RE: Student goals, expectations

[H. Gelpi]

Title: Haydee Gelpi

---Mike Scoles wrote:   Me:  Well, what do you think you should do? Student: [shrugs and leaves]   Me:  The very fact that you are asking that question may have something to do with how you did on the last exam. Student:  OK.  You do drop one exam don't you?  How many exams are there? Do the computer assignments count as much as the exams?  Is there a place on campus that I can find a tutor?---     My own “take” on the above.  Obviously it may be completely off the mark for your situation and college population.   I teach in a community college where a large majority of students are unprepared academically, unclear about why they are in college, and seriously unable to make well-thought out and rational choices like your student.    I’ve gotten into similar discussions with students where a Socratic-type of questioning, when dealing with high functioning, insightful students, would produce logical conclusions.  However, it’s evident that when dealing with students who are high risk or academically marginal, its best to be much more concrete and direct.  They may not have ever had the opportunity to develop their logical reasoning skills in their family of origin.  Asking questions and hoping for insight and understanding is going to be disappointing for you and frustrating for the student who will walk away thinking he just got a hard time, while you walk away thinking you just tried to help and its useless.   When a student approaches me who is functioning on that level, I have found that, whether or not the outcome is improved performance, its best to step back and really see where this student is coming from.  I just tell them that we need to discuss some choices they might need to make in life and about school.  Then, I tell them exactly what they need to do step by step, I may even write it down if they start to look stunned.  It seems like spoon-feeding, and it is, but its also mentoring.    I don’t know your student, of course, but I would assume that he’s the first generation in his family going to college, and rarely picked up a book in high school.  If his parents are  high school drop outs, or even if they graduated H.S., its likely he did not get even minimal guidance about how to succeed in school, much less college.  Anyway, I let him know that he has several choices; to change his study behavior, to fail, to drop the class, to reconsider college, to take a break and come back when he is really ready…No shame in that either.   I hope I didn’t sound like I was sermonizing.  Just that where I am, in a coastal community college, on the border of Miami, I see a huge percentage of first generation college students and ESL students.  Worse yet, I get those “high risk” students who graduated high school, with a 3.5 GPA with such marginal SAT scores that the only class they can take that isn’t Math Prep or English Prep, is psychology.  Lucky me.  MOST sound like your example, except they usually can’t afford a tutor, rarely go to the learning resource center, and have at least one full time job.   And many take 5 years to get their AA.   Haydee Gelpi Broward Community College Florida     -----Original Message----- From: Mike Scoles [mailto:[EMAIL PROTECTED]] Sent: Wednesday, February 28, 2001 4:42 PM To: TIPS Subject: Re: Student goals, expectations   Louis_Schmier wrote: Well, a lot of students aren't like us as we were or remember selectively as we were.  Are to penalize them for that omission or are we to help them become the persons they are capable of becoming even if we have to leave the comfort of what we are doing, adapt and change, and even if it takes a tad more time and effort? OK, Louis (and anyone else), help me out here.  What type of adaptation and change should occur *within me* to deal with the following situations from today: Student:  Dr. Scoles, I have a note from my coach explaining that I won't be in class tomorrow because I have a basketball game. Me:  You know, you have failed two tests this semester. Student:  Yes, I know that I'm not doing well. Me:  Do you think missing class is going to help?  I know that student athletes get into this bind sometimes, where they aren't doing well in class but put sports first. Student:  I know. Me:  Well, what do you think you should do? Student: [shrugs and leaves]   Student:  I want to see how I am doing in class. Me:  Well, you have failed both tests.  On the last one you were well below the rest of the class. Student:  But it seems like I know the material.  My tutor and I go over problems after each class. Me: [realizing something isn't quite right] You go over the problems in the book? Student:  Well, the one's we do in class. Me:  Oh--because 4 of 6 problems that were on the last test came directly out of the book. Student: So, I need to work the problems in the book? Me:  Yes. Student:  Maybe I need another tutor. Me:  No.  There is no tutor that can help you if you don't use the book.  You paid good money for it.  Why not use it? Student:  What chapter are we on? Me:  The very fact that you are asking that question may have something to do with how you did on the last exam. Student:  OK.  You do drop one exam don't you?  How many exams are there? Do the computer assignments count as much as the exams?  Is there a place on campus that I can find a tutor?   I do think that, in both cases, I tried to get the students to think how *they* might adapt and change so that they are more successful.  What adaptation and change should occur in me? -- ********* http://www.coe.uca.edu/psych/scoles/index.html ******** * Mike Scoles                       *    [EMAIL PROTECTED]  * * Department of Psychology          *    voice: (501) 450-5418  * * University of Central Arkansas    *    fax:   (501) 450-5424  * * Conway, AR    72035-0001          *                           * *****************************************************************