Basic Skills Forum

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Goals and Student Success Archive of Comments
Rita Seretti | ritamseretti@yahoo.com |

I think that the more we get students to visit campuses such as CEC and SAC the higher student retention will become. This means more enrollment and dollars for community college.
I am a firm believer that students at the adult level need to have a career path for their efforts in learning English. Most of my students are just thinking of job promotion or a more supervisory position. But with tours and counseling visits to the classroom, the students may see other benefits to learning English, which may include acquiring a certificate for a specific job or going to night school for a new profession. It is important to present high expectations at all times to students of all ages. The idea of one career in a lifetime is archaic. In the world today students will have many career changes and work in many places around the globe. It is our job as both non credit and credit instructors to help prepare them for these possibilities.
Apr 19, 7:02 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Student Success Archive

Judith Holmes | holmesj@sbcglobal.net | basicskills.edublogs.org |

I am glad to learn see some research on cognitive functioning such as decision making which is a precursor to goal setting and a part of the process. I have found some informative literature on a similar topic. It was forwarded to Carlos Perez.

Apr 15, 5:35 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Basic Skills Goal Setting and Curriculum

Rita Seretti | ritamseretti@yahoo.com |

I agree we, as educators, have to be careful about statistics especially when they don’t say how large or small the sample was and then generalizations occur. My theory on this subject is to teach students to use multiple intelligences in their learning. By presenting activities in many intelligences, be they visual, auditory, kinesthetic, intrapersonal, interpersonal etc., I feel it is important to teach all intelligences so that students become more well rounded. In this way they can collaborate in today’s world where there are many different types of thinkers, learners and presenters.

Apr 9, 7:46 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Learning styles of ESL students in Community Colleges
Malena Copeland | copeland_malena@sac.edu |

This is very useful information, Irene. Have you used this with students? Do you have a lesson plan for this? How have students reacted?
Apr 7, 11:36 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
IV | vu_irene@sac.edu | libnet1.sac.edu:2142/ehost/detail?vid=5&hid=22&sid=89c213d9-da75-40c8-aea1-a46910452759%40sessionmgr8 |

Here are ten steps to set up a career goal and reach your goal:
1. Plan ahead
2. Link personal and employment
3. Make clear goal statements
4. Follow the “smart” rules – goals should be specific and attainable.
5. Be committed
6. Be motivated
7. Reduce goals to manageable steps
8. share your goals with others to get support
9. Re-assess your goals frequently
10. Recognize your success.
http://libnet1.sac.edu:2142/ehost/detail?vid=5&hid=22&sid=89c213d9-da75-40c8-aea1-a46910452759%40sessionmgr8

Apr 7, 9:05 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
IV | vu_irene@sac.edu |

One of the techniques that worked best, when I was a student, was to organize my notes at the end of each day. I would rewrite all my notes and reflected on the lectures. This helped me to review, reflect and refresh my memory. In addition, I am not a procrastinated learner; therefore, I had to write down any coming up tests, papers, or assignments in an organizer, which helped to plan my time better and not to get stressed out.
Apr 6, 9:08 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success

thachpham | tnpham12002@yahoo.com |

I agree with Sharon that teachers play a very important role in the student’s success. There goes a Vietnamese proverb;”You can’t do anyhting without your teachers”.
I chose the teaching career because my English teacher in High School gave me strength, encouragement & inspiration. In my eyes, he was an idol, and I wished I would be an English teacher like him.
I still remember my last year in High School we formed a Study Group of 6 o 8 students. One student who was good at one subject would help others review the lessons, even teach the classmates some points that they were not sure, or did not understand. In that way we learned a lot from each other.
At CEC I also let my students help their classmates. Of course some students come to school just for funor socialization. But it is better than not going to class.
Thus, in my opinion, the following factors contributed to the student’s success: (1) teachers, (2) classmates, (3)environments (school site, classroom atmosphere) and text books. A good teacher can do more to help the students than the text book.
Thach Pham
Apr 5, 1:33 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Malena Copeland | copeland_malena@sac.edu |

What is the halo effect? How have you used small groups? I would love to see you elaborate on these 7 strategies and provide some examples.
Apr 4, 11:03 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Small Group Success
Maribel | hernandez_maribel@sac.edu |

Here is a model vocational program’s website from Portland Community College specifically for ESL students
http://www.pcc.edu/career/pathways/vocational-esl
Apr 4, 10:48 AM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success

