Helping High Achievers Find the Magic Within
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This document discusses challenges faced by high-achieving college students and how advisors can help build their resilience. It notes that high achievers may struggle with perfectionism, invisible disabilities, and not having experienced failure or setbacks previously. The document recommends that advisors help students see failures as learning experiences rather than true failures, focus on long-term goals rather than single grades or tests, and provide support through empathetic listening without judgment. References are provided on perfectionism, resilience, and the relationship between effort, ability, and achievement motivation among gifted college students.
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Gurnam Singh presentation at Sheffield Hallam University 7 Nov 2012
Apologies - first 15mins of audio not clear audio, but improves afterwardsThe wellbeing classroom
The wellbeing classroomDaniela Falecki
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The document discusses strategies for promoting teacher wellbeing. It notes that teacher stress and burnout are high, and teacher wellbeing is linked to student achievement. The concept of PERMA is introduced as a framework for wellbeing, including positive emotions, engagement, relationships, meaning and accomplishment. Specific classroom strategies are provided under each PERMA pillar, such as developing emotional literacy, identifying student strengths, establishing support networks, helping students set goals, and recognizing achievements. The overall message is that by supporting teacher wellbeing, they can better manage stress and act as role models to students.Working with International Students: 2017 Edition
Working with International Students: 2017 EditionEmma Kennedy
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From a workshop designed to help university lecturers work effectively with students from a variety of cultures and backgrounds. Building Confidence and Student Retention Rates Among Non-Traditional Students
Building Confidence and Student Retention Rates Among Non-Traditional StudentsGeorgia Libraries Conference (formerly Ga COMO).
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Libraries are uniquely poised to cooperate with other student support units to a central support entity to give non-traditional students the assistance they need to stay enrolled and on their way to a timely graduation. Presented at GaCOMO12 by Julie Poole.JALT Presentation
JALT PresentationArnold Arao
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This document summarizes a presentation about social emotional learning skills for the 21st century. It defines social emotional learning as the process of developing skills like self-awareness, relationship skills, and responsible decision making. It discusses why SEL is important for student success and engagement. It also outlines specific SEL competencies and strategies teachers can use to implement SEL in the classroom, such as scheduled check-ins, explicit instruction of skills, and incorporating student voice. Research shows SEL improves academic performance and reduces problem behaviors.The red coler with file are very importantAttached Files油Fixedv.docx
The red coler with file are very importantAttached Files油Fixedv.docxhelen23456789
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The red coler with file are very important
Attached Files:
油FixedvsGrowth.pdf
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384.466 KB
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Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?油
Points: 20 (which is a lot in this class)油
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
油SCHOOL MATTERS油油油
Brainology
Transforming Students Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.Building Confidence and Student Retention Rates Among Non-Traditional Students
Building Confidence and Student Retention Rates Among Non-Traditional StudentsGeorgia Libraries Conference (formerly Ga COMO).
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More from Rebekah Black (8)
Empowering Student Workers to be Leaders
Empowering Student Workers to be LeadersRebekah Black
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Rebekah Karth Chojnacki provides advice for supervising student employees based on her experience. She recommends developing clear goals for student employees, assessing their progress at the beginning and end of employment. Supervisors should serve as role models by engaging authentically in their work and providing opportunities and mentoring to help students develop skills for future careers. The goal is to train students while getting work done.Honors Senior Project Crisis Planning revised for Wigley
Honors Senior Project Crisis Planning revised for WigleyRebekah Black
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This document summarizes a student's honors thesis exploring whether crisis plans make a difference in crisis outcomes or if other factors are equally or more important. The student conducted a content analysis of six crisis case studies examining the presence of a crisis plan, leadership response, and outcome. Preliminary results indicate that while a crisis plan is important, other factors like leadership response may be more decisive in determining a successful outcome. The thesis aimed to bring more research to this topic beyond just assuming crisis plans are the sole determining factor of a crisis's impact.
