7 – Student’s Needs

There are many catch phrases that I toss around in my education jargon and student’s needs is certainly one of those. I have written in growth reports, which are handed into the principal, that I desire to more effectively reach my student’s needs and I have surely talked about it in my education classes at college. But did I truly know what I was talking about or did I simply understand how to form a catchy phrase with it? This is sort of like one of those words that everyone hears, yet once they are asked to define it; the struggle begins as the word sits on the tip of their tongue. Well, I guess that means that I should stop for a second try to formulate a definition for student needs. (Five minutes later.)

Student needs: Tactile tools and cognitive processes that are service in a student’s learning.

Okay, that definition is wordy, technical, and purposely vague. Not to mention that a student would be instantly confused if I told them this is what I am providing for them. Therefore, should I be able to explain what student’s needs are in order effectively reach them in my classroom? Being able to define a math term is when I have a deep understanding of the meaning. Also I properly apply the word towards concepts and correctly use it when articulating thoughts. By this comparison, it is possible that by not being able to define student’s needs, then I have a weak grasp of understanding. Exposing a misconception such as this is scary yet now that it is in my awareness I can grow from it. This is the whole idea of reflection; growing from strong and weak attributes.

In order to have a balanced relationship between students and myself, then it is a necessity that I can effectively communicate with them how I am reaching their needs. In other words, a student’s interpretation of how I am reaching their needs allows many perspectives guess what I am trying to do, which can result in frustration and confusion. Sometimes the purpose of events appear so obvious to me that I don’t take the time to openly express my intentions. Recently I have discovered just how far off on different islands I am with my student about the concept of student needs. In small group discussions for the last two semesters, I have asked about a total of 75 students this question.

“What are the needs of a college student?”.

The student responses where totally different than I thought they would be and the majority of them were the similar in thought. Their statements included pencils, a good teacher, textbook, a teacher that is open and honest, a teacher that understands that there class is not the only one and a few others. Upon hearing these responses, I wondered how could I possibly reach my student’s needs if my intentions do not match up with their idea needs? Some of them I agreed with such as a need to have an honest teacher but the a need of a pencil shocked me. True a pencil could be lumped into a need category of facilitate learning through different mediums however I have never thought of that. Two important ideas are being shown here. First, gathering student input is extremely beneficial for me to be on the same page as a student. Second, communication with my students is the first step in reaching their needs, and, at the same time, them reaching mine.

When a student asks a question in my classroom, I often reply by giving them another question or an indirect answer that requires them to continue solving their own problem. I do this because I feel like one of a student’s need is learning how to explore their understanding when problem solving. But if I do not communicate with them that this is my intent, then their perspective could easily be that I pointlessly confuse them when answering their questions or in other words, there is no method to my madenss. Does this mean that daily I should make students aware of how I am trying to reach their needs? This is a tough question because students can quickly be turned off if they know that what I am doing is educating or enriching their lives. This is like when students learn best when they are engaged with an assignment having fun with their learning. Try to tell them that they are learning and they will say, “Oh, I thought I was just having fun.” However, I do not think that students should secretly have their needs reached, like giving a sick child sugar coasted medicine. Timing is the key. Finding the perfect moment to discuss what needs have been met and how they were met allows students to recognize what is been done in my classroom and accept possible accomplishments.

If two people are in a healthy relationship mutually committed to its growth, then they have to effectively communicate when each is taking time to reach the others need. As a teacher, this can be difficult for me since I am trying to develop 60 student-teacher relationships at one time. Plus, are students developed enough to know what their needs are? How has their education provided direction towards understanding themselves as a student? For instance, when should a student be able to recognize when they are blaming the subject for their difficulties instead of observing how they quit trying to understand the subject once they are challenged in the slightest way. I believe that gaining an understanding of ones self is an important student need but addressing this in my classroom can be tricky. Also, if a student need is to excel on a state test then what about holding a class discussion on the best way to reach this need. Or should I be in control the whole time saying, “Okay, during this final week before the state test you will review the material by going over all of the chapter review problems in the book.”? How much power should I give my students in reaching their needs? Should I be the one with all of the say because I am the adult with degree? I think that it is important that I search for those opportunities that would be appropriate for them to have the power to choose. The amount of times this may happen will most likely be based on the structure of student involvement within the class. By allowing students be involved in the decision process, they are gaining an understanding what their needs are from a personal and education perspective. The key idea is not to give the students power in my classrooom, but to have them share and embrace it with me, making it known that together we will reach their needs.