How Much Is The Students Tickets And Adult Tickets Math How Do You Help Students Who Will Not Help Themselves?

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How Do You Help Students Who Will Not Help Themselves?

It seems that students should want help from their instructors, especially when they are having trouble with course topics, assignments, and meeting deadlines. But the reality is that this is not usually the case, and as most educators know, students may even resist the idea of ​​asking for help and prefer to give up when faced with a challenge. This can happen even when an instructor has done everything possible to encourage students to speak. For example, I have observed many online classes where instructors created optimal classroom conditions that were conducive to productive exchanges, similar to what I have done in my online classes, and students still did not ask for help, until and all when his grades were going down.

I have studied adult education and one of the prominent principles is called andragogy, which contrasts with pedagogy or the principle about teaching children. According to andragogy, adults as learners are self-directed and this means that they want to be involved in the learning process and can take responsibility for their role. The underlying assumption is that students have the academic experience necessary to understand their developmental needs and know better how to work toward continuous growth. This is an aspect of andragogy that is often overlooked by educators, and yet it is critical to remember when working with new or undergraduate students. However, I know many traditional educators who believe that all adult students must take responsibility for their assignments, grades, and meeting deadlines, and any form of ongoing outreach is considered hand-holding and not part of of the responsibility of an instructor.

But the fact is that many students will need help from their instructor at some point in class, whether or not they should be responsible for all aspects of their own learning. The question is how to encourage them to ask for help, or even start a dialogue with their instructor, so that they feel comfortable seeking help when they need it. Here’s another thing to consider: Will making statements to students like “I have an open door policy” or “feel free to ask questions” enough to encourage them to ask for help? Then there’s another scenario that comes up that involves students who don’t seem to want to help themselves. So what does a teacher do to help these students?

What does an adult student need?

Adult learners need more than course materials and learning resources for long-term learning and retention to occur. Yes, a student can memorize information and pass a test; however, this is short-term learning and can be quickly forgotten. This is the premise of a correspondence course and is conducted without the benefit of an instructor. An instructor can make an intellectual contribution to the class and provide context through lectures, online class postings and announcements, and class discussions.

Students also need guidance, support, feedback, and most importantly, direction. I have also worked with graduate students who still need developmental support. Even doctoral students have developmental needs, although their writing is often more advanced and involves higher-order thinking. You can engage these students in a more advanced form of discourse when you interact with them. In general, the most important need that every student has is for their instructor to be present and involved in the course. But this is only the starting point for developing a positive working relationship with students.

Understand the fear factor

When students start a class, they start working with an instructor they’ve probably never met before, and with an online class it’s someone they can’t see. They will rely on initial perceptions to determine whether or not they like this person, and whether they will be receptive to working with, trusting, or accepting this instructor. There is another interesting aspect to the development of interactions between students and their instructors, and it involves a fear factor that is often experienced until a certain level of comfort and trust is established.

For a few students, this feeling of fear or intimidation never subsides. It can be found more often in newer students or those with no prior academic experience, and can be hinted at by the idea of ​​asking a question, especially if they think their question is “silly” or something no one else would ask. . I have also seen the fear factor occur as a result of students having had previous negative experiences and as a result it taints their view of all instructors. Then, when they need help, they are very unlikely to contact their current instructor.

A proactive approach to helping students

As an experienced educator, I know that showing up to class and having a positive attitude is just the beginning of making an impact on my students’ progress. I also know that students will need help, and more importantly, there will be students who will need help but will not be able to help themselves, until they know that I am proactively working to support them. Below are some of the strategies I have implemented to help students in my online classes, using the acronym HELP.

Hand more: What I have to consider, with every interaction I have with students, is the value I can bring when I work with them or respond to them. When I develop feedback, it should be more than canned responses and instead should be personalized and address your development needs in a way that shows I’m paying attention to your work. Even when it looks like minimal effort has been put into a student’s work, an attempt has been made to meet the requirements and it is my responsibility to respond and help guide the learning process. The more involved I am when giving feedback, and the more active I am during class discussions, the more I show students that I want to help them and, in the long run, this encourages their responsiveness to me.

EEmpathy: One of the most important aspects of being an educator, in terms of how I can relate to my students, is being able to see where students are from an individual and developmental perspective, even if I can’t see them physically, or are of a different age, personality type or temperament; or are not particularly easy to work with in general. I’ve been an online student myself, and I know what it’s like to work full-time and try to balance other responsibilities while working toward academic goals.

It is hoped that the class will be easy to balance and the workload will be easy to manage and more importantly the instructor will be someone who can be reached when needed and easy to work with. . What I’ve learned is to empathize but still balance the need to uphold academic policies, which means when students struggle and I can’t change the rules, I offer genuine support and help them in any way I can until they turn around to involve in the course.

Llisten: I’ve found that one of the reasons students don’t ask for help anymore, and it seems like they won’t help themselves anymore, is that they’ve asked for help and no one seems to be listening. When students are struggling, they want to be heard and understood first and foremost. If an instructor launches into a lecture about what they are not doing well or why there is a problem, before hearing what the student has to say, the student will tune them out.

A challenge for instructors is having time to listen to students, as asking a student to tell them what they need help with, and then actually listening to the problem, can seem quite complex. I have found that when a student is willing to communicate with me, this is an opportunity for me to help them, and I must first listen carefully to what is on their mind. I also have to do it non-judgmentally to avoid the perception that I am criticizing them.

provider: When you think of a provider, you might think of someone as a doctor, and that’s a really good analogy for an educator working with students. A doctor treats the symptoms but is also concerned with preventive measures, along with taking care of the person’s well-being. I believe that an educator can also be a provider and address similar aspects for their students. The symptoms would be the mistakes made when evaluating the learning activities carried out by the students. Some students will go to their provider for help with symptoms and others will wait for the symptoms to go away. The ones waiting for it to go away are the students who may not want to help themselves and those are the students I want to watch out for in my class. The best way to spot ongoing, untreated symptoms is to see mistakes or repeated mistakes week after week, even after providing feedback and encouraging dialogue with the student. I will also go one step further and initiate outreach attempts.

I understand well that I cannot help a student who is not willing to help himself. However, if I have students who are struggling for whatever reason during my class and I do nothing to help them simply because they don’t ask for my help, then I have failed in my obligation as an educator. It’s not possible for me to know exactly why a student won’t ask for help, find out what their previous experiences have been to gauge why they’re not cooperating now, or determine if they’re holding back simply out of fear. I must be proactive in my attempt to connect with students and build productive working relationships with them. Each student comes to my class for a particular reason. I understand that not all students will need my direct assistance, but that doesn’t mean they won’t have some interaction with me throughout the course, especially if I try to connect with them.

To answer the question I posed in the title of this article, a student typically won’t help themselves if they see no value in contacting their instructor. This means that they have not established a connection with their instructor, that no measure of trust is established for whatever reason, that the instructor has not been present and responsive to student needs, or any other number of similar factors. Of course, there may be cases where a student just doesn’t care and won’t respond despite the instructor’s best attempt and efforts. In general, students will participate and respond based on their degree of connection and engagement with their class and instructor. That’s why I work so that students know when they need help in my class, someone really wants to help them. This is one of the most effective methods of teaching students to help themselves when they need help.

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