Erik gasner | Gasner_Erik@sac.edu | sac.edu |

Carlos has a very good list there. i like this one”having gradual, practical, step-by-step, short-term through long-term goals”. I always focus my students in the different goals we have. I talk about the weekly goals and the semester end goals. I try to keep them on track and have them focus on these goals that are important to them. I dont use a daily goal but on monday I have them discuss the weekly goals that we need to achieve. Im guiding them toward the semester end and the promotion to the next level. This way there goals are attainable and present in their minds
Apr 3, 12:31 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Frank | suarez_francisco@sac.edu |

Reflecting back to when I was a student, I think the techniques that helped me succeed were attending study skills-note taking and time management workshop, and taking a study skills class. It is very important for students to know how to study and how to effectively use their time. Another important item that students need to identify is their learning styles. Once I was able to identify my learning style it was easier for me to create flow charts and study to do well on my tests.
Apr 3, 9:58 AM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Carlos Perez | Perez_Carlos@sac.edu |

Here are some common, reoccurring themes in Goal Setting & Student Success, from a-z, not in any particular order of importance, with the option of increasing this list:
time management
b) classroom note-taking
c) textbook reading/studying
d) having caring teacher(s) that provided encouragement, support, and inspiration
e) listening skills development
f) hands-on, kinesthetic activities/exercises
g) comfortable, safe learning environment
h) student seating arrangements, classroom desks and/or chairs – conducive to learning
i) mentor(s), including peer mentoring
j) having gradual, practical, step-by-step, short-term through long-term goals
k) academic goals, personal goals, familial goals, and professional goals
l) being offered clear directions and examples
m) continuously revisiting, reexamining, and revising educational plan(s)
n) learning styles, learning habits
o) having and using visual tools, regalia, samples of work
p) student tours to college/university campuses
q) participation in student organizations and leadership programs
r) being aware of campus resources, and utilizing them as needed
s) role-models, meeting them in-person or through other media
t) some success may lead to more success
u) positive feedback, praise, recognition, awards, and certificates
v) keeping portfolio(s) of student work
w) receiving constructive criticism
x) increasing confidence as a student and overall self-esteem
y) improving English language development, including reading and writing, and math skills
z) achieving goals and reaping the rewards of success, for instance, becoming fluent in the English language, becoming a U.S. citizen, earning a degree, obtaining professional promotions, and/or seeking to accomplish further goals
Apr 2, 12:48 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Michael Ha | michaeldangha@yahoo.com |

Campus visit is a wonderful opportunity for students. Last week I met an ESL teacher at SAHS who really wanted to take her students to CEC and MEC campus. She believes that ESL students (Beginning I & II) should visit CEC and MEC because many students have never been to an educational campus. Additionally, some of these students have never used computers or have access to internets. Students may learn more by visiting and talking to current students at CEC and MEC. Campus visit can not only help them see learn new lessons but also motivate them to be successful as advanced students.
Mar 30, 11:40 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Hot Topics
Michael Ha | michaeldangha@yahoo.com |

After carefully reflecting on my academic experience, I believe there are three major techniques which are time control, classroom note-takings, and textbook study.
First of all, time-control is very important for me. In order to use time effectively, I had a large calendar which had a large white block around each daily and weekly schedule. I marked and followed up carefully all the important dates on this calendar. For instance, on May 10, I will have a final for my ESL class. The third test of Math is on April 20. I also scheduled weekly study plans on the calendar. All seven days of the week should be covered in my weekly schedule. All the fixed hours of each day: such as hours for meals, work study, classes, homework, exercise time, time for relaxation, etc… Depend on the demands of the courses I am taking, I blocked off five to seven or more hours of study time a week for a challenging class. On the schedule, I tried to accomplish all important tasks according to the fixed hours on my daily schedule. I also crossed out all things which were finished. This helped me remember what I needed to do next.
Secondly, classroom note-taking is an important factor because it helped me to get all key points of the lesson. I also used abbreviation efficiently and looked out for signals which the instructors made in to the lectures. With my notes, I used my own abbreviation which helped me to read them much easier than my classmate’s notes. I believe that the more efficient my classroom note-taking is applied, the more successful my study is improved.
Finally, the textbook material is hard to understand for me. I tried to preview the chapter before going to classroom. When previewing a chapter, I focused on what material is covered on the chapter. While previewing chapter, I tried to find and mark the main ideas. Most of the main ideas are written in definitions and examples, enumeration, and emphasis words. I liked to write down the main ideas in a simple outline. The simple outline helped me to understand the lecture faster.
Mar 30, 11:19 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Carol SanRoman-Skaggs | Skaggs_Carol@sac.edu |

