Damon,
Sharing experiences that position us to be viewed as "similar others." Students react well to this.
Jeffrey Schillinger
The proof is in the putting. I share what I have visualized and actualized in my own life. What were my roadblocks and solutions? How can that be applied to the present issue? We can inspire and have big ideas but the only things that matter are what is actionable, fulfillable, measurable, implementable, etc.
One thing I do is remind them of how far they've come. Remembering how they overcame an obstacle in their life can help them believe that they can make other things happen in their life that they want too. If they can focus on the positive qualities and actions that have brought them to college, it can help them have positive expectations of the future.
Inspiring students and co-workers to greater self-efficacy can be the result of intentionally staying in the "Losada Zone" or using praise and recognition liberally -- to create a positive work enviornment. Displaying enthusiasm and energy is contagious-- when we're all enthusiastic or full of energy there's a spirit of "can do", "will do" and "unstoppableness" in the air. It's infectious and drives our colleagues to achieve more than they ever thought possible.
I find something to complement a student on every day-- from the quality of their work, to their appearnce, to the hurdle they've overcome to get to class, to punctuality, to their professionalism, to their creativity, or problem solving ability, or willingness to take the risk to change, there's always something that's good about every student. I verbalize that for both my students and my colleagues. It goes a long way to accomplishing the impossible :)!
I talk about the experiences that I have had. I also talk about what I do with passion because I really enjoy what I do. I believe that carries over to the students ans they also become excited and passionate.
My unique situation allows me to teach and to participate at the same tasks as the students. With this added benefit I get to challenge myself and show the students that I too make mistakes sometimes and on the other end that some of the tasks I ask them to do are not impossible. I guess the main inspiration is done by showing them all aspects of the field in motion. Failure and success and how I respond to both.
I find that with most students it is almost impossible to give to much praise. These "booster shots" of positive self-talk really raise self-esteem and self-efficacy.
I use positive feedback and I challenge people to reach out beyond their comfort zone to try new things. I encourage people take on responsibilities and I publically recognize even small accomplishments.
Emma,
When students know the "why," they are more likely to make good choices.
Jeffrey Schillinger
One of the speeches I give my students is that they have the power to decide what kind of chef they want to be, someone who is disorganized takes shortcuts, doesn't clean well/ work neatly or they can be someone who is the oppisite. They will go out into the industry and see all sorts of people and can easily align themselves with either of the two examples above but it is their choice.
I empower them to want to make the right choice (eventhough I require it in class) when they see my reasoning behind the rules it seems to be easier to have them uphold them.
Patrick,
What are some specific things you do to give students confidence?
Jeffrey Schillinger
Well, the first thing I do is to start each day with a greeting to the class. I always display a positive image and an approachable demeanor. Next, I'll go over the day's plan and let the students know what they will accomplish during the day. Within the course of the day, I will talk to each student and let them know how well they are accomplishing their tasks. I always try to accent the good things that they are doing. At the end of the session, I always recap what has been done during the day. I try to tie this in with a previous lesson and then tell them what our next session will entail and how today's activity will enhance them for their future project.
I remain as positive as possible while at work. I offer my services to students and co-workers alike - when I see someone is struggling to overcome something, I ask if I can help and sometimes just listening is enough.
Other times I have observed co-workers become overwhelmed with an assignment and I take the role of teaching them to fish; so they can then continue to fish, instead of constantly having to find someone to help them through it.
I am a very strong believer in teaching someone how to do something versus doing it for them. With positive feedback, people can change their belief in themselves.
Enrique,
This is quite true. Positve affirmations, along with picturing oneself as already where you want to be is a powerful success tool.
Jeffrey Schillinger
As mentioned before it is important to have a 'picture' or vision of what you wnt your future to look like. Focusing on positive thoughts will help the students overcome life's obstacles.
Dianne,
It is valuable to be seens as a "similar other" to our students. It gives us a sense of belivability.
Jeffrey Schillinger
I tell them that Everyone before them has started out just like them. The Top Chef's in the industry were once just like them. They can be what ever they want to be in this industry.
Listen to their needs, ambitions and then follow up on their progress.
Luke,
You are painting yourself as a "similar other." This is a good thing as students can easily relate to you.
Jeffrey Schillinger
