TMI Instruction and Student Retention

In my Educational Psychology course I'm taking this semester, we were discussing effectiveness of instructor transparency on student motivation. Because people ascribe more positive attributes to others who appear "warm" (rather than "cold"), it seemed like it could be a good thing to be forthcoming with personal information to students. For example, how an instructor had a hard time learning x subject and overcame it, or even addressing if an instructor received negative reviews on TCEs, etc. My opinion was to not show much weakness. You can really hurt your credibility with students who are looking to you as an expert on a topic and the authority figure for the classroom if you try to take yourself down a few notches to be on the same level as them. It sort of makes me think of He's Hip. He's Cool. He's 45! From Kids in the Hall:

Edit: @kellymce pointed out this is another good example (and a much better one, I think!):

Students can sniff out a try-hard. Sometimes I'm tempted to share, particularly when I'm working with student retention-related groups, that I dropped out of college for awhile and also hated using the library and didn't care to ever learn. But I don't! Because I'm supposed to be the authority in the class and I'm in charge. Can you imagine if you went to a therapist and they started telling you about all their psychological issues? Their credibility would be shot, and it would also be very confusing as to why they are sharing this information. As instructors, we are there to teach a particular subject and guide students to learning. We can relate to them in small ways, in a mentor-ish capacity, but emptying out the closet skeletons is not an effective way to motivate or draw students into learning.

Anyhow, these are my thoughts and I realize how strong they are after reading this article that came out today on Inside Higher Ed: TMI from Professors (study indicates role of over-sharing by professors in encouraging uncivil student behavior). Apparently, students are less likely to behave well in class if you try and rap with them (as in the outdated 70s slang for talk/relate to). Check it out, interesting stuff.

"When students reported that their instructors engaged in a lot of sharing about their lives -- particularly stories about past academic mistakes, even stories designed to stress that everyone has difficulty learning some topics -- there is an immediate and negative impact on classroom attitudes."

Some brief thoughts on classroom management, techniques, and future lesson plans

I started off writing this post reflecting on the negatives of a difficult instruction session that I had and although it's really helpful to examine failure, I think it's even better to look at what has gone well and what does work. The difficult class I taught was a student success course for (mostly) athletes in their freshman year. It's extremely remedial to ensure they get the right footing before entering into more advanced classes. On one hand, from what I observed, it seems like it is a necessary thing for some students, and at the same time, it seemed like they were frustrated and perhaps felt the class was beneath their skill level. So, with that situation (and numerous classroom management issues) and a last minute request for instruction, it was an uphill battle.

The ERIAL Project has highlighted the issue of students with the lowest skill level in library research being the most confident about their abilities. I definitely notice this in the classes I teach, and particularly in this student success course. They seemed to feel very confident and like they didn't need me to show them anything (not the whole class, but the majority). In contrast, the students who were excelling and were doing more advanced research were the only ones asking questions and putting effort into the activity. I think an effective method in this case is to set them up for some struggle first and then show them that they could really use instruction. For example, have them search the database without direction, and then when they see they haven't found very useful results or too many results, demonstrating tactics and tricks can better capture their attention. That way when we say knowing how to do research effectively will actually save them time in the long run, they will believe it.

On the flipside, I went back to teach another session to freshmen football during their study table hours (this is part of my work in student retention), and it went amazingly well. The lead tutor who oversees their study table hours said my colleague and I are great at engaging a very difficult population (hooray!) and asked me to come back next month even though now we've covered all the sessions we agreed upon for the academic year (orientation, basic searching, evaluating sources, and citing/avoiding plagiarism).

With this group, I have been planning game-like activities to engage their competitive nature. Anytime they can go up against one another, they seem to get really into it. We planned a BINGO-style orientation session for them over the summer and they were hardcore about enforcing no answer sharing or explaining answers until the competition is over because they all wanted to win. At this latest session, we did plagiarism court and offered candy for answering correctly. I'm already plotting out our next session and think now that they have the basics, I'd love to teach them "research as conversation," and framing it that way should really help them understand the process better. I'm working on developing some things to illustrate this in a fun way and will share what I create along with the results. This is an exciting group to work with because I can try out a lot of different things and can make it fun.