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apologize

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Apologize on the spot and say that you will correct it and be more aware next time. 

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Apologize on the spot and say that you will correct it and be more aware next time. 

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Have a conversation with Juan about what he wants to get out of the program.

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Identify the disconnect between the students and yourself

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Identify the disconnect between the students and yourself

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Try to gauge the learning styles of your students. Work on building different analogies to better drive the concepts, ideally using real world applications

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some students need more direct and verbal engagement than others. maybe creating settings for learning that depend less on the teacher speaking and allow more for students to share could help?

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Affirm that this material is hard and it's okay not to know the answers. Everyone was in their shoes before. We're not born knowing this material. The fact that they showed up means that they're capable.

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Tell them it not how you start, but how you finish. Not everyone does well at the beginning. 

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Tell them it not how you start, but how you finish. Not everyone does well at the beginning. 

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Sometimes telling a personal story about your struggles and how you overcame it.

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Use the moment as a jumping off point, and have a discussion with the class (or with individuals) about what exactly they are feeling discouraged about. From there, focus in on these weak points and take smaller baby steps to get students through lessons. Also have a frank discussion about your own struggles with feeling like that

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Also apologize on the spot, correct yourself, and take some outside class time to better memorize student names

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Have an honest conversation with Juan.  Maybe he is not engaged because he does not have an interest in the material? is he being challenged/maybe he has seen this material before? Can he do a type of project/assignment  to engage his interests?

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Have an honest conversation with Juan.  Maybe he is not engaged because he does not have an interest in the material? is he being challenged/maybe he has seen this material before? Can he do a type of project/assignment  to engage his interests?

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Ask Juan what I can do to support him. Is there anything specifically he has enjoyed about the class so far? Is there anything in particular that isn't working for him? Is there anything that's worked for him in other classes he's taken? Make adjustments to make the class more engaging for him.

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regarding the pronouns one, this may be moot but I feel like I should say it: make sure not to misgender your students going forward, but ESPECIALLY not during the apology itself. someone got my pronouns wrong the other day, and apologized with a "sorry about that man, i'll work on that", which just showed he hadn't really thought about the issue, just a baseline understanding of one word being wrong and the other being right

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Build out time in the following classes to go over concepts that all students struggled with, possibly look for different approaches to break down the information for them.

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I feel like this may be something that can really erode trust with a teacher regardless of the apology. I am awful with names generally, and always try to have students have nametags (even if it means making them every day) so that I can be sure to get names right

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Either incorporate Margaret into the lesson by creating more of a dialogue/q&a style lesson with the class, or pivot to doing more group or peer based learning

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Start a dialogue with the class and find a new starting point for everyone in the class. 

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Start a dialogue with the class and find a new starting point for everyone in the class. 

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this isn't a scenario, but a response to Aris' larger question

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this isn't a scenario, but a response to Aris' larger question

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In situations where apologies are necessary I feel like teachers who care about students only in the classroom apologize and never follow up, but teachers I've had that care about students as people apologize and follow-up to make sure the student is okay as a person

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You and a student get along very well, however they start to ask personal questions and continually overstep boundaries that begin to make you uncomfortable

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You and a student get along very well, however they start to ask personal questions and continually overstep boundaries that begin to make you uncomfortable

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Try to make it clear that the first assignments and assessment are transitional, and topics are sometimes tricky to get a hang of in the first few weeks.
Then try to review the assessment with them to see what they actually may be lacking.

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We can work together in ways to support Juan as a faculty, coming form our weekly meetings

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Try to have enough flexibility in a course plan to spend more time (with a different approach) on fundamentals if the concepts aren't sticking as quickly as you expected

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Think as an educator about what you want out of the assessment. Is it a test to see if they know stuff? memorized stuff? Is it a test to see how students think about problems? These are things the students can be told about before and after the assessment

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Solve the problem as a group. Always make the approach everyone vs. the problem trying to solve it, instead of students vs. teacher

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These are great and REALISTIC scenarios.  Please know that as SAMS Center Leaders, we would want to know when these incidents happen so we can supplement support that you are offering from the lens of the academic classroom and as faculty.

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Talk to Juan personally and summarize the lessons up to where the class is at, while allowing him to stop you as much as he needs for details and answers. And make sure to write out the topics in a summery in a bullet point list with references next to each topic.

They may not choose to use the list, or they may forget everything you told them, But they will always feel like they have a starting point and a road map to go too if they feel overwhelmed and need to go at their own pace.

Jaun may not be able to keep up with the pace of the lessons. So, you could also come up with a system to landmark certain topics as you teach them so that people who feel like they missed out can find the spots where they checked out.

I always check out once I feel like I missed too much and have to self-teach. If you can make the process of catching up as painless as possible you may have less people checking out. But I am assuming Juan got overwhelmed early on.

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My favorite Maya Angelou quote has always been: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”  This is in alignment with all of your scenarios.  (MSSmith)

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My favorite Maya Angelou quote has always been: “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”  This is in alignment with all of your scenarios.  (MSSmith)

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Maybe it'd be useful to think about the root of Juan checking out?

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Maybe it'd be useful to think about the root of Juan checking out?

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I know that I've been in Juan's shoes in a whole bunch of classes and a lot of the problems could be solved by making changes in the class dynamics or educational approach if the people with power in the classroom were willing to do so.

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sometimes I tell my students about my shortcomings in classes and that makes them feel better. Bad grades aren't the end of the world. If I could survive that 22% on the LinAlg final and get here they will be just fine

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sometimes I tell my students about my shortcomings in classes and that makes them feel better. Bad grades aren't the end of the world. If I could survive that 22% on the LinAlg final and get here they will be just fine