Are We Addressing Fundamental Student Needs In The Classroom?

dmapp63, MSN, RN

My first classroom teaching assignment was a challenge. I was inheriting a class of nursing students with a reputation for "chewing up and spitting out" a number of previous instructors. My colleagues informed me these students were difficult to engage. "They're dead in there" were the words used to describe the energy in the classroom. My co-workers chuckled and wished me luck. I was ready. I had a plan.

With their academic requirements being addressed by the curriculum, I wanted to know what else my students needed in order to succeed. It was common knowledge that this group of students had endured many last minute changes in schedules and instructors. As a result, they were frustrated and a bit angry with their situation. After introducing myself, I passed out a brief survey, explaining how their answers would enable me to understand their group and individual needs as we worked together to establish a positive learning experience for all of us.

The survey asked about their learning style, how they prepared for class, their goal(s), and any challenges, barriers, or frustrations that were keeping them from attaining their goal. Lastly, and most important, I asked "What do you need from me as your instructor?" Common themes identified from their responses to this question were: "be fair", "be available", "don't make me feel stupid because I don't know the answer", and "don't treat us like children". The survey provided students with a vehicle for venting their frustrations, voicing their needs, and reflecting on their learning experience thus far. It provided me with their personal perspectives of their needs and expectations.

After reviewing their responses and identifying themes, I shared the survey results with the students. This allowed them to hear the feedback given by their classmates. It was also the perfect segue into a discussion of my syllabus and a review of the teaching strategies I planned to use. I had hoped to show the students that I was not just another instructor with wordy power point slides and mind-numbing assignments.

Physiological needs

After my first hour in the classroom, I noticed how cold it was. In fact, a majority of students were bundled in coats and sweaters. "We never have heat in here. It's awful," grumbled one student. A number of students actually left early that night because they "couldn't take the cold". How could I expect students to learn when they were focused on keeping warm? After speaking with the program director, there was heat in the classroom the next day. "Thank you for the heat, Mrs. Mapp." I assured them that I was on their side and would be until graduation. Having met one of their basic needs and laying a foundation for trust, we could begin to focus on learning.

Safety needs

I had heard that this group of students did not engage in classroom discussion. In fact, one instructor actually told them they were "hard to teach" because of their reticence. Another instructor allegedly scoffed at their wrong answers or berated them for not knowing the material. It is no wonder why they were silent in class. Fear of ridicule or criticism had left students feeling unsafe and insecure.

In an effort to promote a safe learning environment for the students, I initially paired them together so that my questions would be directed to a team rather than an individual. Instead of declaring a response "wrong", I guided the student with questions to arrive at a correct answer. After a few class sessions, I began calling on individual students, providing praise and encouragement rather than criticism. It was not long before students were offering answers freely and engaging in discussions.

Love and belonging

People have an inherent need to belong, to be a part of something. Each student needs to feel like they have a rightful place and an equal voice in the classroom. I noticed that the same few students were the only ones responding to my questions. The rest of the class sat quietly with their thoughts kept to themselves. I made it my personal goal to learn each student's name in a week. This enabled me to invite a specific student to participate in class discussion and conveyed a sense of belonging to the student.

Group work was another strategy I used to include every student in the learning process. I appointed different students to act as "group leaders", giving everyone an opportunity to be in charge. Experiencing positive interaction among classmates enabled many students to feel comfortable in the larger class group.

Self-esteem needs

Students are quick to say "I know this is a dumb question but ..." I quickly pointed out to the students that a question is an outward sign that they are thinking. All learners should feel supported in the classroom as they try to understand new concepts. This group had shut down as a result of critical instructors with ineffective teaching methods. As a student posed a question, I would first declare it an "excellent" question and invite other students to provide the answer. Praise along the way contributed to the confidence of each student and respect among the entire group.

One student in particular was failing by the time she took the second exam. I met with Jessica a few times to discuss her study habits and her challenges. "I don't know what else to do Mrs. Mapp. I am this close to dropping out," she tearfully proclaimed. I discover she was working an average of 32 hours a week, which, in addition to her class and clinical time, left her little time to study. I suggested it was time for her to decide what she wanted more, her current job or her future as a nurse. With the support of her father, Jessica quit her job and devoted every waking hour to her schoolwork. Her average went from 62 to 78 by graduation. On our last day together she said "Thank you for believing in me. Everyone else told me I couldn't do it." I was proud of her but more important, she was proud of herself.

Self-actualization

As the weeks went by, I saw the dynamics of the group slowly change. Our classroom became an open forum for discussion and learning. Students felt free to answer questions ask their own. Grades improved as students felt safe and became more engaged in their learning. In fact, every student successfully completed their final module of study and passed their final exam. As of this writing, every student that has taken their NCLEX-PN exam has passed, including Jessica.

Reflecting on my first classroom teaching experience, I realize that my approach with these students was the right one. Academically, the curriculum requirements were already established. It was necessary, however, for me to understand who my students were as people and what they needed. By asking for their input and addressing their fundamental needs, I was able to create a positive learning experience for each of my students. Was it challenging? Yes. Was my plan successful? I believe so. One of my colleagues stated that I had "worked magic with those students". Now it was my turn to chuckle.

References

Maslow, A. (1943). A theory of human motivation [Online exclusive]. Psychological Review. Retrieved from Classics in the History of Psychology