@bkosland80
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This particular article from the Chronicle of Higher Ed delighted me. It’s one professor offering up his “stock intervention speech” to raise the chances of success for students failing his class.
His take on it is so simple. It’s not terribly innovative. It won’t blow your mind, like, “Wow, I’ve never thought about that before.” But the way he frames the whole concept of “you can do better than this” to his students is refreshing. We can all learn a lesson (or at least get a timely reminder) about what a pay for essay papers good heart-to-heart with our students can look like. Those little chats we have with them are always meant to help, but sometimes we know in our gut that we’re just feeding them empty words (“You just need to work a little harder, okay”?) that create the illusion of promoting student success rather than the reality of it. I recommend reading the whole spiel, but here are some things we can glean from it: (As a preface: Make it a point to meet with your struggling students individually. Don’t let them slip through the cracks. Seems obvious, but how college essays for sale many students can you think of that failed without a word ever being said to them about it?) 1. Tell it to ‘em straight. Tell them specifically what their problems are without mincing words or being afraid of hurting their feelings. I mean, don’t make them sound like an idiot or a total failure, but point out that what they’re currently doing is clearly not working. Don’t beat around the bush; just tell them how it is. 2. And for heaven’s sake, we need to be more specific in our feedback. Don’t just say, “You need to work harder.” Working harder won’t get you very far if you’re working hard at the wrong things. Real strategies for learning (and his article includes more than just these) are, “Try reading your textbook out loud. Your comprehension and fluency will increase. And keep a pen in your hand to take notes and https://payforessay.pro/college-homework-help/ circle stuff. It’ll help for studying for the test. Oh, and after you read the material, teach it to somebody else. You’ll remember it better.” We can give them effective learning strategies personalized to their individual needs. And did you notice how those suggestions include a rationale for why they’ll be helpful? 3. Facts prove stuff. Facts like, “You totally bombed this section of the test. According to my attendance, you missed the two classes where we covered that material. Did you notice that you did a lot better on the sections we covered when you were actually in class? Looks like coming to class really helps you out.” Grab some real-life data for them, and stick it under their noses. 4. He also makes a point I was really hoping for – he asks the student if there’s difficult stuff going on in life, and if it’s major, he refers them to the retention office so that they can get what they need to stay in school instead of bailing when the going gets rough. (It it’s not major, see #6.) 5. Similarly, point out that life happens. Control what you can and don’t worry about what you can’t. 6. Make them accountable. If you tell them, like this professor does, “Alright, I’m gonna hold you to that”…don’t forget to actually do it. If it takes sticking a Post-It note on your computer screen or writing in your planner (“Check in with Jim Jones”) then that’s what it takes. More Resources The first year experience is given Literacy is perhaps the most important measure of an education system Sam Roberts was the wage earner in the family Observation Wide of the mark! Copy Mistakes Are Jumpy Your Plat Topics title paperForums
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