Intervention
The better trained the instructor the sooner the intervention may start. This is critical.
That is an interesting point of view. However, I believe that even the most experienced and best trained instructors cannot begin the intervention before the student is ready and willing to let us assist.
I know some "touchy, feely types", psych majors who are so much better qualified to deal with these issues than I am, but if the student refuses to acknowledge the issue, all anyone can do is to able to do is to let the student know that we are available to listen.
The ability for an instructor to discern or observe that a student is having problems would definetly give the instructor and the institution the upper hand on solving the issue or problems that the student is experiencing. That would more than likely give the student the impression that the instructor is concerned with his/her well being and academic success in turn this would possibly creates trust between the two parties involved.
Constant professional development for instructors is crucial.
(In smaller-sized classes, at least) it’s pretty clear to me if a student I’m teaching has a problem. The question then becomes if we identify the student’s issues before he or she does, when and how is it appropriate to take action? As we've seen, waiting causes issues. I’ve tried pulling students aside after a particularly tough class, and changing teaching strategies. What else would you suggest?
It seems to me that we are duty bound to be proactive and take steps to help a student avoid a problem - particularly if they don't see the problem coming. This can be done by privately sharing experiences where others have shown similar behaviors, alternate courses of action and probable outcomes. Why clean up after the wreck when it can be avoided?
