Creating New Expectations
Many of our students, while excited at first, also have some lingering self-doubt about their ability to succeed. Many of our new students have struggled in high-school and have been repeatedly told that they won't amount to much of anything. In order to turn this perception around, we have to help them believe in their own potential. If they don't believe in themselves, we'll do it for them. We tell all of our students that if we did not believe that they could succeed in our school, they would not have been accepted. Additionally, we take great pride in celebrating success -- no matter how minor. If a student is habitually late, we celebrate the day that they showed up on time. Over time, because we refuse to give up on them, they begin to realize that perhaps they can make it.
It takes a great deal of energy and follow-up, but re-framing students expectations of themselves can be change -- but only when we sincerely believe in them.
I am subscriber to the notion that you become what you think. I agree, Brian, that many students entering our schools have been taught to have a strong negative self image. It is particularly to break this pattern if they don't have a positive support system when they leave campus. Celebrating success is a powerful way to change those old perceptions. Do you ever get into a situation where the student is embarrassed by the celebration? For example, the student who is habitually tardy?
Some of the most powerful celebrations of success are not public ones -- but personal congratulations from the instructor or education manager. In the case of the tardy student -- we would not make it public. The instructor should pull the student aside and thank them for their efforts to arrive on time. It is that simple positive reinforcment that makes a huge difference.
Another example is with grades. A student failed their first quiz. On their second they got a D. What they are thinking is that they are struggling and not getting good grades. An instructor has 2 choices here. They can reinforce the negativity by agreeing that the student is not getting very good grades. This action creates a cycle of negativity. On the other hand, the instructor can go to that student and congratulate them for their improvement. Ask them what they did different and encourage them to continue that activity. In this case, we are celebrating improvement -- no matter how minor. We want student to understand reaching the top of the mountain requries many steps up. As long as they strive to improve -- we are thrilled with the result -- regardless of the grade. Again this is a private celebration -- but a very powerful one.
Great practice, Brian. Do you do similar things for staff and faculty?
Never build expectstions too high even if you know you might have more to deliver. Give the student a happy surprise.
Do you have any examples of this suggestion, Elizabeth?
If you knew your school was about to unvail a new referral program during the admissions process you wait until it is launched. Then you contact your students and give them the good news. They feel like they are getting additional benefits from the school and by now have had a chance to enjoy their classes as well.
You become what you are told
I have to agree! It is a fulltime effort by all staff and faculty to maintain a positive and friendly atmosphere, where students feel that they are capable of achieving their educational goals. By reinforcing the positives aspects of a student's behavior will build a stronger bond with the school and instill a sense of pride and accomplishment that many students have never experienced in past endeavors.
Well put, Patricia. What do you and your colleagues do to create this atmosphere?
I have instituted a personal and professional rewards system of granting a small "prize" for perfect atendance by the class and perfect attendance by the course of a student. It involves nothing more than a piece of candy but it seems to work.
