For many of us summertime is a little slower, or perhaps just more fun or free to work as we choose. We often have flings with ourselves, finally enjoying the things we wish we could do all year long. As the summer solstice approaches and you have a bit more daylight to see how you’d like to spend your time maybe it’s time to recommit to your first love: YOU.
Originally posted on Be Joyful Frequently:
How often do you break-up with yourself to live a life uncommitted to your values and priorities?
I know it sounds weird to say that we break up with ourselves. Yet if you think about how often we make choices that are out of line with what we believe about our lives and ourselves, you would think that who we are at our core is completely different than who we as we go about everyday life. Many times our behavior says to our soul: I think we should see other people.
This is a common, and even predictable, thing. I mean, making decisions is hard. Especially when you consider the way that we tend to make decisions.
So many folks have asked in the past 3 weeks, “So school’s out…? What are you doing with your vacation.” Well to tell you the truth, when school’s out, after a short time off, the REAL work begins. There’s no way to be successful as a faculty member without two things 1) a plan; and 2) students. Making sure that students get to college and are prepared to be successful is a true joy that I have. It’s often what I spend my evenings, weekends, and summer (vacations) doing. This year,the first such activity for my summer break was with the Uplift Education‘s summer bridge program. Bridge programs are an imperative part of the educational pipeline and the “road to college” for ALL students whether first generation college students or students with long legacy of post-secondary education.
My colleagues and I had just a great time with the two groups of Uplift students this morning. We discussed why it’s important to be engaged inside and outside of the classroom in order to be a successful student. We also discussed some of the fallacy’s about college success that really help us understand the difference between high school and college. Some of the students were really surprised when I suggested that even though they’ve been doing it much of their life, they really don’t know how to read – at least not reading to be successful in college.
Do you know how to read?
Click the link above to read the post about college reading, or visit http://www.betheprofessionalstudent.com for more tips on reading, time management and other suggestions for success as an undergraduate and graduate student.
If your program is interested in summer bridge workshops or workshops to help the students in your school, church or community organization prepare for college success send me an email (using the form below), tweet or facebook message. I can’t wait to work with you to create success!
So, I was sleeping until I woke up for no reason at 2:47 AM.
Didn’t have to go to the bathroom or anything. Laying in bed, I checked my phone and had received a message from a friend with a sneak peak of a blog post he was going to make public today. J. Wiggins is one of my dearest and most talented friends. They say that “Familiarity breeds contempt,” yet I know this dude’s government (read: birth name on government documents) and he’s heard me say things I’d turn red about if repeated in public, yet he never ceases to inspire and amaze me. He fascinates me, and shows me things about my self as a person and professional that make me better.
His most recent post helped me explore some aspects of humility I’ve been struggling with, and also, helped me understand why I’ve been anxious about the beginning of this term. I haven’t been nervous about the first day of school since 5th grade when I moved in the middle of the year. It was the one and only time I EVER remember being nervous. Yet…
“So, I was sleeping until I woke up for no reason at 2:47. Didn’t have to go to the bathroom or anything. Laying in bed, checked my phone and you’d sent me the link to this post.
First, thanks for the “sneak peak.” Second, get out of my damn business with your lessons in humility! Third, I can’t believe I get to both know you and call you friend. God’s got something special going with you dude.
Thank you for sharing with me. I realize now why I was up at 2:47 AM…today’s the first day of the semester. The first day of the second semester of me being a full time professor. Last term I was too swamped with being “new” to be nervous. Yet after a semester of the many of the students enjoying how I engage them in my classroom, and the administration responding to my request to teach two new and different classes based on student interest, I realize that I’m at a new level. After more than a decade of teaching what I’ve been doing won’t be good enough. Figuratively, they’re lined up outside my storefront, based on word of mouth, and I hope the first ones in don’t tell the others to just go on home. They’ve shown up, and I hope to God it’s worth it.”
Blog Vibes: Someone That I Used to Know by Luke Conrad; Diced Pineapples by Rick Ross; Do You by Miguel; Too Close by Alex Care;
picture from google images
I just read an article in the Chronicle of Higher Education about a study done by Darren Linvill and Joseph Mazer, both of Clemson University, on student learning and instructor bias. I believe that the article and some of the folks interviewed about the study and the larger issue it addresses – teaching, learning and bias in the classroom – ironically ignored a larger fundamental teaching and learning issue. The implicit and explicit construction of power that emerges when students are unclear of how it will be judged that they know the content of the course (i.e. their final grade).
Bias is present in all social contexts involving humans – period. Even if they are not expressed by professors we all have our biases. This fundamental fact is at the core of research methodology. In research there are mechanisms that limit the impact of bias. This is also the case in the classroom environment, yet for a myriad of reasons, we do not employ them – which is unacceptable in the arena of research.
Pedagogically, the use of rubrics, the creation of clear and measurable learning objects (that are then incorporated into the rubrics), and the use of student centered learning practices (that focus on said learning objectives) make it clear to the students how they earn their grades in the course. Therefore it isn’t about their opinions on the topic discussed in class or the instructors opinions; its about course objectives. Therefore these communication and debating skills, being recommended by both the study proponents and detractors, can be developed in the classroom and across disciplines – because both students and instructors can speak freely having reconstructed the power dynamic around meeting clearly described learning standards. This is much more effective and productive a strategy, rather than students, and profs, believing grades are associated with something that pleases the professor.
You can read the article that sparked this post here, and find the original study by clicking here.
Another perspective on youth behavior and culture in urban environments…how many missed opportunities will we create. It’s everywhere
Originally posted on W.O.H: