Retention: Keep the quiet student in the back of the room.
It is like you stated everyone responsibility to help with keeping student in the seats. My question is how do I engage the student that is failing but is unwilling to disclose their needs or problems to you in order for you to help.
I think all instrutors must be approachable. I also think it is just as important "be real" in classroom. It is nice to know something about each student, so you have a little background knowledge about them.
I your students do not feel that they can talk to you they more then likly will not stay in school. I teach but I am also a student and I know how important it is to be able to talk to my instuctors.
I involve all my students at the beginning of the quarter with a group, this helps to facitate the student interaction and sometimes that is all they need to feel like they can succeed.
As an instructor, I have many hands on activities and assign weekly group work. I find that students enjoy learning together on case studies, assignments, discussions rather than just listening to me lecture all the time. By breaking the class into smaller groups, it gives the quiet student a better opportunity to open up to other students. Having students feel connected to other classmates, helps the class flow better and makes each student feel as though they are truly a part of the classroom environment.
In addition, I make it a point to know my students on a one-on-one basis. Simple things such as knowing each student by name, knowing what program they are studying, why they are in college, what their goals are, etc makes the student a "real person" and not just a number. Students can tell that I sincerely care about their well being. When a student can tell you care, it makes them care more.
Moreover, some of my students do not have any positive influences in their life. They need someone to encourage and praise them for a job well done. It takes just a quick second to write a note on a test the student does well on. Or stop the student during break or after class to let them know "Good Job". Giving positive feedback builds self-confidence, which in turn helps class participation and retention rates.
I particularly agree with your idea about group work. Nearly all the activities my students complete are done in small groups, and their quizzes are even taken as a team. It's vital to get the students to interact with each other as much as possible to build a sense of community, so if the temptation to withdraw comes up, the don't so much feel as though they would be leaving the school, or me, but their friends and peers.
This approach seems to work well with that quiet student in the back, because before I can get them to open up to me, I've got to get them talking period, and getting them together with a friend they're willing to talk with makes it easier to get them used to the idea of coming to class to talk and participate.
I involve all of my students in discussion even the quiet students. My students are going into a healthcare based enviroments, so, it is very important for them to be able to verbalize their opnions. This also engages them to the class.
I agree, I also feel like by keeping the student in the middle of the class, more engaged they wont be afraid to ask questions or participate in active learning. Also including the student in group activities and pairing them up with a positive mentor they may help develop confidence for that student. Most of all create a safe environment where students feel good about contributing to the class without fear of retribution.
I create opportunities for tutoring for all students, so that when that one student attends it does not infringe on their insecurities of failing. I also build in learning opportunities that should meet this student's learning style to ensure success.
I find that students that may be failing may have personal concerns that they might not have confided in me. If that is the case I provide them multiple opportunites to be successful and as the first post share with them my personal experiences learning and invite them to talk. If not with me, maybe with the counselor.
A quiet student in the back of the room is like having them on at the other end of the hallway. you must engage the student in some manner to let them know you care. Laughter is a great way to mobilize a student, especially if you know a little bit about him or her. There is always an opportunity to decrease the tension of being a student or an instructor.
I like to use small group activities. The Triad is very benificial. You can divide students into three's. Let each student take turns playing each role assigned. For example in the nursing lab have one student read the procedure, one be the patient and one perform the procedure. Each student will take turns being the reader,patient and health care worker. This helps slower students to learn from more experience students. When doing this activity, I always put experienced with inexperienced. You can do the same thing with class presentations.
I slowly build trust with the student. I do small things that let them know I care about their success. I let them know I believe in them. I teach to the student instead of just to the group. Eventually when they realize that you are there to help and it is safe to trust in you, they will begin to open up and let you help them.
I have also found that to motivate each individual student, I have to talk to each student differently. One I may motivate by talking to like a football coach because they are into sports and know how to motivate themselves. Another I may talk to about doing what is most efficient and time management because that is what makes sense to them. I have found I have to GET them before they will Get me. Then, we can reach our common goal of success for the student.
I do always include all my students ,especially during demos. i get them involved and interested by having the participate in the outcome
Pamela, how do you identify the style of communication to use with each student? Do you have access to communication style assessment results? Any techniques to share with other Forum readers?
Loren Kroh
I do not have any access to any results. I have done some study in the Meyers-Briggs area. If I can assess what type they are intuitively, I will communicate in their theme. If they are into sports, I will talk to them like a coach. I typically utilize what they are interested in and turn in into a motivational style of communication. Also, some students are more concrete communicators and some prefer abstract.
There is a website called www.humanmetrics.com, click on the Jung typology test and take the 70 question test. I have had one student take this test because he had taken it before. He was an INTJ, which is an estimated 2% of the population. It was obvious that most of the students found him odd. I did not, however, understanding his personality type. He left the class telling me two weeks ago that I was the best teacher he has ever had.
For me, I learned from my mentor that each person is motivated differently. Some students are more independent and like to do it on their own. I try to find what works for each student.
Great insight and use of communication preferences, Pamela.
Self understanding is important for student success. An instrument based on the Jungean typology, the Paragon Learning Style Inventory, is an essential part of Campus ToolKit. The interpretive section provides students with information about how they process information, interact with others and things to work on to improve their likelihood of success. There also is a section that provides guidance for those working with the students.
Campus ToolKit also includes assessments dealing with study skills, time and money management tools, and other resources to enhance student achievement.
Having this information helps the student be more successful and helps the institution meet their needs.
Loren Kroh
Yes, thank you, Mr. Kroh. It is a win/win for everyone and very rewarding.
Would you be so kind as to send me in the direction of the "Campus Toolkit". This is my first experience with Max Knowledge.
Pamela
Thank you, Pamela. The web site is www.campustoolkit.com. Feel free to contact me at loren.kroh@campustoolkit.com if you would like more information or to schedule an online demonstration.
Loren Kroh
I work in Student Services and I utilize the same tools. People notice when you do things to make them feel comfortable. I know my students who have small children. When I talk to them, we talk about their crazy kids for a minute before we move on to school business. I get excited with the Military wives whose husbands only have a few more days until they come home. It makes them see how integral they are, and how the are viewed as people, not numbers.
I also have a calendar on my desk with all my students birthdays on it. I like to call and ask them what they'll be doing on their special day, and when they can't be doing that specific thing, we talk about how maybe, once they are finished with their program, it could help them be able to take that cruise, or fly out to see their parents, etc.
Great touches, Ashley. Keep up the good work.
Loren Kroh
