Sahzeah Babylon

I appreciated the big picture look at the ways being positive with students becomes actions not just concepts.  

EQ being just as important as IQ or even more so.  I wish there was a more expansive section on real examples to mentor EQ with students.

I thought the HABe portion was very interesting and the vision of the student before they start versus after they begin.  It is natural that a few will change their minds, but it is fascinating to now wonder about the real "why" - ie the HABE

I feel that the unspoken action was to first start with a team of people who have their own intelligent hearts so that they in turn can teach others around them the wisdome via the mentoring combined with the compassion and commitement to monitor.

I am realizing that my current professional position has no student governement, no clubs, no appreciation activities which is very odd but it is also odd that no one (including myself) has noticed this either.  I will have to investigate this further.

I really enjoyed the grid on listening, reflecting and asking a new question.  Such an important tool to learn to listen and not speak.

What I have learned is that there are any number of reasons why students can struggle, but there are very clear answers on what our role is as educators to motivate students to continue.

A lot of the elements from this retention module are situations and observations I have made over many years of working with college students.  No surprises but I truly appreciated the well thought out and well written introduction to these concepts.

A good review of the PLDP and how it can be a useful review tool to measure growth.

I appreciate that these concepts are overall very simple processes in terms of not having a ton of paperwork and 12 steps and check off points.  I have worked at too many toxic offices where these types of concerns were never addressed and it is shocking how easy the process should have been to understake but it was not.  Thank you for this course!