Why Won't They Learn? Part 3

This is the conclusion to a 3-part series by EMS educator Rommie Duckworth.

It's easy to target an individual or group of students as the "problem" in class, but remember that all students have issues to deal with, as well as something to contribute, even if it takes work to find the silver lining. Be sure that you and your fellow instructors identify the problem "issue," not the problem student.

The primary "issue" may not be immediately apparent, so begin by considering the common barriers to adult education:

• Age: Are you teaching traditionalists (authority-oriented), baby-boomers ("show-me" oriented), Gen-X (entrepreneurial) or millennials (autonomous), or some combination? Are you teaching the material in a way that connects with the age group of the students?¹

• Education: What is the education level of the students in question? Do they need additional background information or skills to be able to process the knowledge that you are trying to relay? How can you help them obtain this? What is the students' background? Are you teaching information that is boring for those with experience in emergency services or using words and phrases that are unfamiliar to students who are new to EMS?²

• Culture: Are you being sensitive to the culture and ethnicity of students? This is not just a matter of political correctness, but rather, are you using terms and concepts that may be so foreign to the students' culture that they are unable to assimilate the knowledge you are trying to relay? How can you re-phrase the information in a way that is understandable to someone with a particular cultural background?³

• Style: What is the students' preferred learning style? While most students will tell you they "learn best by doing," that does not mean that every student is primarily a kinesthetic learner. Auditory learners best process information by discussion. Visual learners process information best when presented with symbols, graphics and diagrams. Kinesthetic learners learn best by discovery and practice.⁴

• Responsibilities: What are the students' adult life responsibilities? As much as it may shock and surprise educators, students often have responsibilities outside of the classroom that may interfere with the learning process. While these obligations are the students', as educators we must keep them in mind when considering the logistics and syllabus of the class, including scheduling, reading assignments and homework.⁵

Help! I Need Somebody!

It is rare to have only a single student with a single issue in each class. Addressing multiple student issues within a single class can be difficult and overwhelming, especially if the curriculum is otherwise working for the rest of the class. In these in-stances, a variety of outside-the-class techniques can help the student achieve adequate if not excellent performance without bogging down the educator.

• Mentoring: Mentoring is a process through which one instructor or assistant may oversee and guide a group of students through a program. The value in mentoring lies not only in more student-focused instruction, but also in closely monitoring the students so their difficulties can be recognized early enough in the program to allow for correction.⁶
• Peers: Peer counseling is another great method where students work in groups to achieve success together. This is a method through which diversity in the class is used to allow students of different backgrounds and learning styles to teach and encourage the achievement of fellow students.⁶
• E-Learning: Computer-based education, distance learning and e-learning are all terms that refer to student-driven supplements to traditional in-class learning. The sheer volume of material available almost ensures that there is a quality online education component to assist your challenged students, whether they need help with basic math skills, core EMS education or, if they are advanced students, additional, higher level learning to keep them engaged with the course.^7-10

• Tutoring: The last step that may be required to address student problems is to deal with the student as an individual. While one-on-one tutoring can be an effective way to address a student's educational deficiencies, because it is tremendously time and resource intensive, this method is best saved for last. Rest assured, however, that if you have employed the other techniques listed here, you will be focusing your attention only on the students who truly need it.¹¹