I was a perpetual add/drop student at Santa Ana College. All of us were expected to leave from our local high school and then go to the college or work full-time. Those of us who couldn’t afford to go away to college, would go to what we lovingly called UCSB (the University of Seventeenth and Bristol. I learned best in small classes. I hated the big POLI SCI classes with hundreds. I never felt accountable. Eventually after being there and not getting enough credits, I would like to believe that I started to grow up and get serious. I started to classes at SAC that seemed to connect with me. One class/ one teacher made the difference. I took a counseling class about relationships- I think it was Marriage and the Family. I loved it and found my passion. I also found child development classes and loved that and education classes. Pulling it together, I graduated from SAC went to Chapman and went into Social Work. Missing education the field and for myself classes to continue to grow, then studied at USC and Chapman. Found passion again in Ed Psych and Counseling at a higher educational level.
Mar 29, 1:44 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Question of the Week
Sharon Chidester | chidester_sharon@sac.edu |

I want to answer those questions, Julia. They are: What worked for you when you were a student? How did you learn? What made you persevere? What helped you fulfill your academic goals?
What worked for me was my teachers were available to me for questions when I got stuck, and they genuinely cared that their students learned. I learned by listening, taking notes, and hands-on. I persevered because when I came to difficult times, I looked for alternate ways to stay on task, and asked friends and instructors for help with those alternate ways or for ideas of how to persevere. The biggest thing that helped me fulfill my academic goals was that my teachers believed I could, even at times when I doubted myself.
I believe as a teacher, that I have the duty and responsibility to my students to care that they succeed, be available to them for questions, and show them that I believe in them. Most student success depends on us as teachers giving them the support they need.
Mar 29, 1:33 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Maribel | hernandez_maribel@sac.edu |

Personally, what I think worked for me as a student was to have mentors, be persistence in completing my academic goal regardless of the presented obstacles. Also I always looked for available resources that would provide assistance for academic and personal matters. In regards to my learning style, I believe was important to provide visual tools for my academic success. I also participated in student organizations and leadership programs. Therefore, as part of the basic skills initiative it is important to incorporate learning styles, counseling, peer mentoring, and list of campus resources and leadership opportunities.
Mar 29, 1:26 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Denise Dowling |

Teachers making the effort to encourage me personally inspired me to persevere. Succeeding is contagious, or rather, it should be. Feeling accomplished in one step toward a goal, lead me to move on to the next step. And if I did not succeed in a course, being told what I did well, and what I needed to work at challenged me to keep trying.
As instructors, discovering what our strudents’ goals are will give us a window in how to encourage them toward success. “Passing this class” is just one step closer to a destination. Too often, students don’t have a clear goal so they have no “plan” in mind. A plan helps students examine the journey to take before reaching a destination. Let’s help our students understand and take the route toward success by taking an interest in students goals’ or helping them create goals, offering clear directions and giving personal encouragement. Think back to that teacher that stood out in your life as a person that helped you believe in yourself– those experiences are good tips for us.
Mar 27, 5:33 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Carlos Perez | Perez_Carlos@sac.edu |

In reflecting back to your own academic experices in K-12, college, and/or university: What worked for you when you were a student? How did you learn? What made you persevere? What helped you fulfill your academic goals?
Mar 27, 1:25 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Denise Dowling |

I agree we cannot think of our students nor our students in a cookie cutter way. While there can’t be lesson plans designed for each individual, we can include variety in our lessons to meet more ways of understanding and learning.
Mar 26, 8:09 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Learning Styles: A Force in Effective Teaching
Carlos Perez | Perez_Carlos@sac.edu |

