Mouprise.com

How to help a student who feels hopeless?

The start of a new class always brings a sense of hope for the students and their instructor. This is a time when students are most likely to listen, read assigned materials, and attempt to complete required learning activities. From an instructor’s perspective, there is an expectation that students are ready to learn and want to learn the course topics. For the most part, students will start class making an effort, at least initially. After the first week of school, reality sets in and this is the time when students will continue to try or their effort will diminish.

When students are trying to comprehend course materials and for some reason can’t understand what they’re reading or don’t understand how to complete an assignment, these challenges can create a tipping point for them. If they don’t know how to ask for help, or if they feel the need to vent their frustrations in unproductive ways, it may be easier to give up.

Students who are enrolled in an online class find it even more challenging as they may feel like they are working on their own. Your instructors may not know of your difficulties until after the end of the school week, when an assignment’s due date has passed and the student has not submitted anything. At that point, it may be too late to get the student back on track, especially with an accelerated degree program.

What makes falling behind even more challenging are the negative feelings associated with it. In my experience as an educator, the longer students are frustrated, the more hopeless they will be in the long run. Your attitude may change from “I’m not sure” to “I don’t know” to “I can’t” as a final disposition. When students get to that point, rehabilitation becomes a big challenge for instructors.

What I ask myself, and I ask other educators as well, is this: What are you willing to do to help prepare your students in advance to prevent this situation from happening? How do you encourage your students to try to get involved in the learning process? Do you recognize their struggles? More importantly, when you know they’ve given up, what do you do or are you willing to do to help them get back on track?

the hopeful student

Every student starts out hopeful to some degree when a class begins. A new class represents an opportunity to continue to progress or make improvements if the last class did not result in a positive result. Even if students are worried about their new instructor, or about what might be expected of their performance in class, they rarely feel hopeless when class begins. Some students may lose their sense of purpose after the first week and find out what the reality of the classroom will be like. However, the initial willingness to participate and get involved is there.

The hopeful student has outward signs that include being active and present in class, as well as turning in assignments on time. This is also a time when they are likely to be most receptive to their instructor, in terms of listening to and/or responding to feedback provided. This is when initial impressions are made and new working relationships are formed. Students will remain in this state until they experience the first challenge, which can be as early as week one, when they attempt to read assigned materials or complete required learning activities.

Looking at the many qualities a student needs to be successful, hope may not be the first thing every educator puts on their list. However, I have found that it is hope that motivates students to begin a degree program in the first place, whether they are hoping to make a change in their job, career, or life. If a student is hopeful, she is likely to believe that the change she seeks or desires is possible. If I can nurture that feeling and connect it to the effort they’re putting in, it can serve as a powerful source of motivation for them and sustain them when they face challenges. This is especially important as the reality of the weekly course is grounded in expectations and students work to complete the required learning activities.

The hopeless student

As a student experiences the learning process and interacts with the instructor and the class, they will experience emotions. For example, a student may feel that this is a productive environment and one in which she can learn and be supported as she tries to complete what is expected. That is one of the many potential positive emotions a student can experience. Negative emotions can also be felt, and those feelings can have a direct impact on a student’s sense of hope about her ability to succeed, or at least complete what is expected of her.

Also consider how a student interacts with the classroom environment and potential triggers that cause emotional reactions. The learning process is sensory in nature. Students read, listen, write, think, process, understand, and comprehend information while actively participating in their studies. For an online class, the hands-on aspect of learning is missing, and yet the overall experience remains the same. This is a mental engagement process, and through mind engagement, emotional trigger points can be experienced.

For example, a student’s questions are an indicator that something has been activated. Conversely, an aggressive tone within something a student has communicated indicates a different type of emotional trigger. Triggers are often related to hot spots and conflicts. Students may not understand something they are reading, they may not complete a required task, they may lack a specific skill, or something else related.

If students can manage the resulting triggered feelings and find help or answers, the problem or problem experienced is resolved. However, if they can’t get help when they need it, or find answers for themselves, the negative emotions they feel can continue to build up. This is when frustration can turn into aggression, or feeling stuck can lead to a sense of defeat. If not monitored long enough, students can be left with a feeling of hopelessness about their ability to learn.

the helpful instructor

Can these negative feelings experienced by students be avoided or prevented? An instructor may not always be able to say with certainty that all students will be happy at all times; however, there are steps that can be taken to minimize the impact of negative feelings and prevent those feelings from becoming long-term problems.

Become an active participant: An instructor sets the tone for the class, and this includes how accessible and accountable they will be to students. If a class is to be student-centered, instructors must be involved as active participants. Students need to see their instructors as someone who teaches, manages the class, and has empathy for the student experience.

Help students prepare: An instructor must also look to the future and try to anticipate potential problems that may arise, and help students prepare. For example, there may be a challenging assignment due at the end of the week and an instructor knows from previous classes the areas in which students have struggled. One method of preparing students might include posting tips and advice to help them plan ahead.

Watch for signs of a struggle: Instructors must also watch for signs of struggle within students and intervene with a caring attitude. These signs may be evident in discussion responses, missed deadlines, or the tone of communication. One challenge for instructors is upholding school policies while helping students in need. Whenever exceptions need to be made, and it goes beyond the authority granted as a faculty member, now is the time to contact the school and explain the situation. Acting bossy doesn’t build relationships, but showing warmth while coaching and guiding students does.

Classroom management is a matter of providing controlled guidance and maintaining active participation in your class. When students know that their instructors are available, active, and present, they are more likely to feel hopeful about the class, their role in the learning process, and their ability to succeed. If you can foster positive feelings in your students, they will be much more willing to try to complete required tasks, participate in discussions, and even make mistakes along the way, knowing that someone is there to help them. This is one of the most positive aspects of adult learning, when students feel hopeful and engaged in the class.