student fears
I had no idea that most students come in to class with a number of insecurities. This makes me rethink my first-day class presentation. Debbie K. Trantow
The first class meeting should include reassurances that although the course will be challenging, they can do it. I teach finance classes and many students who are nervous about math come in assuming right up front they will fail the course. If I don't get them to a point where they believe the course can be passed, their assumpion will definitely become reality. I have the explain that I am here to help and to make sure that they have the tools to pass the course.
I agree that the first class must be set up in such a way that I can learn more about the students' background, personal goals, and their fears, hopes, and aspirations about the course.
Hi Paula,
This a very good point because the more information you have about your students the more accurately you will be able to provide your instruction. This enables you to better keep the students engaged throughout the entire course.
Gary
I'm sure its all the fears the come after simply getting to the class. They are absorbing everything YOU say and comparing that to their life.
Will I be able to complete this?
What does the instuctor think of me?
What do the other students think of me?
Is this class really going to help get to the point that I want to be?
I like to "Break the Ice", by talking about why they are on the path they are on.
Going around the room and getting everyone to talk about why they are taking the class and what their goals are, and then something off topic that is 'cool' about them.
I feel this does a good job of getting the class engaged with eachother! and ultimately, makes it a fun class, where fears can be brought up and talked about in an open environment.
I agree. I usually set up my first class meeting with "no work" and usually have a "introduction" and question/answering session. I'll go over the syllabus and do some tricks (math) to get them to like math and not be so afraid of it. I'll tell about me and let them know that I am "human" just like they are :)
-Carl Price
Hi Carl,
I really like your approach. As you know math is generally a big fear for students or if they don't fear it they see no value to it. With your "soft" approach they get to settle into the course have some fun with math and see there is value to the course content. This sets the stage for good student engagement. Thanks for sharing your approach.
Gary
Many adult students believe they are too old to learn - have been out of school too many years. You have to give them positive ideas and mix there ideas with the younger students.
Hi Paul,
This is very important for non-traditional learners. They need to feel they can succeed in the class even though they may have been out of school for a number of years.
Gary
I agree to this. Introduction will help to understand what they have gone through and how long they've been out of school
I find that the fear my older students have are working with the computers so i try to match them up with my younger students.
My strategy to soften student fears from day one is to begin with an unstructured brainstorm-style dialog about why they are in my class. Then I wrap those reasons for being there into a discussion of course syllabus relevance to their various career paths and goals. Then I take them for a walk in my shoes...important career choices, resume building, and even that I myself- their instructor- am in a constant state of learning and development too. I create a common ground with them regardless of their age, class, gender or race. Then I go student by student in the room and ask the question; name, back story and 5 year vision? This method almost always results in calmer more engaged students for me and depending on class size takes only about an hour. At which point, it is also far easier to gain a speedy report with them individually. My main goal is to provide them with curriculum value regardless of who they are or where they come from, and since I am not a mind reader, that they are instrumental in this process.
Hi Damon,
I like your approach to getting a class started. This way all of you know more about each other so you have established some common ground. Also, you have given the students the opportunity to get settled into the course and comfortable. By letting them talk about something they know, themselves, you are starting the development of rapport, a very important part of making the course successful.
Gary
As an intructor of speech communication, on the first day of class the students have a high level of tension amd anxiety.
Two practices help: (1) a thorough discussion with students regarding their fear of speaking in public.
(2) Several non-threatening warmup exerices are used to reduce nervousness.
Hi William,
Way to go in setting the stage for your students. This way they know what the expectations are and that you understand their fear of public speaking. The warm up exercises shows them that they don't need to be as worried as they are and that they can be successful in the course.
Gary
I remember one of my professors shared her experiences and her fears. She let us know that she too had issues while in college.. starting a new course or even entering a new level of education I have always remembered how "real" she was and how my "guard" disappeared
Hi Sandra,
Thanks for sharing this example of how an instructor became a real person by sharing her own experiences with being a student as well as a professor. This helps us all to learn how to be "better" at relating to our students.
Gary
Doing a variety of activities during the first several days of class allows Me to quickly pick up on some of the insecurities in the class.
Great idea! I often suggest that the older students get help from their children who may be learning similar material at the same time. It is so encouraging when an adult tells me that their teenage child helped them with their homework!
Hi Tina,
This form of cooperative learning really helps the learners see how education is a life long multi-generational process.
Gary
