There is a fundamental difference between praise and encouragement. This is a distinction to keep in mind as we wrap up the semester and provide students with feedback on their learning. We want our students to reflect on their learning in ways that move them toward their next goal—we need to do that, too.
We live in a “great job” world where students have become accustomed to hearing praise. It is, to some people’s thinking, cheap and easy to handout. Encouragement, on the other hand, takes more time and effort to dole out. The results of praise and those of encouragement differ greatly. Praise can signal that the job is over and we can sit back and admire the results. Encouragement lets us know that we are still working and that the job is not finished.
Think about your student as a runner. If you yell out “Well done” before the end of the race, the runner might get the idea that s/he is done and can rest. But, if you yell “Keep it up—your getting there”, the runner is bolstered by the support and keeps moving.
Encouragement can have the effect of keeping a desired behavior going. That can be attending class, being active in discussions or submitting work on time. It also communicates expectations, standards and models behavior for others.
Here are some resources to get you started:
It is not just military service that sets student veterans apart from their classmates. According to a 2013 American Council on Education report, they are often the first members of their family to attend college and are often about a decade older than other students. They tend to study harder and are driven to succeed, but feel less engaged and connected to campus life.
The good news in this study is that many veterans feel supported by their institutions. This support is found at every level—from the financial aid process and registration and the classroom. As faculty and staff, we need to find ways to ensure that veterans have the tools and skills they need to walk their educational path. But, there are challenges as you will read in this article from military.com. Misconceptions about veterans abound, do a reality check at NEA Ten Things You Should Know about Working with Today’s Student Veterans.
Cultivating a sense of belonging on campus can be helpful. So, how might we get started?
Here are some ideas:
- Ask if a student in interested in sharing his/her experiences rather than singling someone out in class discussions
- If a student veteran seems to be struggling, talk with him or her
- Know the resources that are available, this includes VetNet, but also the services that are available to all GCC students, both traditional and online
- Remember that sometimes active duty students need flexibility with due dates—be accommodating when possible
- Introduce them to organizations and activities on campus. Review tips for Getting Student Veterans off the Sidelines for some ideas
- Capitalize on each veteran’s strength and determination to help reach educational goals
The VetNet resource center is a must-stop for veterans on campus—it is the place to get certified for educational benefits, meet other vets and find support for challenges. Advisors can learn how to meet the needs of this population from the NACADA: Advising Student Veterans.
Perhaps one of the best all around sites for learning about student veterans is the American Council on Education: Supporting Student Veterans. The articles and resources here are directed at all members of the educational community. You will find information on helping make the transition from soldier to student and much more.
As professors and educational professionals, we are expected to be experts in our discipline, but may lack the skills and knowledge to help students who struggle with mental and emotional health issues. This is not a new concern, but studies show that the number of college students with both diagnosed and undiagnosed mental illness is increasing. Mental Health Awareness Week (Oct 5-11) at GCC has raised our consciousness of the issue and stimulated discussion about meeting the needs of all our students.
In 2011, The Wall Street Journal published a piece entitled, A Serious Illness or an Excuse? Looking at the issue of mental health and college students by Andrea Petersen This article highlights some of the common challenges for both students and faculty as they try to navigate these often stormy waters. Take a few minutes to read this article– you will gain a fresh perspective on what it is to be a student who is struggling.
If you think mental health issues are isolated or overstated, look through the National Alliance on Mental Health’s report, College Students Speak, A Survey Report on Mental Health. In essence, this organization has found a significant demonstrated need for support for college students face a variety of mental health issues such as depression, bi-polar disorder, anxiety and PTSD. The report includes a section on what students should know and what faculty & support staff need to know.
While it might be somewhat easier to identify students who are struggling when we see them in person and work face-to-face, online students are often a different story. In Identifying and Addressing the Mental Health Needs of Online Students in Higher Education, Bonny Barr provides some common clues that students may need extra support. Just as valuable as her insights and research are, the links she provides at the conclusion of the article to mental health resources are ones to bookmark. Keep in mind that resources are available for online GCC students, just as they are for traditional students. Think about adding a link to the GCC Wellness Center to your online class.
Here at GCC, many faculty and staff have worked with students who are dealing with mental health issues in our classrooms and offices. Don’t go it alone. There are specific resources to help students create paths to learning and being a part of the GCC community.
In the first few weeks of the semester, we are often preoccupied learning student names, creating course materials and getting back into the swing of a busy teaching schedule. This is also a time to be on the lookout for students who might struggle in your course.
Some of the early signs are:
- Falling asleep
- Arriving late or not at all
- Making rude or mean remarks toward you or a classmate
- Not completing work
- —and the list goes on
The temptation to ignore some of these behaviors is strong, but there are plenty of reasons to get involved… and to do it sooner rather than later. An intervention does not need to be a full-on confrontation, but merely making the student aware that his or her behavior is affecting others. Sometimes students do not understand the social norms of a college classroom or perhaps they need to have rules and expectations clarified.
If you are facing challenges, remember that you are not alone and that there are resources to help. Lisa Rodriguez, Ph.D. offers tips for dealing with and preventing many common classroom/student issues
Click here for an 8-step plan for dealing with disruptive students.
Perhaps somewhat more rare, but sadly increasingly common, is to have an emotionally troubled student in class. These tips help you to recognize these students and take appropriate action.
Dealing with disruptive students can be frustrating and can sometimes leave you feeling drained. Keep in mind that this is not an issue reserved for new faculty, at some point all faculty experience these challenges. Seek the support of your colleagues, department chair and experienced faculty.
Effective course design is about more than just a syllabus. It involves consideration of learning goals, the needs of your students and so much more. Vanderbilt University offers helpful strategies for creating a course using practical and commonsense strategies and frameworks. Build into your course design specific methods for fostering learning in the classroom. For both new and experienced faculty, these 19 lessons about teaching will resonate.
Universal course design (UCD) aims to meet the needs of all students and can make your classroom a place where all learners have not only equal access to information, but also equal access to the learning process. Watch a video from the University of Massachusetts about the benefits of UCD or learn more about best practices for working with diverse populations of learners using Universal Design for Learning. There is so much to consider about your online course. The Magna article entitled, Creating an Ethical Online Environment might help you to foster an atmosphere of respect, tolerance and engagement.