Students are human beings first. They must be respected and valued. Teachers have to ensure that their self-esteem is not diminished. Rather they have to act to increase the self-worth of students.
<ul><li> 1. Caring for Students Anup K. Singh, Ph.D. </li></ul>
<p> 2. When Instructors Are Hurt? Students talk among themselves Students ignore the instructor Students ask questions to underrate the instructor Students make unwarranted comments Students enter late in the classroom Students throw surprises and shocks 3. When Students Are Hurt? Undermining by the instructor Lack of integrity and fairness on the part of instructor Harsh treatment by the instructor Lack of support from the instructor Unprofessional behaviour of the instructor Ignoring students questions and concerns Instructor being teaching-focused 4. Roles of a Teacher Instructor Mentor Pygmalion Guide Friend Toxic boss Aloof performer Grader Only teacher, not a learner 5. Why Instructors Dont Care? Lack of student-centred culture Naval gazing by instructor Poor commitment and competencies for caring Personal difficulties of instructors Too much worldload 6. What Is Student Caring? Caring is a conscious and relational process of understanding a student as an individual, valuing him for what he is, and developing him to enhance his self-image and learning 7. Elements of Student Caring Appreciating a student as an individual and recognising individual differences Facilitating learning of each and every student Creating supporting classroom climate Being available to students Providing feedback and encouragement Seeking feedback and monitoring learning process 8. A Student as an Individual and Individual Differences Each student is worthy irrespective of his learning capability and pace Each student wants recognition An instructor has to know each student: his background, interest in learning, learning difficulties, unique contribution, etc. Each student has to be given attention and encouragement An instructor has to adjust to individual learning paces and styles A student sometimes requires personal interaction and communication 9. Facilitating Learning Be interested and enthusiastic about your subject. Demonstrate its importance to students Use less of lecture, more of simulations, exercises, and cases Use various student involvement techniques Show that you care for students and they are of great importance to you Use variations in facilitation Encouragement peer learning Greater power distance, lesser participation. Dont use power, facilitate Be a role model to your students 10. Supporting Classroom Climate Clarification of expectations from students Moderate and reasonable expectations Encouragement for participation Reward for asking questions Co-creating class norms for student behaviour Attentive listening to students Maintaining poise in emotive situations Sense of humour 11. Instructor Availability Let students know that you are available after class for clarification and discussion Encouragement for raising questions through emails During out of class interaction, give at least 15 minutes for clarification Use out of classroom interaction to know and support a students 12. Feedback and Encouragement Continual and detailed feedback, not grades Analytical feedback on written work Using both positive and negative feedback Discuss feedback if required Encouragement for continuous improvement Give students model answers Tell students about the best answer and poor answer 13. Seeking Feedback and Monitoring Learning Process Review previous learning in each session Ask students about your facilitation style Take mid-course formative feedback Critical analysis of student feedback Checking on students comprehension and understanding Paying attention to non-verbal feedback Asking probing questions Giving small quizzes, three minute essay, case analysis assignment, etc. to check learning. </p>