Evaluation and Assessment | Teaching Practices |Teaching with Technology| Sample Course Evaluation Forms
Teaching Tools
2. Teaching Practices
2.4. Knowing Your Students
Supporting Students Who May Need Help
Has the student sought you out either simply to listen to his or her difficulties or to ask for specific advice or assistance?
If so, the student probably trusts you to assist in the next steps if further help is needed. The next steps may not be clear or immediate, so you may simply want to be available to the student for general support for a while. Students often benefit from your ability to listen carefully and to empathize with their situation. If you can't empathize based on your own experience, it is often enough to listen attentively and show your concern.
Do you know if the student already has other people to support and advise them about their concerns?
Ask the student who he or she feels comfortable talking with. Sometimes there isn't anyone, so you may need to decide how much you can or should do. One option is to help them to better identify the nature of the problem and, if needed, the kind of help they might consider.
Do the student's behaviors seem to be out of sync with previously expressed goals?
If so, you might talk with the student about this observation. He or she may not be aware of the inconsistency. For example, he or she may talk about pursuing graduate study in your field but not be devoting very much time to your course.
Are you concerned about a student either in terms of his or her academic performance or personal welfare?
If so, talk with the professor about your concerns and the problems you have notibed. He or she will often want to talk with the student. If a student gives you personal information in confidence, be sure to honor that confidence. The only exception is if a student confides in you about something that seriously threatens his or her life or someone else's. In that case, contact Counseling and Psychological Services immediately.
Might the student need further assistance or guidance beyond what you are able to provide by supportive listening alone?
At this point, you or the professor should consider finding someone who can assist the student more effectively. Information about resources for students is provided on pages 119-120. Describing multiple options that may be of use gives students under stress an important sense of control. If it isn't clear where to begin, you might suggest a first point of contact to help the student further. The Office of Student Affairs can provide a College Liaison to assist the student with many kinds of personal or financial concerns. The Associate Dean in their college can assist with many academic difficulties. Note that the lines between personal and academic difficulties are not always clear and that either typd oF support can be effective if the student is comfortable contacting this person.
From Freeland, R. (1998). Collected Wisdom: Strategies & Resources for TAs. Pittsburgh, PA: Eberly Center for Teaching Excellence, Carnegie Mellon.
Adapted from the Eberly Center for Teaching Excellence at Carnegie Mellon University
