I began my career as an instructor in a traditional classroom. I greeted my students with a smile at the door the first day of class, called when they were absent, and used break time to get to know individuals on a personal level. Once they completed my course, I would regularly run into students in the hall or library and check in with how things were going. Since moving off campus and online, it has been a struggle to create and maintain these same connections with students. I respond to each student's introduction, send welcome messages/emails, make contact if so many days pass between their participation posts in discussion, and post encouraging responses in discussion as well as quality feedback for assignments. However, if a student has chosen to not contribute to discussion or sign in, I have limited means with which to get a hold of the student and no ability to "run into" them. How might we translate the role of model, mentor, and monitor more effectively in the online setting? To what extent does an asynchronous environment allow these techniques to be employed effectively?

I always try to make a good connection with our students, either from a shared experience (our median age for students is very close to mine), similar background, taste in music or more importantly my time as a student in the same school. I've found that one conversation at the right moment can be monumental in motivating a student to achieve more.

As an educator, I personally believe that administration needs to make sure we "know why" they are implementing policies or procedures. More often than not, business partners or admin will come out with a new initiative and, for whatever reason, fail to explain why it is needed (or their explanation is insufficient). If you keep us informed, give us an opportunity to be heard about what we think of these changes (heck, make us think we have some say in it even if we don't!), then new goals, policies, etc., will be easier to accept and transition to.

One of my problems is recognizing when I push a student too hard. I like to believe that I am pushing them to succeed, but there are times that I feel I am pushing certain students too hard and they just shut down. I realize then that I can't stop pushing (though the urge is there) but I need to push in a different way. My question is how can I "see" this shut down coming and head it off?

the problem with orientation sometimes is you have to cover so many rules that the student to detatch them selfs the first day

I work at an auto trade school sometimes the sales people tell students things that are not always 100% true this is sometimes hard to meet their expectations

According to what we found to be true about what is necessary for a student to obtain an education. That is, study very hard, follow instructions, ask questions in class etc... What are the needs of a student before he/she can think about attending college? Primary goals are important however; without having basic needs before students attend higher education will result in failure. What can be done about this situation before students attend college?

Retention is a very complicated subject & there are no easy solutions. If we are honest to ourselves & relate retention to our circumstances then we can find answers to this problem. Unfortunately there are so many situations we may have a solution to theoretically but practically it is not going to happen. Statements like that everything is possible with hard work is good & encouraging but is very hollow & does not mean anything. Therefore we need to be honest to ourselves & to the students & tell them there is very little chance of success upfront if there are situations which cannot be resolved or student is not a fit for a course

I make a point to email each of my students after thed first day of attendance in order to welcome them to my class and to start that "Trust Factor" for my class.

It is vital that the expectations are set from the monent the student sets foot in the classroom. Relationship building starts with the introduction of the instructor and getting to know the student.

I believe that student needs to be challenged especially when it deal with healthcare issues. I can only think in terms of a student caring for one of my small children. They have to work at accomplishing all task assigned. They must be driven to be successful in order to provide life saving healthcare to all desiring family memember. So how do I motivate this student population to be disciplined and discard all of the past negative situation that builds on there stressors. As the lesson states it starts with the instructor, school and other faculty staff. But we have to have a willingness to speak to the heart of students. That is my new goal to appeal to the soul. Henry

The same thing that effects new student also effect new hires within the career filed. We call GAS reality shock in the nursing field. Most grads burn out the first year. We build in our curriculum achievable milemarkers to encourage the students to continue to work hard and learn. We also discuss reality shock, as a normal process to growing and learning and coping strategies to manage it; such as, our new students are taught skill by our mature students in our program (since they can enter anywhere in the wheel). The mentoring helps the new students develop comaradarie. What have you done to help overcome reality shock for your students?

Bringing in fun activities for students may make them feel more comfortable such as bring a treat day.

It is important to provide all of the tools that the student will need to be successful in the beginning. They will feel more a part of the classroom if they know what it is expected of them early on.

It may be a good idea for students to develop a mentorship program so that new students will have a go to person to talk to about concerns with the program they are in.

Orientation is very important for students to develop a connection to the college. They will get to meet people that are in their program before class starts and exchange numbers if need be.

If one is not happy on the inside it will not be projected on the outside.

How do we as instructors tell the difference between encouraging a student or enabling them?

How does our own cultural backgounds effect how we view our students?

Would the gift the giver give us to see ourselves as others see us. How do we really look to our students?