Get Your Students Hired
I have had several students who have doubted their abilities because of what they have experienced throughout their life. Some have had negative experiences with their high school or elementary school teachers. Those experiences have often tainted the way that they feel or their self-perception. It is a common belief that it takes one teacher to turn a student around in the right direction - the same is true for the wrong direction. It often takes one teacher to make a student doubt their abilities. It's unfortuante that it happens.
I think one of the most important skills an instructor can have is the ability to sniff out self-doubt among students. It can have so many different manifestations that many instructors misconstrue self-doubt for disinterest, cockiness, etc. And the instructors react accordingly; punitively. I've fallen prey to it myself. We have to very carefully assess every student on an case by case and issue by issue basis to guard against this.
My experience with self-doubt comes from the older students. They feel intimidated with the fact they have been out of school for many years. They also feel intimidated by the younger students. I do my best to reassure them that at this stage in their lives they all have a common goal, and that is to receive an education. I also pair them in groups to bounce ideas and different learning techniques off of each other. It gives them motivation to learn.
Self doubt in my experience can also hide as false abilities. Students seem to try to be overachievers or push very hard to prove to me and their fellow students that they know more than they do. The key is to guide them back to reality where they can truly use there skills and apply what has taught to them.
What I've learned so far in this course affirms what I've learned through teaching: Communicating with our students is essential in the learning process. Of course, communication is more than lecturing while students take notes (or focus on their most recent text messages!). Communication requires a give and take that involves participation by all participants. Love the course, so far.
I had a student who seemed to fight me at every turn. She always had an excuse as to why she couldn't get her work done. If was obvious that she had done this throughout her academic life and the public school system had not only allowed it but encouraged her to "game the system". I knew she had talent and also knew she could not succeed in this field if she continued to be allowed to do this.
It was exhausting and emotionally draining but I just kept insisting that she meet the same high standards that I expected from her classmates. She resisted repeatedly but, over time, I think was secretly flattered that I thought she was smart enough to meet the challenge. I honestly think that had never happened to her before in school.
When she finally realized she had to step up and do the work, she did really well. It was very gratifying to see the pride she developed in her work and in herself. It was wonderful to watch her blossom and worth the effort . . . and it was effort! There were times when I could clearly understand why teachers give up
on students because I was tempted to. I like to think that by not
doing so, I may have changed the trajectory of her life.
I am in a similar situation, except I teach Basic Electrical. So many students are either afraid or electricity or do not find it easy. The course I teach breaks down every step they take toward diagnosis into simple tasks. For so many, once they make some voltage tests, and then actually understand what the results of those tests mean, there is the reward for both student and instructor.
I always try to encourage students and help overcome their self doubt, by verbally rewarding them and telling them how great they do, and also letting them know that learning is a process. However I wonder how much you need to do this when sometimes I feel they need to take responsibility and do what is necessary without always me being there
Indeed the self doubt for many students. They are here to learn of curse but the doubt is a real barrier for them. By working with the students small steps. They can push the self doubt aside when task have been accomplished and self esteem replaces doubt. Which is part of the challenge being and instructor.
MaryAnn, the use of socratic methodology and reinforced feedback cab be powerful tools for any instructor or tooic.
James Jackson
Latasha , few resources are as powerful as relating your own experiences to your students and to your curriculum. Keep up the great work.
James Jackson
In the medical field we deal with students often having self-doubt of the ability to perform blood draws or injections and as an instructor it is very rewarding for see these students over come it.
Erica, great post and an important topic. Years of research by The Pacific Institute and as stated by Dr. Joe Pace, it can take 11 positives to make up for a single negative so we as instructors need to surround our students with as much positive energy and reinforcement as possible. For some students the only positive experience they may encounter in an entire day is their time with us in our classrooms.
James Jackson
I feel most students self doubt until they feel comfortable in their surroundings. They know the instructor and how they teach,grade etc. Once they feel comfortable the self doubt should subside as the course continues
Once in a while I have to teach Pastry and Baking to Culinary students. They walk in as if they are being forced to go into this dark tunnel that they want nothing to do with. After a few days, once they successfully or partially successfully baked some cookies or some baguette they get more secure in the understanding of 'baking' desserts or bread as opposed to 'cooking'. It takes some longer than others but showing them how they can use it in the savory kitchen makes them get more interested and thus more interested in getting it right.
The most rewarding teaching experience that I've had was working as a student instructor in an inner-city youth development program teaching vocational math and English. Working with young people were well below grade level in basics such as reading and helping them develop confidence and life skills was amazing!
Leticia, well stated and emphasizes the importance of getting to know our students. The more we know about their understanding of any given topic the better we can build gateways towards the knowledge we want them to acquire. Learning is a bit of a maze and the more we know about the starting point the better we can guide them to the finish line.
James Jackson
Robert, what a great affirmation of the importance of positive reinforcement. The more we as instructors can provide a safe and secure structure for learning the more our students can grab hold and grow. Thanks for sharing.
James Jackson
Donna, journals are great learning tools. Both for students as they reflectively write and for instructors who read with a critical eye. Both sides are able to learn from each other and then enter this knowledge back into the curriculum to allow for a continual improvement process. Thanks for sharing.
James Jackson
Tami, what conversations do you engage with your students on the first day of class? Do students walk away with a clear understanding of your expectations and do you walk away with a clear understanding of theirs?
James Jackson