Jennifer, I can definitely relate to witnessing the rewards of setting, re-visiting, and accomplishing goals by students in the CLC, since I’ve taught at the CLC at Marketplace Education Center. The CLC teachers at MEC have also been consulting with students and establishing goals together with the students, and writing the goals on pre-printed slips with the student’s and teacher’s signatures. I have seen how determined students work toward reaching their goal and obtaining the certificate they were promised, at the onset. Therefore, I believe that the CLCs are an ideal setting to implement the findings, data, and curriculum assembled via the Basic Skills Initiative. I am excited and looking forward to seeing all our students, including CLC students, benefiting from this collaboration of teachers, counselors, administrators, and students.
Mar 26, 11:59 AM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Hi Everyone,
Sol and I have focused on student goals and outcomes for the past three semesters in the CLC at CEC. We started because we have approximately 400 students each semester, who come and go, and it felt like many of them were often “all over the place”, and didn’t have an idea about how to learn in a meaningful way for their English level and for their particular needs.
We have been diligently teaching, guiding, and following up our students and their goals. This kind of project proves to be time consuming, but worth the effort. We see the students and how proud they are when they meet their goals, as well as the confidence they gain in completing the work and seeing the benefits from their focused study.
Finally, we see how the actual physical certificates and photos of each student and their certificate displayed, seems to validate students’ sense of accomplishment. We worried alittle at first that the certificates might seem juvenile, but realize now, how “rewarding” the simple certificates are to students.
Our experiences here in the CLC are evidence that goal setting and the labors endeavored are worthwhile for all involved.
Best wishes to the BSI team and the students they will serve. How fortunate our community is to be the recipient of such devoted efforts. : >
Jennifer Gaudet
Mar 25, 8:22 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Carlos Perez | Perez_Carlos@sac.edu |

Judith, I agree that it helps when students keep their options open. Several people have asked me what exactly is Basic Skills and what is its purpose. I have to admit that at first it was somewhat vague for me, but I think it is becoming clearer as I read more about the topic, contemplate about it, and discuss it further with fellow teachers and counselors. This process is part of the Basic Skills Initiative, that is, fostering improvements by deeply reflecting on our role and purpose of serving students. Students entering and succeeding in college is, as it should be, the standard, high mark, and ultimate goal that we should aim for our students, although some students may opt for vocational training. For adult students, and for some secondary students, schooling may seem as interfering with family and employment responsibilities; hence, the challenge and potential is to incorporate education into daily life. When a student has a solid grasp of the three Rs, these skills may be utilized in all aspects of life.
Mar 24, 2:00 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Hot Topics
Merry Draffan | draffan_merry@sac.edu |

Erik and Tim: I think you have hit on the exact reasons that we need the Basic Skills Initiative. All our adult students have the desire to learn or they would not be taking time away from family, jobs, and other commitments to come to our classes! If they feel successful, they will stay. Success breeds success, and incorporating basic skills into curriculum will make our students more successful. Time and money for Instructor collaboration and training is the school’s responsibility, while using the information to improve our teaching is the instructor’s responsibility.
Mar 24, 11:32 AM — [ Edit | Delete | Unapprove | Approve | Spam ] — Instructional Practices
Judith Holmes | holmesj@sbcglobal.net | basicskills.edublogs.org |

Students need to be encouraged to think in terms of flexibility in the future and that they will very likely have to take courses or train for several different jobs during their lifetime. With this being said, continuing on a path that can lead to at least entering and finishing their community college education should offer students greater flexibilty and more options for jobs.
Time management guidance is a key to trying to “do it all”. Many students do an amazing job of squeezing in what they can to work, maintain a family, and continue their education.
Mar 21, 1:11 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Hot Topics
Carlos Perez | Perez_Carlos@sac.edu |

This is a great idea. Adult students really like to know why they are learning. Having a clear goal and purpose helps to guide their daily efforts. Especially, when they see and hear a role model that they can relate to makes a huge difference in motivating them to keep working hard and smart. Compared to K-12 students, adult students come to our classrooms with a wealth of knowledge and experiences. When they feel that they are welcomed at the table and their knowledge, experiences, needs, and concerns are valued they are more likely to persevere in our academic programs. Having a guest speaker who started like most of our adult students and then went on to earn a master’s degree is a fascinating, motivating drive. They may also see themselves achieving their academic, personal, and professional goals. This is the beauty of adult education that our students get a second, third, and more chances to realize goals that perhaps they or others thought would not be possible. Especially, since the majority of our students, which are ESL students, have not transitioned through the traditional track of K-12 in the United States. Therefore, establishing and sustaining goals is both essential and beneficial.
Mar 20, 10:34 AM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Erik Gasner |

