Words of encouragement are always a big plus as a student or instructor we ALL like to here positive things. I always praise my students when a good job is done, even if they fail at a task I will talk with them to understand there processes, get them back on track and end the conversation with a positive. That approch opens the door for you and the student for better communications.
The first day of a new course I ask students if they have any working experience pertaining to the course material. Two or three have some experience through high school courses or have worked in the field for a short time but most have zero experience. The next step is to remind students why they are here, to learn something new,and their inexperienc does not matter because I am here to teach them how to perform all the tasks necessary to succeed in this trade. I make a point to observe each students progress in lab and make suggestions for improvement while not criticizing mistakes. When they successfully complete the task then I respond with a "Good Job,thats exactly how it is supposed to be done and I knew you could do it."
Thank you, Vincent. It sounds like you understand the role of an effective teacher and mentor.
I let the students feel comfortable being themselves. I hold them to the guidelines they need to succeed, but let them find the way to the end product. I try my best not to just answer questions, but break down their questions for them to realize they already have the answers.
Thank you, Peter.
What are some of the specific things you do and say to encourage your students?
I use encouragement all the time. I have delt with adult students returning to school after having brain trauma with lots of doubt and I encourage them to not give up. My last student with such a condition graduated with a 3.78GPA.
I start by being a positive thinker, using the "my glass is half full not half empty" approach. I try to demonstrate to students and staff that people are sometimes like a mirror, in other words, a smile well usually be reflected back. Hopefully I demonstrate that situations move forward to a more positive end when you start on a more positive note.
Jason,
The positive energy is a good thing to build in your classes. Implementing a variety of effective teaching methods is another. Convincing the students that are responsible for what happens to them and that they can do this by "catching them doing some correctly" and praising them for it builds the self-efficacy that students need one they leave us.
By bringing in new ideas to stimulate the sudents and make my teaching methods more exiting and stimulating I am creating a positive energy and focus in the school. By students talking to each other about the exiting day they have had or there new experiances we are cresting a positive energetic evviorment.
If I see a student is struggling with something, I'll have a conversation with them to figure out why. I keep the talk positive and upbeat. I feel that as a Mentor, my attitude will reflect into the student. Constant encouragement!!!!
Stephen Covey had the right idea when he said, "seek first to understand and then tobe understood." I try on a daily basis to watch for cues of attitude and behavior of students and faculty and lift them up at every opportunity. Many times the ountains of life are mere bumps in the road and we must turn our thoughts toward the positive and leave the negative behind. This is easier said than done however, if embraced it spreads for the good of all who perceive it.
Thanks, Daniel.
How do we go about providing negative feedback to students who need it while still finding the good?
You must always stay positive. It is our job to find the good in everything that we encounter.
Kimberly,
Thank you for this post. You are correct. People want to be heard and want to feel like they are making a difference.
It is a good idea to publicize ideas and concepts that others have presented when those ideas are implemented. It is also important to thank folks for the ideas they submit that were not implemented, explaining why.
In order to inspire my co-workers and employees to greater self-efficacy, I make sure to incorporate ideas they have for change. The problem often stems from employees who have ideas for change, present them to management and then never see them implemented.
Not all ideas from employees and students are able to be incorporated but they are more likely to continue wanting to bring about change if they feel they're being heard.
We've had students present ideas that seem small to the campus but when they see the idea being implemented they become excited, feel as though they are truly part of the campus and will spread that feeling to other students.
Thanks, Robert. Getting students involved with their peers is a great way to help struggling students be successful. The follow-up is a step some newer instructors miss. It is good to see that you do follow-up to reinforce learning.
I ask a few students to help other students who appear to have questions. I then follow up with all the studnets to see what outcomes are realized. This is especially jelpful when teaching "Critical Thinking" as it can be difficult for new studnts to grasp.
Mark,
It is great that you try to help students get things correct even when they do not answer the question you asked the way you would like them to. Another good technique when a student gets a question incorrect is to ask a series of questions that may lead the student to the correct answer to the original question.
hing a student does I try to give positive feedback. Like if they answer a question incorrectly. I change the question so that they are right. They know they answer the question incorrectly but they were also right.
Carol,
You are right on track here. We never know what stories will inspire and motivate our students. The more opportunities we give them to see success, the better chance they have of internalizing the fact that they can be successful.
