Stephen,
What do you see as the weakest part of ASPIRE?
Jeffrey Schillinger
Ya we use ASPIRE, less than ideal, but it's what we have.
Stephen,
Many institutions contract with outside services to provide professional counseling for students with issues that could be best served by a mental health professional. These schools "advise" students on matters related to college.
Jeffrey Schillinger
Stephanie,
Establish consequences and stick to the policies surrounding those consequences. It is helpful if this statrts the first day. (Consequences can be positive.)
Jeffrey Schillinger
Any suggestions for strategies or guidelines to put in place to help students be more accountable.
Absolutely- our entry process does not allow for personality profiles or soft skills assessments. We often take the roles of counselors to help our students with their mounting financial and personal stressors. ST
Stephanie,
You raise a good point. Far too many folks now quit when they face any adversity.
Jeffrey Schillinger
I agree. A lot of our students have no self-confidence because they were never told that they were good at anything. Some of them have never completed anything either. When the going gets tough they quit.
It is important as an educator to help boost their self-confidence. Congratulate them on a job well done. Simple things like stickers on a test go a long way. Some times they just need someone to talk to who cares. Taking the time with a student goes a long way. Constant reminders (that vision) to them as to why they came to school in the first place hopefully will keep them on track.
It is important for them to understand that finishing school will be a boost to their self-confidence. It will also help them achieve their "vision".
James,
Do you refer students to professionals when they come to you with issues?
Jeffrey Schillinger
many students have barriers to their success, sometimes just letting someone talk about what they percieve as a basrrier can help them resolve and overcome the barrier. Part instructor part therapist. We need to learn to listen and give students the opportunity to vent concerns.
I do agree with it , as I teach my class I feel to keep the students on the track to learn I have to cover all the business or problems they may have.
Stephanie,
Interesting post. Thanks. What are some of the most common things your students write down related to accountability?
Jeffrey Schillinger
Yes,I do agree. As an educator we deal with so many defferent personalities and mental disorders. I would love to have training to deal with certain personalities. I have learned over time how to deal and make them into successful students. I have students that need to feel important (over-achievers) so I give them small projects. I also have the students that blame everyone except themselves on why they are not successful. For this type of student, I have them write things down which make them accountable for their own actions.
Kristine,
Nice post. Thank you.
Does your school employ or contract with licensed counselors?
Jeffrey Schillinger
I completely agree. As both a program manager and instructor, I spend much time working with my students outside of class on addressing and dealing with "life issues". Our student population is often grappling with childcare, transportation, relationship, and monetary stress. That stress of course carries over into the classroom as the student may now miss class, miss assignments or disengage from the classroom experience. When the student's outside plate fills up, the first impulse is to drop out of school. It is my job to keep the student focused on that vision of graduation and work with her for a solution that does not involve dropping out of school. I like to say that I am part social worker.
Caroline,
Instructors should be friendly without trying to be a friend and should serve as an advisor without trying to be a counselor.
Jeffrey Schillinger
I agree that we are also in the “mental health†business. I sometimes feel that we are bar tenders listening to student problems. I think that giving examples of real life situation that pertain to their situation helps relieve that tension of being an instructor and fine line of getting personal without overstepping our positions. This fine line we tread on must be upheld or otherwise we risk the problematic position of getting too involved with our student’s personal life.
Most definitely. I speak with my students all the time about why they are not succeeding and have to address a lot of personal issues with them. They look up to us and feel that we can give them advice to handle their situations. We have to be very careful though, becuase we are not trained psychiatrists and shouldn't give too much in the way of advice. A lot of times though, just listening shows them that we care and may motivate them to do better and push harder.
In my office I keep information on every thing from child care to taxi service. Any thing that might help a student stay in school. If a student knows there is help out there for them, outside of school, but the school is also willing to go the extra mile for them, then I think the message "we care" comes through to them.
Susan,
The sentence "Some students have great potential which has never been realized because no one has cared enough to show them they can be successful" clearly summarizes why some students have not done well in school. There are so many negative influences in our students' lives that we need to help them overcome.
What are one or two of the most effective things that your team does to help students internalize the fact that they can be successful?