Students need to see where they’re headed and if it’s possible. I had a guest speaker last week who shared his experiences of his education struggles and how obtained a Master’s and became a business owner with my class. Since then i had a couple of students decide to pursue the ABE program. I tried my best to motivate and convince these people to do it. They saw someone who was in the “same boat” as them and got new hope. They saw a role model and got that extra push to do it.
Mar 18, 3:55 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success
Gina Mariani | gina@memlok.com |

This is such a critical component that I wonder if it can be overly stressed. Goals seem to be highlighted at the initial intake of the student , at least at the onset of the semester, but often seem to be somewhat obscured by other factors later on. The importance of these becoming internal motivators for each student as well as the knowledge that at times they will need to be adjusted without the sense of personal failure is something that could greatly enhance their learning experience.
Mar 13, 7:31 PM — [ Edit | Delete | Unapprove | Approve | Spam ] — Goal-Setting Student Success

Gina Mariani:

This is such a critical component that I wonder if it can be overly stressed. Goals seem to be highlighted at the initial intake of the student , at least at the onset of the semester, but often seem to be somewhat obscured by other factors later on. The importance of these becoming internal motivators for each student as well as the knowledge that at times they will need to be adjusted without the sense of personal failure is something that could greatly enhance their learning experience. Laura Menendez:

Bills and budget cuts have become a challenge for adult education as for other areas in education. To what point should a teacher make a difference?

Challenges are a quite unique opportunity for innovation and correction of our educational habits.

After getting their High School Diploma, Where do our students go? If they can make it, they will continue through at least two years of College, if they can’t because of family or work responsibilities, they used to go to Occupational or vocational training and get a certificate in around 6 months to a year and incorporated into the work force. Nowadays budget cuts and Bills had cut this opportunity for our students, and since last year, these programs’ budget is going to 9-12 graders (non adults) in the school districts. Where will our adults go if they can’t make it through a 2-4 years degree? We offer some vocational programs, Is it time to offer some more? As a teacher What do you think we should do?

Malena Copeland:

I think vocational programs would especially benefit our students. What are the programs we offer here? How are we educating our at large population about these vocational opportunities? What are the prerequisites for these classes? How are we preparing our students to transition to this course work. Can we improve our numbers in this area? Are our students getting the basic skills they need to complete these vocational programs successfully?

Denise Dowling:

I think many if not most of our students don’t know about the vocational programs that exist at SAC. And even if they are aware, it can be an intimidating thing to enter the college campus on one’s own. We have made some efforts to help students in this area, but I think we could do a lot more to publicize what vocational programs are offered, what requirements there are, and what the cost is., etc. What we could and should do is easier said than done, but I do know a lot more hand holding and encouragement is needed to see our students continue their education academically or vocationally. I don’t think I would have entered the college doors without someone who believed in me and to help lead the way.

Vincent Nunez:

I agree, Denise, that we should look for new ways to help noncredit students navigate what is offered at SAC. I know Henry Kim’s leadership students make their way over there. I wonder if we could invite some SAC voc ed instructors to pay a visit to CEC?

Judith Holmes:

Students need to be encouraged to think in terms of flexibility in the future and that they will very likely have to take courses or train for several different jobs during their lifetime. With this being said, continuing on a path that can lead to at least entering and finishing their community college education should offer students greater flexibilty and more options for jobs.

Time management guidance is a key to trying to “do it all”. Many students do an amazing job of squeezing in what they can to work, maintain a family, and continue their education.

Merry Draffan:

Although the Santa Ana campus is a friendly place and easy to navigate, it may seem overwhelming and downright scary to a student who has only been to our smaller centers. To get students to enroll in occupational programs on the SAC campus, I believe it is necessary to take a field trip as a group and give them an orientation of the campus and visit some of the classes. The college does this for high school students each year, as well as for kindergarteners and other elementary grade schoolers! Once they are there and know where to register, etc. they will be comfortable coming back.

Malena Copeland:

You are right. In fact, I think it would be nice for all of the faculty on the Continuing Ed. side to get tours of SAC as well as SCC as well. I think it would be nice if every spring, we could get maps or a short video to show in class. This we could talk about it with our students and help them to make the transition with enthusiasm and encouragement.

That gives me the idea of having someone on this project do short narrated video clips of the campus that we could post on this blog. What do you think?

