Thomas GleasonCHEP

I have had students that set aside a specific time every week, whether it is weekday or weekend, and they seem to be much more comfortable with the material when they use that time.

I like to write and draw on the whiteboard to complment the powerpoint. Then for more visual learners, passing relevent components around the class puts a real object in hand to compare and picture in their mind. I like to give an actual practical application in the form of an experience I or a fellow technician dealt with in the field, and how it was diagnosed and repaired.

With the power points, I can use that as a starting point with a discussion, because it will keep the discussion within the confines of our objectives for the day. I also like to spend time on the Lab objectives, so the students understand what id expected from their labs, and why they are doing them (wiifm)

Setting basic guidelines, and then sticking to those guidelines

Students that are not monitored feel they can do whatever they want, without consequinces, and that can be very conterproductive to the class and to that students education. I feel I have made progress in this area, with a lot more to learn. I tend to be a laid back type of personality, and that shows up in my monitoring skills. It is an area I have been spending more time on to improve.

The unprepared student os the most frustrating for me. In a technical school, the assumption is that these students know what they want to do and thus more motivated. When that is not the case, it can be very disconcerting. I have had to go one on one with that student to bring them up to speed and to reiterate what I expect from them.

I think every class is different as to how I put the information across to the students. The personality of the class has a lot to do with what will work for them to understand the material. CEE courses and other sources of training are very importanr as far as learning new ways to work with each group of students.

One item to improve retention is to have knowledgable sales reps who will be able to realistically tell and show potential students what they will be able to expect in their time here. That way, there are not any 'suprises'that will discourage them. Training for instructors to teach them how to recognise students that are stuggling with issues, and how to help them, whether it is to personally help the student or know where to refer the student for help.

These processes could easily be used on the employee side. Most of the time, stresses that cause an employee to leave are problems that could be easily relieved by seeing the other side of the issue.I have talked to a couple of employees after they left, and they indicated the problem that caused them to leave was minor and could have been taken care of with some effective communication. They both indicated they wish they had worked things out remained here.

It takes a lot of ambition and sticktoitiveness to work and stay in class. It is easy to get discouraged from beibg too tired and not having a healthy social life, plus missing family. I think missing family is the most common reason I see. Treating the students like they belong in my classroom helps them to feel more at home.