Student Success StrategiesWelcome!!

Day 1

• Introduction

• Classroom and course expectations

• People and support services

• What is expected from a college student

• Where are you now, and where can higher learning take you.

Introduction….Ms. Elise Street

Course: Student Success Strategies

Schedule: 20 hours

Start of class: 8 am

Break: 9:15-9:30

Break: 10:30-10:45

End of class: 12:00pm

Resources• E-Textbook:

Keys to Success: How to Achieve Your Goals, Sixth Canadian Edition with MyStudentSuccessLab,6/E1995-2010 Pearson Education Canada

• Teacher (Me)

• Classmates- Yes! You should get to know them!!

Setting Up Your Resources

1) Navigate to:

http://eminata.ecollege.com

• Log in with LMS Password on SMDB sheet

• TAKE A PICTURE OF SMDB SHEET SO YOU HAVE A BACKUP COPY ON YOUR PHONE!

Once you have signed in, this should be the screen that loads

Navigate to “My Academics”

Select SSS4

**Notice “doc sharing”-Powerpoints will be uploaded here

Enter: 3726

Click “Submit for Grading)

Click Keys to Success etext

Outlines-The Course-20 hours

The purpose of this course is to ….

-optimize your learning through equipping you with effective study techniques.

-provide you with an introduction to personality styles that will be encountered in the workplace

and school which will allow you to practice appropriate and productive interaction between the

various styles.

-Emphasize types of communication that work best with each personality style in order to achieve

a good working relationship and to manage and resolve conflicts that arise.

-You will be introduced to strategies for setting personal goals, managing time and managing the

stress that results from study or work

-build on positive group dynamics and setting expectations for your success

Outline-Daily

• View rough 5 session outlines and go over!

• Notice: Assignment(s) due on Day 5-Friday January 6th

Outline-Assessment

• Based on participation and attendance

• PASS or FAIL

Attendance: You must be here- 1 day missed maximum or automatically withdrawn from class.

Participation: Be awake, participate in discussion/group activities. I will speak to you if this is becoming a problem.

Outline: Expectations and Etiquette

Being a Responsible Student

You’ll be more successful in this and other classes if you accept the responsibilities that come with being a student.

Know the rules of the course-and any course!

Check your syllabus! It generally spells out what you can expect in the class and what’s expected of you~

-Since no two classes have identical rules, you can save yourself grief and boost the odds of success by investing time in reading that syllabus.

Outline: Attend Each Class

Attendance plays an important part in college success andstudents who don’t skip class have several advantages:

-you will hear explanations and/or changes in assignments, due dates, or test dates.

-You will hear test reviews, and can ask questions. Attendance attests to your seriousness as a student and your willingness to take responsibility for your learning.

Outline: Show up on time.

Being tardy is not acceptable: the culture of college classrooms is that classes start on time and you will be marked late if you are not present for the start of class.

-At Reeves we mark attendance based on 15 minute increments.

-e.g., you show up at 8:10, you are marked 15 minutes late.

-Recall-automatic withdraw from class if you miss 1 day (3.5 hours of total 20)

Outline: Come Prepared!!

-Check the syllabus/Daily outline and be sure you read the assigned chapters before class.

-You'll be prepared for activities based on the reading, you’ll also understand more from the lectures.

-Bring all of your learning tools-paper, pens, highlighter, sticky notes and whatever else you may need-this is about responsibility.

Outline: Accept responsibility: What you do (and don't do).

• If you’re absent from a class, find out what you missed from your instructor or other students before the next class and do what’s necessary to stay caught up.

• Turn in work on time. If an assignment is late, acknowledge that fact.

• For example, instead of blaming others by saying, "You didn’t explain this very well," use “I” language :

• “ / didn’t/don’t understand- . .” BEFORE assignments are due.

Outline: Behave in a Civil Manner

Follow the basic rules of civil behavior in groups

- Turn off your cell phone and pager.

- Don’t hold side conversations or interrupt a lecture or discussion without being recognized first.

- Use respectful language.

Outline: Show your interest Even if you aren't constantly fascinated by what's happening inclass, acting the part of an interested student is polite/respectful

-often acting interested will help you feel more engaged! Trick Your Brain!

-Nonverbal indicators that you are interested include:

-leaning forward

-making eye contact, smiling, nodding responsively and appropriately,

-asking sincere and thoughtful questions, andvolunteering for activities or participating if asked.

Outline: What You Can Expect From Me

-Mutual respect

-Whatever you personally need-I don’t know you yet-but I guarantee I can teach you at least ONE thing you didn’t know before, or help you brush up on a skill.

-Truthfulness-If I don’t know something, I will tell you I don’t-and then I will find out for you, or challenge you to find out and share it with myself or your classmates.

QUESTIONS???

1) COURSE AGREEMENT-READ QUICKLY AND HAND IN-we have covered all information.

2) Funny activity to learn about one another.

3) “Getting to Know You” complete and hand in.

Topic 1:Where are You Now and Where Can Education

Take You?

Our Wants and Needs -Why do we do what we do? Motivation is powerful-especially in terms of achievement, success, goals, and learning, but so are emotion and psychology (World view and values)

Maslow’s Hierarchy of Needs• Maslow wanted to understand

what motivates people. He believed that people possess a set of motivation systems unrelated to rewards or unconscious desires.

• Maslow (1943) stated that people are motivated to achieve certain needs, and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behaviour. Once that level is fulfilled the next level up is what motivates us, and so on.

