Classroom Techniques for Improving Black Male Student Retention.

Autor/in	Gardenhire, John Fouts
Titel	Classroom Techniques for Improving Black Male Student Retention.
Quelle	(1991), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Black Education; Black Students; Classroom Communication; Classroom Environment; Classroom Techniques; High Risk Students; Higher Education; Males; Potential Dropouts; School Holding Power; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Male; Männliches Geschlecht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Institutions of higher learning must focus on new ways to serve the at-risk student and the black male at-risk student in particular. By developing and implementing a plan, any teacher can foster retention of at-risk students, even in the absence of institutional support. Twenty effective techniques are: (1) learn students' names; (2) assign specific office hour visits; (3) use "calling cards"; (4) touch each one each day; (5) use peer tutors and counselors; (6) use collaborative learning frequently; (7) use five minute "get acquainted" sessions; (8) encourage club and campus activity joining; (9) walk them through the campus; (10) take fieldtrips; (11) vary instructional mode; (12) make very short-term assignments; (13) set very short-term goals; (14) include everyone in classroom discussion; (15) make a scrapbook about successful role models; (16) be fair, firm, demanding, consistent, and predictable; (17) provide all materials from the beginning; (18) be animated in instruction; (19) teach a memory skill; and (20) be "up beat" and cheerful. The basic needs of at-risk students are essentially the same as those of any student--the only difference is that these students need more of the above than the others. Serving at-risk students well will mean serving all students well. (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC