Should we be Asking?
When we get new students (1st time enrollee’s) should we be setting aside some time at the beginning of the semester to set and talk with each student to try to get a heads-up on any issue(s) that might cause an “unnecessary†drop? As an instructor I try to get to each student and try to find out little things about them and their situations without coming off as being nosy! This helps in averting issues before they get out of hand for the student if I can offer alternatives or help them fing the right solution for their issue. What do you think?
This is the best idea yet i know we are not suppose to get into their personal lives and issues but its best to be aware of what make come up during the program. Awesome
Sometimes, we can't help but get involved in the personal lives of our students. Through the normal course of interaction, we get to know them and vice versa, by maintaining a professional boundary, I feel it is still possible to talk w/ students on a regular basis about what is affecting them on a daily basis and try to offer some guidance along the way, during and after they are in my classes.
I have to totally agree with you, I want to know about my students and the more I know about their outside lifes that assists me in gathering the necessary information to educate each student the best way I can!!
I think it's a good idea. I think we all have those fears about asking "too much" or the wrong questions. However, it's easy to ask some simple open-ended questions and individuals will provide helpful information. I think this is especially true if they know our reasons for asking.
It may not really be necessary to "ask" if you spend time with the student talking about course material. Frequently, the conversation will move toward issues that are effecting the students performance.
They will appreciate your involvement and guidance.
Yes I want to know about my students too. I discuss the attendance policy and how important it is to come to my classes. Exspecially when I lecture. If they aren't in attendance that day they miss a lot of the discussion and questions from other students. I ask them to let me know if they will be absent and why. Then try and let them know what they will be missing and when they can make it up.
This is a good question - how to get students to open up without us looking like we are prying into their lives. I generally develop strong ties with students, and I feel this begins on the first day where I stress the importance of communication. I also come off as being approachable, requesting that students call me by my first name and offering my cell phone number.
This has been very beneficial because many times an instructor will know what is going on with a particular student before the Program Director does. If I hear something that is happening with a student I will let the Program Director and/or Academic Dean know so that they also have a heads up on the situation.
I completely agree with you all. Tom I like what you ahd to say about strong ties. In my classes the age ranges from 18 to 75 and I have always strived to develop this. I as well put out my cell # and work email address so if they have an after hours question or to just call or email if they are going to be late or miss all together. I have even had parents from out of state contact me on their child's behalf. This whole mentality I feel has helped with my interaction with my students and how outside life affects them in class.
At the beginning of each course, I will ask everybody to introduce themselves and also answer a few specific questions. Besides the basic introduction information, I ask them to state what city they are from (gives me an idea how far they are driving - which may pose an issue for some that drive distances).....I ask to share their educational history (which gives indication as to how long they have been out of school, if they have study skills, etc).....How many children they have, if any (which is frequently a big issue with daycare for those with younger children or any other child related issues).......Just these few questions trigger them into offering more information (if they decide) such as "I'm a single parent with a 2 year old and 4 year old....I live in "X" city....and I was laid off from GM so they are paying for me to go back to school". This information speaks volumes. With just responses from these "get to know you questions", I know that there may possibly be issues with daycare and sick children, tardies/absences due to weather/traffic conditions, out of school for some time with no formal education meaning they are learning time management and study skills". All of this from "tell us about yourself". It always works well.
I agree with you on all aspects other than requesting that students call us by our first name. When I started in education I felt the same way, that respect is earned and not by a title. What I have found is that many students need to learn respect along with their subject matter in order to acquire and hold a job when they graduate. A small piece of that is referring to someone by their title. We also hold advising sessions each quarter so that we have a specific time to check in with each student on how they are doing both academically and personally. In addition, we have an open door policy and students are free to stop in with any question or concern.
That's interesting. When I started teaching, I went by Mr. Mays. But it grew increasingly awkward to have people older than I calling me that. A great deal of my students are going through job retraining after being laid off.
I think this is a great way in getting to know your students and let them know that you are there for them and will help them in whatever way you can without stepping on any boundaries.
I agree with this completely and I do the same as you do in you classes, its a practice I picked up from when I first began teaching at another college called "icebreaker" The first day of class they are asked to tell the class and I certain things about why they are here, what drives them, do they work, what program they are in, and why are they interested in this program?? This is a great exercise and it also helps them create bonds with people who they may not know and students that have the same interest. Its great and helps also with students not being so judgemental of each other and then it decreases the tension that can be in a classroom with different age groups,etc
I agree-and I think it's almost the simplest approach to retention. I know that "asking" is in the direction of getting too personal, but I often take the mental approach of personal-professional. If my question being answered provides insight on the student's professional success, I don't believe it's unethical to do so. Sometimes, starting with an open ended question helps open the door to what is "really" prohibiting a student's success. Once they open up, I'm able to point them in the right direction of where they can receive help, thus hoping that with the solution in place, that student will continue and finish school. Often they are too embaressed to say something and make up a totally different reason for not attending. Or, they wait until the problem is so full blown, they cannot get a quick-fix, like they would have if they would have just asked in the past. Being solution-oriented and not revisiting this issue, besides the casual "follow-up", with a student after these types of conversation often allows that student to trust that such discussions are truly confidential and won't "label" them in a manner that they are pitied, or given/not given exception due to their circumstance. Many prefer to have the standard enforced during their circumstance because it's "fair".
The practical application of "We Care". It seems that too often we fear that students will try to unburden themselves by transferring their problems to us when what they really want is guidance.
Once we have developed a sense of trust, students tend to be more open and share about themselves. We are all professionals and know the limits of our relationships with the students. I like what Mr. Mays says about being approachable, but I don't ask my students to call me by my first name. It was always the policy to refer to each student as Mr. or Ms. regardless of age. We are trying to convey that same sense when they greet prospective clients/customers.
It seems schools - and instructors - have strongly felt opinions about the use of first names. I have heard compelling arguments on both sides, but I think industry practice should be strongly considered when adopting a policy.
I think this is an excellent idea. I think the better we know our students and their situtations, the more we can try to help with the right solution to their issues.