Why do You want Higher Education?

The more you know about yourself and your motivations, the more successful you will be.

Metacognition: Thinking about our thinking

“awareness or analysis of one's own learning or thinking processes”

(Merriam-Webster.com)

Teaching Metacognition Improves Learning

Effective learning using metacognition involves:• planning and goal-setting

• monitoring one's progress

• adapting as needed.

What you need to know:

1) Your ability to learn anything is mutable (capable of being changed or altered)

2) You need to plan and set goals- no destination or road map is not a good idea!

3) You need to give yourself the opportunity to practice monitoring your learning and adapting- nobody is perfect, and we learn our whole lives!!

Thinking about values : How do they shape our actions and thoughts?

Values are the qualities or principles you consider important-Top of Maslow’s hierarchy.

What motivates you/what are your values?

-Success?

-More money?

-Fulfillment?

Activities: Goal setting and time management booklet pg. 1

-Circle those that apply and add some if necessary.

• Click to Watch Video

Why Do We Do What We Do?

Tony Robbins discusses the "invisible forces" that motivate everyone's actions.

-World view, values, resourcefulness, and emotions.

Have a look…

So you chose Higher Education for a reason….What motivates you??

1) On lined paper, answer the following questions individually:

a) What motivates you to be in college and to learn?

(include all motivations-BE HONEST)

b) What do you think about these motivations? Do you think they are sufficient to get you through your program?

c) Determine the order of importance of your motivations (1 being most important).

2) Get into groups of 2 or 3- and discuss you answers.-this will be handed in.

BREAK!!!

15 min-enjoy!!!

Please be back on time!

Understanding What’s Important

Why Values Matter to Goal Setting • Our needs, wants, values, and

motivations are connected.

• Setting goals will help us to achieve what we want and need to in order to become fully actualized human beings.

• A road map is going to allow us to be successful.

Why we set Goals- it seems there are many reasons…..

-To give life direction

-To organize daily life

-To help you see the path ahead of you

-To help you define your life’s purpose

-To help you understand the purpose of daily activities/obligations

-To establish control over the course of your life

-To get things done

-To reduce guilt

Types of Goals…

1. Daily Goals: List two small changes in your thinking or behavior that you can tryto make each day to improve your life; for example be nicer to your family.

-e.g.?????

2) Short term Goals: List two things that you can work towards over the next three months; such as work on controlling your anger, or setting up an exercise program.

e.g. ???

Mid-range Goals:3) List two mid-range goals that you can try to accomplish within the next six months. These could be completing a school project a work project, or learning a new skill. Try to learn or do something new that you do not have to learn or do, but that you will enjoy and have a sense of accomplishment when it is done.

e.g.???

Long-term Goals:Long-term goals are usually things that may take continuous effort over several years; such as saving the money for a car or down payment on a house.

-can also be the fun things that you would like to be able to do some time in the future, but you do notreally have a plan in place to accomplish them right now.

e.g. traveling to another country

Personal Development Goals:• Are goals that help you to feel better about yourself.

• These are things that you can work on yourself that have to do with how you think and act.

• Have a hard, honest look at yourself to be able to set worthwhile personal goals.

• This can be difficult but is usually worth the effort.

Personal Goal Assignment

1) Read and complete up to “Time Management” in booklet.

(15-20 min)

2) List 3 of each type of goal that you have (15 total) on a lined piece of paper.

Think about these seriously!

Part 2:

Making your goals EFFECTIVE goals!!!

The Most Effective Goals are S.M.A.R.T. Goals

Specific

Measurable

Action-Oriented

Realistic

Time-bound

Why SMART Goals?

• SMART goals assist in “getting focused” on what to focus efforts toward.

• SMART goals help define exactly what the “future state” looks like and how it will be measured

• SMART goals swill show us how our work “aligns” and relates to our wants, needs, values and priorities. This reminds us why we are doing what we are doing.

SPECIFIC A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:

Who: Who is involved?

What: What do I want to accomplish?

Where: Identify a location.

When: Establish a time frame.

Which: Identify requirements and constraints.

Why: Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE:

A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and workout 3 days a week."

MEASURABLE

-Establish concrete criteria for measuring progress toward the attainment of each goal you set.

-When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

-To determine if your goal is measurable, ask questions such as......

How much?

How many?

How will I know when it is accomplished?

-Define what type of action you will take in order to achieve your goal.

-Actions are described with verbs

Talk

Draw

Laugh

Play

Write

ACTION ORIENTED

(attainable through action)

REALISTIC

To be realistic, a goal must represent an objective toward which you are both willing and able to work.

• A goal can be both high and realistic; you are the only one who can decide just how high your goal should be.

• Be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force.

• Your goal is probably realistic if you truly believe that it can be accomplished.

• Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal

TIME-BOUND

• Set a time frame for the goal- e.g. for the next week, in three months, by next January 1st.

• Putting an end on your goal gives you a clear target to work towards

• True commitments are difficult to keep if they are too vague.

• Goals tends not to happen because people feel they can start at any time.

• Without a time limit, there’s no urgency to start taking action.

How To Write SMART Goals

• Identify the goals that need to be worked on (The Most

Important Ones!)

• Dig deep and get specific!

Lets try one together

“I want to get more exercise so that I am healthy”

Specific:

Measureable:

Action-oriented:

Realistic:

Time-Bound:

Practice Writing Your SMART Goals…

• Review your goals and make them SMART!!!

• This is an assignment!!

• Due Friday!