A THIRD WAY I HELPED HISPANIC STUDENTS LEARN

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A THIRD WAY I HELPED HISPANIC STUDENTS LEARN

by Russell Eisenman, Ph.D.

Dec 3, 2010

I published an article on "College Teaching" here on 4/14/10. In that article I wrote:

"For my teaching here at University of Texas-Pan American, a Hispanic serving school, I have learned how to teach Hispanic students who, typically, are the first in the family to attend college. At first, students did horrible on my tests, making me think they had not learned much. I decided I had to teach them how to be college students.

1. I figured out the importance of teaching them how to study, how to review the chapters, how to read the chapters by first skimming them, etc.

2. I have also learned the importance of telling the students of my confidence in their ability to do well. Many probably have little confidence in their academic ability.

With these approaches, I have improved the grades that students make in my class, by getting them to study more and more effectively, to put more time into studying, and to care about their grades."

That is ...See More

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bernoulli Useful ideas! Thanks!

On 12/03/10, Russell Eisenman, Ph.D. wrote: > I published an article on "College Teaching" here on > 4/14/10. In that article I wrote: > > "For my teaching here at University of Texas-Pan American, > a Hispanic serving school, I have learned how to teach > Hispanic students who, typically, are the fi...See MoreUseful ideas! Thanks!

On 12/03/10, Russell Eisenman, Ph.D. wrote: > I published an article on "College Teaching" here on > 4/14/10. In that article I wrote: > > "For my teaching here at University of Texas-Pan American, > a Hispanic serving school, I have learned how to teach > Hispanic students who, typically, are the first in the > family to attend college. At first, students did horrible > on my tests, making me think they had not learned much. I > decided I had to teach them how to be college students. > > 1. I figured out the importance of teaching them how to > study, how to review the chapters, how to read the chapters > by first skimming them, etc. > > 2. I have also learned the importance of telling the > students of my confidence in their ability to do well. Many > probably have little confidence in their academic ability. > > With these approaches, I have improved the grades that > students make in my class, by getting them to study more > and more effectively, to put more time into studying, and > to care about their grades." > > That is what I said then. However, I realize there is a > third thing I did--although without realizing it at the > time--that played a strong role in the students doing well > on my exams, after initially doing horribly. > > THE THIRD THING > > The third thing was that I indicated, by what I said and > how I said it, that I wanted them to do well on the exams. > > This is important because I now realize that the Hispanics > student here will sometimes do well in class not because > they think they should (which was the belief I had > internalized when I was in school), but to please the > teacher. > > For some students, if they think the teacher does not care, > then they do not care. But, if they think the teacher wants > them to learn and show it on the exams, then they will do > so. But, it is to please the teacher, not because they > have learned that one should do well in school. Many would > seem be just as happy with a C as with a B or an A. Some > do not mind a D or an F all that much. > > TO LEARN, NOT JUST GET A GOOD GRADE > > Of course, we professors want the students to learn the > material, not just make a good grade on the test. But, the > grade is an indirect way to assess learning. If most of > your class is making horrible grades, then it is pretty > obvious they are not learning the material. If you can get > many to make good grades, it is likely that some will > retain some of what they learned, although others will > mostly forget it after they get their desired grade. This > is still better than most of the class learning nothing. > But, it also says that you should include major topics > that, hopefully, they will remember later in life (e.g. in > my psychology classes: the difference between correlation > and causation) and not just focus on a large amount of > little facts. > > OTHER STUDENTS, TOO? > > The insight here, that my Hispanic students would learn to > please me, might apply to other, nonHispanic students as > well. Perhaps it is especially likely to apply to students > without strong educational backgrounds, such as students > who are the first in their family to go to college, or > students at open admission schools. Thus, many Black > students might possibly be helped by the professor showing > that they care about them learning, but also nonBlack > students from the above-mentioned backgrounds. > > > > >

Dec 5, 2010

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Prof. Hardy Parkerson, J.D. Great article, Dr. Eisenman! We miss you here at McNeese State Football.... Oops, I mean McNeese State University. Keep up the good work!

Sincerely,

Hardy Parkerson, J.D.

On 12/03/10, Russell Eisenman, Ph.D. wrote: > I published an article on "College Teaching" here on > 4/14/10. In that article I wrote: > > ...See MoreGreat article, Dr. Eisenman! We miss you here at McNeese State Football.... Oops, I mean McNeese State University. Keep up the good work!

Sincerely,

Hardy Parkerson, J.D.

On 12/03/10, Russell Eisenman, Ph.D. wrote: > I published an article on "College Teaching" here on > 4/14/10. In that article I wrote: > > "For my teaching here at University of Texas-Pan American, > a Hispanic serving school, I have learned how to teach > Hispanic students who, typically, are the first in the > family to attend college. At first, students did horrible > on my tests, making me think they had not learned much. I > decided I had to teach them how to be college students. > > 1. I figured out the importance of teaching them how to > study, how to review the chapters, how to read the chapters > by first skimming them, etc. > > 2. I have also learned the importance of telling the > students of my confidence in their ability to do well. Many > probably have little confidence in their academic ability. > > With these approaches, I have improved the grades that > students make in my class, by getting them to study more > and more effectively, to put more time into studying, and > to care about their grades." > > That is what I said then. However, I realize there is a > third thing I did--although without realizing it at the > time--that played a strong role in the students doing well > on my exams, after initially doing horribly. > > THE THIRD THING > > The third thing was that I indicated, by what I said and > how I said it, that I wanted them to do well on the exams. > > This is important because I now realize that the Hispanics > student here will sometimes do well in class not because > they think they should (which was the belief I had > internalized when I was in school), but to please the > teacher. > > For some students, if they think the teacher does not care, > then they do not care. But, if they think the teacher wants > them to learn and show it on the exams, then they will do > so. But, it is to please the teacher, not because they > have learned that one should do well in school. Many would > seem be just as happy with a C as with a B or an A. Some > do not mind a D or an F all that much. > > TO LEARN, NOT JUST GET A GOOD GRADE > > Of course, we professors want the students to learn the > material, not just make a good grade on the test. But, the > grade is an indirect way to assess learning. If most of > your class is making horrible grades, then it is pretty > obvious they are not learning the material. If you can get > many to make good grades, it is likely that some will > retain some of what they learned, although others will > mostly forget it after they get their desired grade. This > is still better than most of the class learning nothing. > But, it also says that you should include major topics > that, hopefully, they will remember later in life (e.g. in > my psychology classes: the difference between correlation > and causation) and not just focus on a large amount of > little facts. > > OTHER STUDENTS, TOO? > > The insight here, that my Hispanic students would learn to > please me, might apply to other, nonHispanic students as > well. Perhaps it is especially likely to apply to students > without strong educational backgrounds, such as students > who are the first in their family to go to college, or > students at open admission schools. Thus, many Black > students might possibly be helped by the professor showing > that they care about them learning, but also nonBlack > students from the above-mentioned backgrounds. > > > > >

Dec 13, 2010

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