DRAFT: This module has unpublished changes.

 

Dear Journal,

 

"You're never as alone as you think." -- The Shack

 



(Significance of the quote and picture explained later in this journal entry)

 

 

Memorable Moments

 

(1) Two of my first-year students from last semester's ANT 100 class presented next to seniors from Yale and were the ONLY freshmen to present their research at the 87th Annual Eastern Sociological Society meeting! I can't even begin to express how proud I am of them and of all the work and dedication they put into their research project. (Ultimate bragging rights!)

 

 

 

Memorable Moments feat. Challenges 

 

One of the professors I work with mandated coaching sessions, which means students are expected to schedule at least one appointment with me this semester. This tactic, I knew, would definitely help increase session numbers; however, I had no doubt that some students would not necessarily be open to this syllabus addition. What I didn't expect was for a student to blatantly rush the meeting. I thought that the relatively broad introduction to what the session would focus on was enchanting for students who were either exploring their career options or dedicated to pursuing one course of study; for students who wanted to become more connected with the campus through clubs, activities, or job opportunities; and for students who need a little extra guidance in some areas. Therefore, I would say at least something within the introduction would grab a student's attention, since I structured it to be flexible according the varying needs of different students.

 

One student, in particular, clearly wanted nothing more than for the thirty minutes to be over. I, of course, didn't take it personally. I know students have a lot of responsibilities that they need to stay on top of because I'm a student in that exact position as well. When I'm reminded of a task I have to do for the program I'm involved with, I huff and complain because I think I don't need it and that it's a waste of time -- time that can be spent doing the 7,000 other things I need to do. In the end, do I utilize everything I learned in those extra seminars or meetings? No, not always. But, I will admit some things are helpful. My student came into the office and situated herself, ready for the coaching to begin. Immediately, I knew I needed to change my overall approach during this session. My student took the coaching sheet after I explained its purpose and began filling it out. I didn't stop her; rather, I let her express her autonomy and patiently waited until she finished. Once she did, I looked it over, quickly noticing some things she didn't answer. Thus, indicating a gateway into conversation.

 

I began the discussion with asking the "expected" question: "How are classes going?" Once she told me a little bit about each class, I switched gears by transitioning into obligations outside of class, which was indicated on the sheet. Using that information, the conversation flowed effortlessly into obstacles that could pose a threat to success and then strategies that could be used to lessen or eliminate those obstacles. I classified the ways in which to minimize stress as short-term goals (i.e. time management). I gave a few examples of time management methods, thus introducing SMART Goals. Furthermore, I opened up the idea of a long-term goal and what hers might be. She expressed what she was ultimately aiming for, which led right back to developing SMART short-term goals in order to reach the grand objective. In doing so, I also connected her to resources and events on and off-campus.

 

Reflecting on my first videotaped mock-session a few weeks ago and Nancy's comments to my performance, that's exactly what I was aiming for -- smooth transitions within a more fruitful conversation!

 

Additionally, my student was smiling by the end of the session! She expressed gratitude for what I had introduced her to, including scholarships and various opportunities that can lead to networking with those in the field she's most interested in.

 

 

Helping Skills I Applied 

Within that particular coaching session, I used (1) open-ended questions to allow my student to include more information and feeling on what we were discussing, thus enabling me to gain a deeper understanding of her insights; (2) paraphrasing/checking for accuracy; (3) reflection of feeling, used especially when I found common ground with an interest of hers.

 

 

Personal Growth

 

I remember reading this book a couple years ago. Probably around 7th or 8th grade. Though I understood what was going on, I don't recall having a deep appreciation for it. Watching the movie, that was just released, on March 4th, tearful eyes accompanying me throughout the duration of it, I finally appreciated it. I appreciated the underlying message that connects us all to our faith; the message that comforts us; the message that states we never have to walk alone. Watching it on the 8th anniversary of my Nana's return to Papa (God), was heartbreaking yet emotionally mending. I felt calmer and safer as I left the theater.. I felt lighter (which also could've been because of how much I cried). This beautiful story has showed me that it's okay to question things, and it's allowed me to truly understand why some things happen and others don't. There's a plan set in motion for us all. I'm not as scared as I once was.

 

"The truth sets everyone free, and the truth has a name."

 

 

Talk to you again in two weeks...

 

 

Sincerely,

 

Samantha

DRAFT: This module has unpublished changes.