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I found this section interesting. I initially posted the name of the top student after each module, but I received many complaints from students who were discouraged that their name hadn't been listed. I had to discontinue the practice.

Student Frustrations

I have a deaf student who gets very frustrated because she feels that the other students don't take the time to understand her thoughts and opinions regarding the subject matter. Any tips?

The Instructor is everything to everyone!

The students really come to rely on the Instructor for advice, coaching, mentoring guidance, and so on. I think this is great! My only question is how does an Instructor balance the strict class objectives, and expectations with the human / compassion side? In other words, is it ethical to make acceptations for one student because of the awareness of an issue that is weighing on them, but not for another student? I personally try to weigh this in each instance, but never want to make acceptations “For the sake of retention alone”

Could a Student Council Contribute to Retention?

After reading some of the posts I see a common theme of student peer groups coming together to help one another. I wonder if a student council could contribute in some way to retention. Maybe through organized mentoring, peer support, outings etc. Seems like there is some opportunity here, any thoughts? Jim Wagnon

Retention keys for multicultural students retention

It is evident that we can apply all topics discussed in this module for the retention of any type of students that we are serving. An interesting question that comes to my mind at this moment would be if there are specific keys to enhance retention with multicultural background students? What will it take from the instructor to meet international students needs in term of retention? From my professional point of view, professors and other related professionals must get some kind of special training regardin mulicultural awareness to deal with this specific population. In the other side "human factor" will… >>>

Multicultural Background

Working with multicultural diversity at a college level could be a real challenge for facilitators and administrators. People coming from different cultural backgrounds carry on different educational experiences and sometimes hold "non traditional" expectations of educative processes. We have to deal with cultural accomodations, language accomodations and translate those into an effective educative planning. Those accomodations may involve all parts of college support systems, admissions, academic counseling, registrars and facilitators.


What are some sources of motivation to keep students interested in completing assignments, taking notes, etc.?

motivation through reinforcement

I gave my student motivation by reinforcemet on your good work, no matter how bad it look, or I tell them. they will do better next time on your project. motivation for a student is very important.

managing participation

I am in instructor in cake decorating. when I am going to give a demostration and I gave them hang out, they start asking questions before time,in another word before I start the demostration,the problem is one student start after another one and so on,what I gave done is I tell them to wait until I have finsh gaven the demostration,them ask questions

personal attention

when I see a student falling behind, or if having a hard time, with the suject they working on, I gave them my personal attention by helping them with there suject,I give some more sample to practice with.and let them know they will catch up

age diversity

I am instructor in a rehab school,most of my students are spanish,I have to spend more time with them in reading, to make sure they did unstand what we had just cover.

Mission Impossible

As i continue my journy into this exercise, I feel my job isnt as easy as we think. My students majority are rehabs. And when the students lack a solid education background, it seems almost impossible to keep up with him or her. To make my point clear, i find students with multiple variable that doesnt my make my teaching easy. For instance: 1. note taking. I give handout and class lecture,it becomes difficult. Imagine the student trying to write every word by word of what I am saying. Also, they lack of vocabulary, and slow hand writing. 2. language… >>>

Age Diversity + Disabilities

As an instructor in a Rehab School, I face on a day to day basis with students of 55-60 year old ages. I find it extremely challenge and difficult to teach them since they have very little educational background, and have dissabilities. The things they learn, might take them a great amount of time to pick it up. But again, I only have couple of hours to teach them the topic. The next day, they will forget what they have learned. I have no problem, going over the subject with them, but I have a syllabus to follow, so time… >>>

Calling on Non-Volunteers

Some students (even very good ones) seem so shy that they never hold up their hands when you ask a class question. If you call on this student and he/she doesn't know the answer, you risk turning them off for good. On the other hand, if they do supply an answer, you have created participation. One tactic (as mentioned in our lesson) would be to ask "opinion" type questions in this situation, since no right/wrong is involved. In my experience, however, shy students often answer "yes" or "no" or "not sure" to wiggle out of having to say something. Any… >>>

Dressing the Classroom

A key element in retaining students is to "touch the career" - to constantly remind students that what they are doing has reason and value. The classroom itself can be used for this purpose. Ideally, every time the student steps across the threshold he should feel he is IN the career. In some fields (culinary, auto mechanics, etc.) this is done for you since classes are taught in kitchens, shops, etc. But how do you dress a bookkeeping class? One instructor made posters of tax forms, balance sheets, W9's, etc. and hung them around the walls. For a class on… >>>

success breeds success

I find that the best weapon against student frustration is success. Any success, even in the smallest thing, gives a degree of confidence and establishes a positive mental "template" for future activity. I have made it a rule for myself that every day, every student should leave the classroom having accomplished something. Towards that end, I make an initial student application as simple as possible, model it thoroughly, even run a rehearsal before the real thing. Once they have had initial success, however, later applications are provide progressively less help and require more original work.

Class time -is it a motivator?

Are students more easily motivated by having early classes - say 6 AM to 2 Pm or by having classes begin at 8am? What is the "best learning time" as a means of promtoting motivation and retention. Differentiating between the physical aspect and the psychological aspects of the learning climate- what are some of the stressors assocaited with early classes or late classes?

Keeping yourself motivated

I dont know how many times I have seen teachers at the beginning of their course start strong but wane off and end a course like it was a burden to them. I myself have been guilty of that as well from time to time. REFOCUS is an excellent way to keep myself excited about going into a classroom. Is there any other literature you can recommend specifically for teachers?

My student body

When i teach our vocational courses the students tend to be in the age 25-35 group. Most are family men/women that just got out of work to come into class, and most importantly paid good money to be there. Occasionally i get the younger students in the class mixed in with them and usually have their parents paying their tuition. I tend to notice that the older students that paid out of their own pocket are more focused than the ones that didnt have to pay for themselves (which seems logical). Would it be wrong to cater to my older… >>>

Approachability is a must but happens when...

I strongly beleive that teachers are sometimes looked at as confidants to a student. I dont know how many times i have been approached by a student with concerns...whether they are classroom-related or personal. I tend to draw a line with the personal stuff like "sorry i was not really into the class today, i had a bad argument with my girlfriend earlier and i don't know what to do about her." What are your ways to spin that so you dont sound like you dont care but to not get involved with their personal issues?