Carlos Perez:
Judith, I agree that it helps when students keep their options open. Several people have asked me what exactly is Basic Skills and what is its purpose. I have to admit that at first it was somewhat vague for me, but I think it is becoming clearer as I read more about the topic, contemplate about it, and discuss it further with fellow teachers and counselors. This process is part of the Basic Skills Initiative, that is, fostering improvements by deeply reflecting on our role and purpose of serving students. Students entering and succeeding in college is, as it should be, the standard, high mark, and ultimate goal that we should aim for our students, although some students may opt for vocational training. For adult students, and for some secondary students, schooling may seem as interfering with family and employment responsibilities; hence, the challenge and potential is to incorporate education into daily life. When a student has a solid grasp of the three Rs, these skills may be utilized in all aspects of life.

Gina Mariani:

I just have to comment that the idea of having short videos or classroom tours of SAC to offer our students is a fantastic idea.!! Ideally, of course, is their personal attendance,but I have found out , at least personally speaking, that in our level only a very few take advantage of this opportunity due to various conflicting interests. I, for one, believe that this could be highly motivational and, after all, isn’t that what we’re after? Great idea!!

Carol SanRoman-Skaggs :

I was a perpetual add/drop student at Santa Ana College. All of us were expected to leave from our local high school and then go to the college or work full-time. Those of us who couldn’t afford to go away to college, would go to what we lovingly called UCSB (the University of Seventeenth and Bristol. I learned best in small classes. I hated the big POLI SCI classes with hundreds. I never felt accountable. Eventually after being there and not getting enough credits, I would like to believe that I started to grow up and get serious. I started to classes at SAC that seemed to connect with me. One class/ one teacher made the difference. I took a counseling class about relationships- I think it was Marriage and the Family. I loved it and found my passion. I also found child development classes and loved that and education classes. Pulling it together, I graduated from SAC went to Chapman and went into Social Work. Missing education the field and for myself classes to continue to grow, then studied at USC and Chapman. Found passion again in Ed Psych and Counseling at a higher educational level.

Sharon Chidester:

I want to answer those questions, Julia. They are: What worked for you when you were a student? How did you learn? What made you persevere? What helped you fulfill your academic goals?

What worked for me was my teachers were available to me for questions when I got stuck, and they genuinely cared that their students learned. I learned by listening, taking notes, and hands-on. I persevered because when I came to difficult times, I looked for alternate ways to stay on task, and asked friends and instructors for help with those alternate ways or for ideas of how to persevere. The biggest thing that helped me fulfill my academic goals was that my teachers believed I could, even at times when I doubted myself.

I believe as a teacher, that I have the duty and responsibility to my students to care that they succeed, be available to them for questions, and show them that I believe in them. Most student success depends on us as teachers giving them the support they need.

Maribel:

Personally, what I think worked for me as a student was to have mentors, be persistence in completing my academic goal regardless of the presented obstacles. Also I always looked for available resources that would provide assistance for academic and personal matters. In regards to my learning style, I believe was important to provide visual tools for my academic success. I also participated in student organizations and leadership programs. Therefore, as part of the basic skills initiative it is important to incorporate learning styles, counseling, peer mentoring, and list of campus resources and leadership opportunities.

Erik gasner:
Carlos has a very good list there. i like this one”having gradual, practical, step-by-step, short-term through long-term goals”. I always focus my students in the different goals we have. I talk about the weekly goals and the semester end goals. I try to keep them on track and have them focus on these goals that are important to them. I dont use a daily goal but on monday I have them discuss the weekly goals that we need to achieve. Im guiding them toward the semester end and the promotion to the next level. This way there goals are attainable and present in their minds

Carlos Perez:
Here are some common, reoccurring themes in Goal Setting & Student Success, from a-z, not in any particular order of importance, with the option of increasing this list:
a) time management?b) classroom note-taking?c) textbook reading/studying?d) having caring teacher(s) that provided encouragement, support, and inspiration?e) listening skills development?f) hands-on, kinesthetic activities/exercises?g) comfortable, safe learning environment?h) student seating arrangements, classroom desks and/or chairs – conducive to learning?i) mentor(s), including peer mentoring?j) having gradual, practical, step-by-step, short-term through long-term goals?k) academic goals, personal goals, familial goals, and professional goals?l) being offered clear directions and examples?m) continuously revisiting, reexamining, and revising educational plan(s)?n) learning styles, learning habits?o) having and using visual tools, regalia, samples of work?p) student tours to college/university campuses?q) participation in student organizations and leadership programs?r) being aware of campus resources, and utilizing them as needed?s) role-models, meeting them in-person or through other media?t) some success may lead to more success?u) positive feedback, praise, recognition, awards, and certificates?v) keeping portfolio(s) of student work?w) receiving constructive criticism?x) increasing confidence as a student and overall self-esteem?y) improving English language development, including reading and writing, and math skills?z) achieving goals and reaping the rewards of success, for instance, becoming fluent in the English language, becoming a U.S. citizen, earning a degree, obtaining professional promotions, and/or seeking to accomplish further goals

