I have found that reassurance and the use of mnemonics during my electronics lectures can ease my students' fears of the "unknown". Via the careful use of reiteration during lectures, the exam scores soar, which directly elevate the confidence level; i.e. a very strong tool in the learning process. Analogies are also quite supportive. For the problematic cases, nothing is better than the "one on one" tutoring. Relating to the right to privacy laws, how does one recognize and handle an ADD, ADHD student without blatency? Short attention spans are not always earmarks.

Probably one of the biggest problems in our school is that we are face to face only 3 weeks at a time with a group of students. What I do is let out counselors know if I "feel" something isn't going properly with a student and hopefully they can give them more guidance.

If we as Instructors can help the students at the time the students needs us to, we may help the students overcome behavior problems and expres their trust in us for help in the future. Students need to succeed.

I think the student's come to class and expect class control, so as not to disrupt their education. I believe they expect to have the topic of a lecture well laid out and rehearsed prior to class delivery and that the instructor have first hand knowledge of the subject matter. I believe they feel they should receive what they paid for, I also believe that they should know what they are supposed to receive for information, and not assume such. In the end there should be a proper explanation of what each subject matter will include at the start of a course, so the student will know if that subject matter has been covered and they have received at least what they have expected too.

students always come first, taking time to listen, understand, and comunicate with them is important to there education.

I look at the bright side of things and express that during my instruction to the students, staying positive is a always a plus.

What do you do when a student has made up his mind to be miserable? He's already upset from something that transpired in one of the first classes he took. He went all the way to the top without satisfaction. Every class he goes to after that he comes in with a chip on his shoulder. You get him just before he is to graduate and he's in his last class. This has been festering for at least one year. What can be done to pacify (pacify is probably not the right word) this student.

This was a very informative and educating experiance

Team work is essential for any organization. The important part of being a team member is to support your job function and the others around you.

Encourage your students and take the time to truly listen to their needs and expectations.

I think as an instructor we have the ability to steer student commitment to a great extent. Relating the course material to the end result which is to become proficient in a task out in the field is major. In addition I believe we have the responsibility of working with students to show them that they can achieve this goal, and prove to them that they have the ability to do so.

pre requisites are needed for certain classes, students are sometimes scheduled into classes that they are not prepared for, they become frustrated and lose confidence ,resulting in quitting

The importance of retention,can be described as Job Security....

With the current economic conditions and competition between different schools trying to attract students, does anybody see for profit schools in general lowering their standards to to improve their retention?

If I have a student who is not sure of there job prospects thay tend to add classes to stay in school longer.

I try to show all students that at the moment they are having troubles or doubts, that this is only because they are new at what they are attempting. I try to explain that I have done this, "once or twice", and that they are just getting started. But I try to finish with a comment on experiance and its out come. I usually follow up with Thomas Edison and the light bulb.(If the student knows who he is)Edison found over 1000 ways not to make a light bulb before he and his team got it right. You got to keep trying if you believe.

When it comes to retention I feel it starts by being up-front and honest with the student/students. Most Post- secondary students are tired of being promised the world and getting a slice of pizza and a small glass of soda. Some of their first encounters were “Career Counselors “or “Sales Reps.” who earned a commission for getting a warm body to “sign on the dotted line”. They were promised untold riches and opportunities to earn Rock Star status in the word as we know it. Then, when they attend their first few classes they see that it might not be all that true, this makes the future Instructors job a lot more difficult because of the nasty flavor it left in the student’s mouth. I try to be clear on the course lessons and objectives. I also always keep in mind that these students are much more than just numbers, they are thinking, breathing, feeling Human Beings that have legitimate lives and experiences. Some students just quit because that’s what they know. If an instructor can display a little honest concern and compassion, with out getting overly involved in their personal life, it just might save the student from caving in.

It is my belief that stress can never be eliminated. However, I have found that introducing humor into most situations will help to keep it at a manageable level. You never want to make light of a student's problem, but presenting a humorous story of your own may divert their focus from the stressor and allow them to refocus on their lessons. Thus keeping their stressor in the background instead of in the foreground.

Listen to student concerns and be empathetic to their needs. Chef Mark Clink

What if getting involved leads the student in a negative direction? What can happen to the instructor?