The Importance of Good Followers
The Importance of Good FollowersRebekah Black
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The document discusses the roles and relationships between leaders and followers. It notes that leaders provide inspiration, lead by example, set clear goals and incentives. Followers provide a grounding in reality, skills the leader may lack, and the strength of teamwork. A poor follower is a "yes man" who follows for personal gain or reinforces a leader's negatives, while a good follower builds up the leader, brings new ideas, and re-ignites their shared vision.Co-Curricular Involvement
Co-Curricular InvolvementRebekah Black
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This document outlines Rebekah Karth Chojnacki's extensive involvement in academics and extracurricular activities throughout her undergraduate and graduate studies at UTA. It details the leadership positions she held in various honors programs, student organizations, residence life, and more. The document serves to inspire students to get involved on campus, make the most of their college experience, and pay it forward by mentoring others.How to Make Advising Work for You
How to Make Advising Work for YouRebekah Black
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The document is a short film script that summarizes a meeting between a student and their advisor. The advisor provides guidance to the student about registering for classes, declaring a major in communication, joining student organizations, applying to the honors college, living on campus, and other resources available. The advisor helps alleviate the student's concerns and ensures they have a plan to graduate in four years. They emphasize using advising as a resource throughout the student's college career.2010 Census PR Plan
2010 Census PR PlanRebekah Black
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The document discusses a campaign called "Keep'n it Real" created by a PRSSA team at the University of Texas at Arlington to increase census participation. It conducted research on hard-to-count groups like students and low-income residents. Students were identified as one of the hardest groups to count. Research found students prefer humorous, relatable messages on platforms like social media. The campaign aims to educate students on the importance of the census and encourage them to complete it through fun, engaging content tailored to students.Encouraging Other Women to Lead
Encouraging Other Women to LeadRebekah Black
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This document discusses ways for women to encourage other women to become leaders. It begins by explaining that when one woman succeeds, all women benefit. It then discusses the lack of women in political leadership positions in the US and some potential reasons for this. Videos are linked that discuss increasing women's representation and whether gender diversity matters. Barriers women face in the workplace are outlined, as well as strategies like flexible schedules, parental leave, and diversity initiatives that can help empower women professionally. The document encourages getting involved in leadership roles on campus as a way to start developing one's own leadership story.Helping High Achievers Find the Magic Within
- 1. Dr. Emmanuel Garcia and Rebekah Chojnacki, M.A. University of Texas at Arlington October 21, 2016
- 2. Beyond Retention, Helping Build Resilience A focus on retention leads to a focus on students in academic peril Students who are in good standing may need support, but dont get it because its not a high need We want to fill in gap
- 3. High Achievers and the Storms They Face Not having to study much/at all before college Little experience with failure/academic obstacles Different standardsif a student has never had a B or C before, it can be traumatizing
- 4. Perfectionism Help students find balancetheres a fine line between burnout and engagement Seen in the US and in other countriesall high achievers deal with this worldwide Sources of pressure External (family, peers, etc.) Internal (wanting to compete)
- 5. Invisible Challengers A common challenge invisible disabilities High achievers may have invisible disabilities e.g. General Anxiety Disorder, etc.
- 6. How Can the Advisor Help? Literature is really lacking for advisor rolemostly student based. Help us start the conversation and generate ideas! All students need our helpsome just need us to listen more than anything else.
- 7. Setback vs. Failure What did you learn from this experience? Show that bumps in the road are okay, you can still get to your destination Look at the overall pictureone bad grade will not bar you from all future opportunities
- 8. Sometimes Life Does Not Go as Expected Calm down with math show them they will still graduate Show what they have accomplished so far AP, dual credit, etc. High-achievers like to see a plan written down Re-assure plans can change
- 9. College is a Whole New World AP/Dual/IB Is Not the Same as College Level AP to claim or not to claim Discuss the cost/benefits of not claiming AP credit to be more prepared for other classes Dealing with stress when realization hits
- 10. We instead of You Use collaborative language Use empathy
- 11. Discussion What have you seen when working with high- achievers? Discuss
- 12. Dealing with Family Pressure Family Pressure Planning to confront parents Give major some more effort/mentors/research/tutoring Let parents know that youve triedshow them Dont jump ship right away Send student to career center (strengths quest & career planning) Knowing what they are good at vs. passion Hobbies vs. career
- 13. How to be Supportive Be supportive and listen What makes it important to the student Let the student talk it through to help guide them to a solution Help the student see the bigger picture Let them have support to have venting time Know when to send them to counseling Help students build strategies for success
- 14. I want more Achievers have internal drive Introducing: University College Scholars
- 15. References Salanova, M., Schaufeli, W., Mart鱈nez, I., & Bres坦, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70. Dickinson, M. J., & Dickinson, D. A. (2014). Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience?. Studies in Higher Education, (ahead-of-print), 1-15. Rice, K. G., Leever, B. A., Christopher, J., & Porter, J. D. (2006). Perfectionism, stress, and social (dis) connection: A short-term study of hopelessness, depression, and academic adjustment among honors students. Journal of Counseling Psychology, 53(4), 524. Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2009). Exploring the relationship of college freshmen honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly. Neumeister, K. L. S. (2004). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted child quarterly, 48(3), 219-231.