A difficult but rewarding need I attempt to meet for the students is their esteem needs. Prior to presenting the class content, I spend the opening portion discussing the learning objectives and goals for the class. They provide a simple road map for the students to follow, and as they reach and meet specific goals and objectives, I can sense a feeling of accomplishments in the students. One portion of the class addresses teaching heart blocks. Most first or returning students find these to be the most difficult to comprehend out of all the arrhythmias. I start this section of the class with words of encouragement, and query often for comprehension. Once the section is over, and I have found them able to appropriately recognize and discuss courses of action for each of the heart blocks, I can see a marked increase in the appearance of self-esteem. I have had numerous students come up after the class and comment on how glad they were that they could finally understand the blocks and were even more proud that they could now not only recognize them but could explain how that knowledge would change clinical practice and their feelings of worth when collaborating with physicians on the units.
Occasionally I have students whose behavior during class could be somewhat disruptive. Prior to releasing the students on break, I’ll ask if they could meet with me privately to “get their opinion on a topic”; I’ll then take them to a private space away from the other students and discuss with them the need to change their behavior, and that it could be hindering the opportunity for others to learn. When we return to class, I make the conscious effort to not show any indication that what was discussed was punitive. I never want any of the students to feel as if they were embarrassed or called-out in front of peers.
Occasionally I have students whose behavior during class could be somewhat disruptive. Prior to releasing the students on break, I’ll ask if they could meet with me privately to “get their opinion on a topic”; I’ll then take them to a private space away from the other students and discuss with them the need to change their behavior, and that it could be hindering the opportunity for others to learn. When we return to class, I make the conscious effort to not show any indication that what was discussed was punitive. I never want any of the students to feel as if they were embarrassed or called-out in front of peers.