I had a student who academically failed undercar – twice, but returned and managed to achieve a passing grade on her third attempt. During her first time in the course I noticed her poor grades and recommended she stay for some tutoring. She declined, and it wasn’t until the end of the course that the reality of her failing grades seemed to get her attention. Unfortunately it was too late to bring her grades up sufficiently to pass.
The very next course she was in my class again. I met with her at the end of the first day and suggested she move to the front of the room to avoid distractions, and again suggested tutoring – proactively this time. She did take my advice and move to the front row, but declined any extra help. I made it a point to stop at her desk every time the students were working on study guides to help her and make sure she had all the correct answers. She still wouldn’t make the effort to stay for tutoring, but she did see that I was making an effort to help her achieve her goals. Unfortunately she failed the second attempt with just a couple grade points higher than her first attempt. This time she stayed after class on the last day to talk with me. She cried, and told me she was thinking of dropping out because she just can’t do this. I told her I was sorry about her grade, but assured her she could do this. It was just going to take a little more work on her part if she wanted it, and again I assured her I would do everything I could to help.
The third time she started asking some questions. Finally! I was glad to see her more interested and actively participating. I made it a point to let her know that, and I still stopped by her desk to help her with study guides, even though she still wouldn’t stay after class. She struggled academically, even managing to fail the same test on six attempts, but there was finally improvement. At the end of the course she achieved a passing grade and had a huge smile. I told her I knew she could do this, and pointed out how giving up last course would have been a mistake. I feel like I helped save her from dropping out. She thanked me, and I suggested that if she finds herself struggling in another course at some point (knowing very well it’s likely) to ask her instructor for help, and I assured her we all want to see her succeed. I’m doubting text based communication could achieve that kind of connection or convey the same encouragement, but I think using the video conferencing tools in GC may help us establish a similar connection with some of the students, provided we can get them to participate.
I agree that students need to feel they're part of a "community". Engagement and personal interaction are very important. Our students need to be challenged and as intructors we should model good behavior. For example, in a traditional setting rules and policies serve as great coaching tools. However, are they really effective if we don't even make an attempt to learn their name ? In general, rules without some type of relationship never works. "Ten years from now you may not remember what someone looked like, or even what they said, but you will remember how they made you feel." Nobody wants to feel like a number. Obviously, we're already challenged building rapport with our students given short three week periods. So, finding new innovative ways to engage students online is crucial. Students need to be engaged and mentored to take ownership of their personal success. I think one of the biggest contributing factors needed for a student to "buy in" to their success is to make them feel like they are where they should be during that space of time. Sure, we should hold them accountable but remember we all had to start somewhere. More than likely, a portion of our students will decide not to pursue this as a career but they can still find value in the process if they learn to set goals for themselves and learn some responsibility along the way. I think it's all about the approach whether it be in the classroom or engaging students online. With that being said,I know it takes a huge amount of patience and some things are easier said than done.
I find that there are two groups, the "Haves" and the "Hane nots". Generally, the haves are strong in self efficacy, focus and motovation. they have parent support and empolment. The have nots generally, are not motovated, they never had to be. They are focused on the outside world more than what is in the class room. They may have parents in the home, I think that the parents want them to "just do something'and have given up. Trying to establish connections with these have nots is challenging.
What I have found with the current group of students is a huge amount of diversity in levels of learning knowledge. Part of it stems from the public education system that is not preparing them to learn as it once did. So when I approch my students I aways try to understand where they starting in their educational journey and move forward from there on a individual basis.
The current generation / cohort of our students require a new approach to reach them. They lack self-motivation skills, face to face communication skills and an understanding of what the required effort is to reach an application level of learning/skills. For the most part, it is not their fault. Once we understand/view these students with this perspective, we can work towards new strategies to reach them and teach them. It will take more patience, effort, energy and heart than ever before.
