourself up is to pull others down you need to reevaluate your motives. I have run across students that when asked a question they cannot answer because somebody has beat them down so many times they are afraid of the answer (although thay actually know the correct answer)
Thanks for sharing this, John.
This is the type of effort it takes to make a good school great! Career college faculty like you help us to achieve great things with students who may have been passed by in other educational settings.
I tell my new tstudents shortly after the course starts that they all untapped power to succeed in what ever they want tobe successful in, and that I will help them with this but it may take more than just a nornal amount of effort, I offer them tutoring one hour before class each day, last semester i had twenty three students, and by the end of the first week all twenty three were coming in each day before class for extra help, something that had never happen in five years of teach for me. all the student pass the course , one or just barely, probably would not have done so otherwise.I have learn a little extra goes along way with some students.
I try to explain to them my past, including difficulties I had with the material I am about to teach them. I explain my and their ability to make change and improve at anything. I think they can relate to having difficulties and find it (hopefully) inspiring to now be taught by someone who once had the same problems.
Great post, Jon. Slow, steady progress is a great result.
My biggest struggle in this area has been with my co-workers. When I was hired, they felt disconnected from the other departments. There was a sense of disrespect. Also, I did have a negative employee or saboteur.
First item of business was focusing on the saboteur, immediately addressing the "snide" remarks and dismissing them. One behavior that worked for me was pointing out the sarcasm, expressing my disappointment and demonstrating how inappropriate and unnecessary they were to our conversations; especially in a staff meeting. The employee quickly realized that the attempted use of sarcasm was falling on deaf ears and eventually stopped. Also, when the employee realized I wasn't going to be fueled by her comments and I actually expected a more proactive and positive approach towards the students, she got on board.
As far as the disconnect, still working on that piece. One immediate change that allowed the other departments to embrace e and start to my staff was the lack of negativity and a genuine feeling of being able to approach my staff.
I found it difficult to estabish their trust. In order to focus on their positive attributes I wanted to compliment them, but I didn't want it to come across like an attempt to inflate their ego or become their friend. I would give them subtle compliments, usually directly and in one on one settings and eventually in our staff meetings. After they realized I truly appreciated their efforts and respected their job knowledge, their self efficacy increased and they became more confident in exploring avenues that would alleviate a lot of their stress. Overall it's been a slow crawl to the finish, but we're making positive steps towards the goal.
I say its ok to take ownership and empower them to make decisions,is every decision going too be right,no,but those fails are opportunities to learn.
