INTRODUCTION

Edgecombe Community College Administrative Withdrawal Form

TO: Cathy Dupree, Registrar

FROM:

(Instructor)

RE: ____________________________ ____________________________

(Student’s Name) (Social Security No.)

____________________________ ____________________________

(Course No. and Section No.) (Date)

Instruction:

Please use this form if you need to request that a student be withdrawn. It must be approved by the Vice-President of Student Services before it is official.

I request that the above named student be administratively withdrawn from my class on _____________

because of the following reasons: (Date)

The last date this student attended my class was _____________________________.

(Date)

Please check:

1. Student has missed more than 20% of the class.

2. I have determined that this student does not intend to pursue the learning activities of the

class. He has been counseled by me and/or referred to Student Services for counseling

but he has shown no improvement.

3. The student has completed the course requirements successfully. (Please check here if

student proficiencies out of class.)

4. The student has exhibited conduct unbecoming to a school or class environment, and he

has been counseled by me and/or referred to Student Services of counseling but he has

shown no improvement.

For Vice President of Student Services

Approved

Not Approved

Reason:

If you are a veteran, this will reduce your VA Benefits accordingly. If you are a Basic Grant or Financial Aid recipient, this may also reduce your assistance!

NOTICE OF REQUIREMENTS FOR REMOVAL OF AN "INCOMPLETE"

Directions: Complete this form in triplicate. Keep one copy for your records and forward

two copies to Student Services.

Student’s Name Date

Subject Semester

Course Title and Number

Instructor

List the specific requirements for the completion of the course.

A grade of "I" may be awarded only when a student has not completed the requirements of a course. If a grade of "I" is not removed by the end of the semester immediately following, the "I" grade will automatically be changed by the Registrar to a grade of "F".

REMOVAL OF AN "INCOMPLETE"

TO: Registrar, Student Services

This is to certify that the student listed below has completed the requirements for:

Course Title, Course Number, & Course Section

Please remove his/her "I" and replace it with the indicated grade.

Name Social Security # Grade Credit Quality

Hours Points

Instructor Date

RETENTION ALERT

TO: Susan Roberson

FROM:

DATE:

I am concerned about the following student:

Name: Class:

SS#: Time:

Reason for concern:

Measures I have taken up to this point:

Please let me know of any follow-up measures you take concerning this matter. Thanks!

One of each instructor’s continuing objectives should be improving the educational process in his or her classroom. By using good teaching techniques, you can provide a more meaningful classroom experience for the students. You should rate yourself on each class you teach as a basis for improving your instructional abilities.

SELF-RATING SHEET FOR AN INSTRUCTOR

	Well Done	To a Fair Extent	Very Poor	Not At All
Planning 1. Did I plan and prepare for the lesson in advance.
2. Was there a well-defined objectives (or objectives) for the meeting?
3. Was my material well organized?
4. Did I attempt to cover too much at one time?
5. Was my approach interesting? Did it get members to discuss?
Procedure 1. Did I use the right method for the situation?
2. Did I remember that telling is not teaching?
3. Did I use suitable devices for getting the interest of the group?
4. Was the transition from one phase of the lesson to another, natural and effective?
5. Was I flexible in adapting my instruction to meet different situations during the meeting?

	Well Done	To a Fair Extent	Very Poor	Not At All
6. Did I recognize individual problems and needs?
7. Did I fit the presentation to the group’s background and experience?
8. Did I provide for checking the learning of the group through application and testing?
9. Were the objectives for the session attained?
Questions 1. Were my questions clear, brief, and definite?
2. Did I ask thought-provoking questions?
3. Did I have to repeat questions?
4. Did I have to re-state questions for better understanding?
5. Did I get definite answers to my questions rather than yes or no responses?
6. Did my questions encourage discussions?
7. Did I have enough questions?
Leadership 1. Did I, at all times, have the group within control?
2. Did I get the group to participate in discussions?
3. Did I use showmanship in making the meeting interesting?
4. Did I hold the group’s interest?

	Well Done	To a Fair Extent	Very Poor	Not At All
5. Did I make the group feel at home?
General Points 1. Did I have any noticeable mannerisms? What were they?
2. Did I talk too much?
3. Did I speak distinctly and slowly?
4. Did I avoid using expressions such as "and-uh," "all right," "now look," "you know," "now you take," "what I mean is," "do you know what I mean," "you see what I mean," "in other words," and "see."

What were my strongest points?

What were my weakest points?

Teaching Adults

How Do Adults Learn?

Experts generally agree that we cannot "pour" information into the heads of adults, yet frequently the "lecture" method is little more than such an attempt. The "lecture" method is fine when accompanied by a variety of other stimulating activities, but should not be the sole method of presenting information.

Studies in retention indicate that persons retain:

10% of what they read

20% of what they hear

30% of what they see

50% of what they see & hear

70% of what they say

90% of what they do & say

Conclusion: The instructor whose methods stimulate the widest variety of senses will generally be the one with the largest retention rate among his/her students.

Characteristics of Adult Learners

Experts in educating adults indicate a number of characteristics of adults which, for effective instruction, should be known by the instructor.

Adults are impatient with long discourses (lectures).
Adults like to see theory applied to practical problems.
Adults are generally not a captive audience; if they do not like what they are getting, they are inclined to leave.
Adults are accustomed to being treated as mature persons; they resent having instructors talk down to them.
Adults enjoy having their talents and information made use of in a teaching situation.
Adults can learn as well as younger students, and are frequently better motivated.
Adults are sometimes fatigued when they attend classes; therefore, they appreciate any teaching devices which add interest and a sense of liveliness – a variety of methods…audio-visual aids…change of pace…sense of humor, etc.

You may get a copy of the evaluation form from any instructional administrator.