Shifting the Paradigm
How do we help support students who have been told their whole lives they will not succeed? Many of our students have had this engrained in their mind by family and others in their life. This effects their school performance and the school's retention rate tremendously.
We have orentation also. Each program is explained to that prospective student with the expectations for that program. The student is shown the class rooms and the curriculm used for classes. Some of the student still think that it should be a easy course although everything is explained.
Denise Long
What examples do you share with them? How do you make the point?
I tell the students from the beginning that they can succeed. Not only that, I tell them that the success in the program should give them motivation to make a better life for themselves.
A great book I read was Dr Dennis Deaton called Mind Management on how to shift that thought
How does this help them, Kristin?
I tell them to break down problems into small pieces that can be solved step by step. Everyday is a new day.
When do you have this orientation, Jeff? Is it a separate event prior to the start or is it part of the beginning of classes? What do you do for your online students?
We are implement an entire, but shortened orientation class that hopefully sets the correct expectations in hopes of lowering attrition due to not knowing expectation of the students.
Not a pretty picture, Florence. Are there any specific things that you do to demonstrate support? How do you show these students that you care? How do you get them involved and in what activities?
Unfortunatly, this is a tremendous problem. Especially with the Y generation, they are single family homes, moms working 2 jobs, 70 something percent of them have had one or both parents in jail at one time or another. They have not only been told by their parents that they cannot do anything, their teacher, their school counclers and other family members. The only thing we can do for them is to show them that we care, not just by our words but by our actions. One of the most important things we can do for these kids is be there for them, let then know we care and get them involved.
I suspect there are a lot more "dream stealers" than we realize. They all feed on fear of change and ignorance of how change can benefit everyone. Testimonials from those who have gone through the experience can be very powerful and inspirational. This could be accomplished in the classroom, on field trips or informally through mentoring and interaction with graduates or upper classman.
Do you actually use the term "dream stealer" with your students? Do they understand what you mean?
I find that our school has many what we call " dream stealers". they don't want them to succeed out of thier own fear. The best I cna tell them is to show that person how thier success can benefit them too. But it is hard when many are young women moms whose other half just won't let them achieve out of the idea that he is the success and she is the family. How can you show young women this is not really true.
Breaking the culture of entitlement is a major challenge for many schools.
The financial aspect of attendance must be addressed in the admissions process. Students should have a personal financial plan and know exactly what aid is available to them and what will be expected of them financially. Your school is not an extension of the welfare office but your financial planners should be able to refer needy prospects to the appropriate social service agencies to get the help they need.
A discussion of personal responsibility/accountability and control over life's events are often included in orientation or first year experience courses.
How do you manage student's expectations with regard to the financial aspect of their tuition? We find that many students are surprised that they would be expected to pay anthing for their tuition, and in many instances expect the school to provide money for child care, money for gas for their car or bus fare.
Many of the students have an instilled source of entitlement that all of the above will be provided for them.
All of this is very important information for the entering student. How long does it take? Do the students have a chance to participate or interact with others [staff, faculty, other students]? It's also important to make connections on a human level.
By having an " Orientation Day " on the first day of school our goals is to " break the ice" clarifying and touching every aspect of the school. This, we believe, helps the student to understand what we do.
The faculty and staff are introduced and each have a chance to talk a few minutes.
The agenda ussually covers:
1)- School Mission and philosophies ( School President and Music Director talk )
2)- School Facilities ( Director of admin. )
2)- School Services ( Students Relations Dept. )
3)- School events and Special Guests Faculty
4)- Field Trips ( SRD )
4)- Courses Evaluations ( Homework/exams and attendance requirements ) ( Director of Edu. )
7)- Students open questions time
8)- Faculty's Concert to closed the day.
We will follow up the first week to make sure that each students knows what to do and where to go. :)
Honesty and clarity are indeed very important. What ways do you make sure that the students start with the right expectations?
We have had students that come with a lot of expectations that are not applicable to our school. To change this paradigm we are totally honest about who we are and what we can do from the beginning. We also show them clearly our expectation for them too.
I think if you are honest and clear from the beginning , they will feel accountable for their sucess or failure also, instead accrediting it or blaming it ALL to the school.
In some cases, "loved ones" are scared that the entering student will succeed and move on, leaving them behind. One way to attack this dysfunctional behavior is to demonstrate ways that your institution can help those people as well.
One way to help the entering students is to create an intensely supportive environment within the school that bolsters the entering student's confidence. In the classroom, make simple assignments that re-inforce positive behavior. Create win/win situations that show the student that they can succeed. Speak about the process and give the students coping skills that will help them overcome the negative messages.
