One thing that keeps popping up here at the DRC is the flexibility we all must have to be available to help students. Sometimes it is as simple as seeing a student who forgot the time and is running late. Sometimes it is the student who is so excited at seeing the Academic Coaches that he/she is very early. I find I am so excited to be helping students (especially when they can see that aha! moment when something clicks) that it is a pleasure to come to Foothill. Yes, I commute and I suppose I could let the stress of that make me a bit grumpy, but usually I go over who I am planning to see that day, reviewing out loud (and why not? I’m in the car by myself) tips that I think that particular student might try for time management, or what I can do to help them get better grades by looking at their tests and suggesting strategies for doing better next time.
I also find myself being flexible when I am actually meeting with a student, as well. Perhaps I’ve prepared a nice set of tips to talk about but when we get together, the student had a hard time in a class and instead of discussing their History assignment or their Math assignment, they convey that they are most concerned about their next paper. One student was planning to visit the TLC for some tutoring, but didn’t know where to start his paper (and he wanted to get something done on it instead of waiting) so we spent a few extra minutes discussing ideas for his research. That ended his nervousness because now he had a defined goal to reach so that when he went to the TLC he was more prepared.
And that is what academic coaching is about: helping the student prepare for the next week, test, quarter, or meeting. Being flexible helps with that and at the same time leaves the student feeling a sense of direction and accomplishment. I love it!
I also find myself being flexible when I am actually meeting with a student, as well. Perhaps I’ve prepared a nice set of tips to talk about but when we get together, the student had a hard time in a class and instead of discussing their History assignment or their Math assignment, they convey that they are most concerned about their next paper. One student was planning to visit the TLC for some tutoring, but didn’t know where to start his paper (and he wanted to get something done on it instead of waiting) so we spent a few extra minutes discussing ideas for his research. That ended his nervousness because now he had a defined goal to reach so that when he went to the TLC he was more prepared.
And that is what academic coaching is about: helping the student prepare for the next week, test, quarter, or meeting. Being flexible helps with that and at the same time leaves the student feeling a sense of direction and accomplishment. I love it!