There are several ways that I think we can demonstrate and communicate concern for students. Here is a list of a few basic things that I have found successful.
1) learn the names of students and take every opportunity to use a student's name.
2) treat students as trustworthy and honest people (most of them are ) rather than cheaters and liars
3) set very high standards for classroom behavior (attendance, arriving late, leaving early, talking, language)
4) hold students responsible for the things they can contol but be flexible in dealing with the other "stuff"
5) interact, interact, interact
6) don't take yourself too seriously
I would be very interested in knowing what others do along these lines.
Bill
Bill Proulx, PhD, RD
Associate Professor of Nutrition and Dietetics
Dept of Human Ecology
-----Original Message-----
From: French, Paul
Sent: Fri 2/28/2003 1:06 PM
To: [log in to unmask]
Cc:
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation
I also think Bill has an excellent point. While it is time-consuming and exhausting to give some positive feedback to all the students, it certainly tends to help them. Regarding the parenthetical in Bill's quote of Bob, it would be awful not to actually care about the students (see: How To Hate Your Job). So, we care about the students and think it's worthwhile letting them know it. Here are a couple of my methods.
In my class of 55 students, I give many, many quizzes, exercises, and exams (of varied weights) throughout the semester. I try to make sure that some of the lesser exercises are easy enough for almost all students. The fact that every student has at least a B on some exercise helps the general psychology of the whole class. This is a relatively low-budget form of positive feedback.
As well, I try to make some part(s) of each major exam less challenging. Whenever a student comes to talk to me about his/her progress (fear of failure), we review her/his exam and try to emphasize some of the successes. It seems students are more willing to take a chance at trying to understand harder problems when they feel more confident. And they are more willing to come for help.
I also try to recognize an overall strength in each student and acknowledge out loud in class that everyone has something valuable to give. I indirectly incorporate into the overall course grade a way to numerically value many different strengths. It helps that we have both individual and group problem solving, as well as laboratory exercises.
Paul
Paul French
Associate Professor, Physics and Astronomy Department
SUNY College at Oneonta
PS 113
Oneonta, NY 13820
607-436-3358
607-436-2654 (fax)
-----Original Message-----
From: Greenberg, James
Sent: Thursday, February 27, 2003 6:08 PM
To: [log in to unmask]
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation
Tbers,
I think Bill is on to a key point. That we as teachers make sure our students know we care about them and their success. I have to admit (sadly) when I think about my classess, I don't really do much to ensure this. What types of things do you do to get the message to your students?
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From: Proulx, William
Reply To: Teaching Breakfast List
Sent: Thursday, February 27, 2003 5:33 PM
To: [log in to unmask]
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation
Dear Tbers,
My experiences with education, both formal and informal, as a student and as an instructor, have led me to conclude that an educational hierarchy of needs exists similar to Abraham Maslow's Hierarchy of Needs theory. In otherwords, the basic needs of a student have to be addressed before the student can be expected to advance significantly along the learning continuum. As all of you know Maslow's hierarchy contained 5 levels that addressed issues related to physiological, safety, love, self-esteem, self-actualization needs of individuals. The various levels of an educational hierarchy of needs would be slightly different but the overall principles would seem to be the same. If this is true then the key to effective and successful teaching would be achieved by working through the various levels of the educational hierarchy with students. It appears to me the most basic level of this hierarchy deals with the relational issues of care and trust. Consequently, I agree with Bob Rothenberg's statement "how important it is that students get the message that the "teacher" cares about them (and implicitly that it is true)."
Bill Proulx, PhD, RD
Associate Professor of Nutrition and Dietetics
Dept of Human Ecology
-----Original Message-----
From: Rothenberg, Robert
Sent: Thu 2/27/2003 9:59 AM
To: [log in to unmask]
Cc:
Subject: Re: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation
Hi Jim:
I just returned from a conference where we discussed, among many other things, teaching techniques. One of the points made was approporiate to this discussion: it was suggested that we need to say more positive things. Studewnts read the commments and if we only comment on what they do wrong (which is an appropriate thing to do), they get no input on what they do correctly, or that it is valued.
A second comment was about how important it is that students get the message that the "teacher" cares about them (and implicitly that it is true).
A third comment was about the fact that coaches not only point out to their athletes what they do wrong, but also model what is right. I have, coincidentally, started doing some of this in my current classes with their briefs. I used to have them pick a case. Now I use about six cases I have selected, distribute them, and will give them a sample brief after I have graded theirs.
Looking forward to the discussion. Thanks for putting it on the agenda.
Bob
-----Original Message-----
From: Greenberg, James
Sent: Mon 2/24/2003 2:54 PM
To: [log in to unmask]
Cc:
Subject: Teaching Breakfast: Searching for the Right Key: Unlocking the Doors to Motivation
TBers,
For our March 5th meeting:
Bob Rothenberg recently sent me some thoughts for a Teaching Breakfast.
In athletics, especially at higher levels, one quickly learns the truth of the old saying, "no pain no gain." If we are "coaches" for students in their learning, does the same no pain no gain hold true? High level athletes are typically very motivated. Is this why they are willing to endure almost anything to get better?
What about the less motivated students:
Is it possible for learning to take place without pain?
Does coddling students hurt them in the long run?
Can we teach students to take the "tearing apart" we may do to their work in the interest of furthering their education?
How many of us have had students respond positively and negatively to this type of grilling?
What ways have you found work to motivate students? Have you found grilling them or tearing them apart helps or hurts? Bring you ideas to the next Teaching Breakfast on March 5th.
Mr. James B. Greenberg
Director Teaching, Learning and Technology Center
Milne Library
SUNY College at Oneonta
Oneonta, New York 13820
email: [log in to unmask]
phone: 607-436-2701
"Ignorance is curable, stupidity lasts forever"
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