Get Your Students Hired
Terry,
Good heads up for us that are using learning groups. We need to monitor the groups so we can make sure that at the end of the work sessions the information shared is accurate and reflective of trade standards.
Gary
Gary Meers, Ed.D.
I teach in a trade school setting with a broad range of students. They range from being recent High School Grads to retired Military Chiefs. The vast majority of the time, the older more experienced guys are very happy to assist the younger students. This has typically worked out well for me. However, I`ve found that I need to monitor the info from the veterans, occasionally they are incorrect.I dont want someone to learn incorrectly.
Hi Mary,
Good strategy. You are providing balance to your class while keeping it moving forward to the advantage of everyone.
Gary
I,too, have students of various learning abilities. I try to team my "fast learners" with my "slow learners". That seems to work out for me. This gives my fast learners the pride that they are helping someone else. This helps in the different activities that I have planned for my classes.
Hi William,
Depending on what subject you teach there are several ways you can get the students engaged in the learning process. The first is to start off with basic activities where there is a very high level of success. These small successes help to build the self confidence of students to the point they are willing to work even harder as the content grows more complex. Another is to offer multiple deliveries of content so the students can see the content from a number of different formats. Then use repetition as a closing method to seal the content in the working memories of the students.
Gary
Good ideas. Now let's add the issue of English being a secondary or tertiary language to the mix of students with varied learning styles in the classroom. Any ideas for class management to keep the interest of most if not all the students notwithstanding the language challenge?
Hi Aileen,
Thank you for sharing this success story. You are a reflective and dedicated instructor as a result of your efforts to target your students and then meet their learning needs through planning and adaptation to their understanding.
Gary
not sure how to best word this but when i sense i have a group of students who are having a lot more difficulty than others, i try to see if i can "speak their language" when i go over the concepts again. and if that entails using the current slang (of course non-offensive) and put my examples in a context that is more aligned to their interests, they listen more... i teach a design class and have a cook for a student... i could see how my design terms are flying above her head.. so i likened the design process and lured her in =)
Hi Carolyn,
You make a good point about expectations. Instructors need to offer all the learning opportunities they can in the best way possible then personal accountability has to take over on the part of students.
Gary
I feel frustrated at times, too, when some students have difficulty being successful on quizzes, etc., when I think the content has been explained fully. One thng I try to do is remember that labeling students with discriptors such as careless isn't helpful because then in my mind I tend to "blame" them rather than find ways to help them learn. Depending on the class, I have set up A grade expectations, B expectations, and C expectations. Students who are truly careless will likely aim lower. Then it is their choice.
One essential in this situation is to maintain respect for each student for who they are and what their goals are. Fostering a mutual respect leads the quicker students to help the slower ones. The slower ones will filter into those with a lower ability, those with a weaker background (which can be strengthened) and those whe are slow by habit (who needed a faster, respected model). Tutoring can help the first two categories. The third category often come from an environment where education is not respected. They are already working against their base culture for some reason. They need support in their choices.
Both type students have entered into the same field of education, therefore both desereving the same amount of education, both have a certain type of learning skill to offer, I would highlight on both their best attributes and emphasis on what they have to offer thru that form of learningskill. Then try to work a balance to be able to reach both their attention spans to create a level of understanding between both students and myself. Then I would hope for the best results!
give the smart and active students extra projects while spending more time with the slow and careless students
I believe the students do look up to the instructor and it is up to us to be that good role model.When I have different abilities in the classroom I try to challenge one group while spending some additional time withh another.While some students understand concepts put before them others need it explained in a different format,it is up to the instructor to figure out who needs what.
Speaking from my own experiance, You'll learn to adjust to the class's average acceptance level. Once in a great while you'll have a student who gets left behind. It happens. Generally, if your preponderance of student load is quick on the uptake, the slower ones are going to struggle and you can concentrate your "coaching" there. If the majority are in the slower group, move at their pace and use your "indivdual" time to engage the quicker students in extra, higher level or more challanging tasks
Hi Carol,
I am sending you an article I wrote for the Career Education Review that talks about how learners process information from the brain's perspective. Included in the article are the various supports I have mentioned in the forum. (Graphic organizers, guided notes, etc.) Look them over and let me know what you think about using them. I think you will find the other information included in the article helpful as well.
Gary
Hi Carol,
I have found that by providing certain note taking supports such as structured or guided outlines I am able to help my students grasp the key concepts quicker. In addition, I work very hard to illustrate these concepts with applications so there is a connection created between the term and the use of the term. Also graphic organizers help the students know where to start and then progress through completion of an activity.
Many of my students as I am sure your's are are non-traditional learners so they either have forgotten or never had academic support skills such as outlining and notetaking. By using the above mentioned helps I am able to focus my students on what they must learn while reducing the time they spend in grasping the required content. I also use a variety of games in the classroom to help the students, throug rote use to remember key concepts. Their favorite is Jeopardy which is played on PP.
Hope these suggestions will be of help to you.
Gary
Gary: We would like to receive the orgaanizer and guide information to enhance our slower students ability to improve on their skills. If possible please forward them to us.