Denise Dowling:
Teachers making the effort to encourage me personally inspired me to persevere. Succeeding is contagious, or rather, it should be. Feeling accomplished in one step toward a goal, lead me to move on to the next step. And if I did not succeed in a course, being told what I did well, and what I needed to work at challenged me to keep trying.
As instructors, discovering what our strudents’ goals are will give us a window in how to encourage them toward success. “Passing this class” is just one step closer to a destination. Too often, students don’t have a clear goal so they have no “plan” in mind. A plan helps students examine the journey to take before reaching a destination. Let’s help our students understand and take the route toward success by taking an interest in students goals’ or helping them create goals, offering clear directions and giving personal encouragement. Think back to that teacher that stood out in your life as a person that helped you believe in yourself- those experiences are good tips for us.

Maribel:
Personally, what I think worked for me as a student was to have mentors, be persistence in completing my academic goal regardless of the presented obstacles. Also I always looked for available resources that would provide assistance for academic and personal matters. In regards to my learning style, I believe was important to provide visual tools for my academic success. I also participated in student organizations and leadership programs. Therefore, as part of the basic skills initiative it is important to incorporate learning styles, counseling, peer mentoring, and list of campus resources and leadership opportunities.

Maribel:
Here is a model vocational program’s website from Portland Community College specifically for ESL students?http://www.pcc.edu/career/pathways/vocational-esl

Sharon Chidester:
I want to answer those questions, Julia. They are: What worked for you when you were a student? How did you learn? What made you persevere? What helped you fulfill your academic goals?
What worked for me was my teachers were available to me for questions when I got stuck, and they genuinely cared that their students learned. I learned by listening, taking notes, and hands-on. I persevered because when I came to difficult times, I looked for alternate ways to stay on task, and asked friends and instructors for help with those alternate ways or for ideas of how to persevere. The biggest thing that helped me fulfill my academic goals was that my teachers believed I could, even at times when I doubted myself.
I believe as a teacher, that I have the duty and responsibility to my students to care that they succeed, be available to them for questions, and show them that I believe in them. Most student success depends on us as teachers giving them the support they need.

Malena Copeland:
Maribel, I was very interested in the article that you reviewed. Isn’t that interesting that there are vocational programs for non-native English speakers. What are these programs? Do we have vocational programs like that at Santa Ana College?

Maribel:
Malena, it is very interesting that there are vocational programs for non-native English speakers. This is the website for the Breaking Through: Helping Low-Skilled Adults Enter and Succeed in College and Careers program?http://www.breakingthroughcc.org

Erik gasner:
What worked for you when you were a student? How did you learn? What made you persevere? What helped you fulfill your academic goals?
As an athlete i had to get good grades in order to keep my athletic scholarship. That was a BIG motivation. I spent most of my day on the university grounds in classes and on the field. Many of the baseball players were in the same classes and studied together. We discussed the assignments and exams and this helped me since we were a group working together to complete the classes instead of a single student feeling like you are on your own.
Can our student’s be in some sort of study group? Can they meet together for 15 minutes after class? Will this be possible with their work schedules?

Frank:
Good Morning Everyone,
An email was fowared to me in regards to proving student tours to santa ana college. In the past, the Student Transion Program at CEC provided tours to students transfering to Santa Ana College to minimize fear for some our students that might feel overwhelmed by the new experiece or the college itself. By all means, tours might be able to be implemented to the basic skills initiative/program which could also work as retention tool.
Thanks!

Frank:
Reflecting back to when I was a student, I think the techniques that helped me succeed were attending study skills-note taking and time management workshop, and taking a study skills class. It is very important for students to know how to study and how to effectively use their time. Another important item that students need to identify is their learning styles. Once I was able to identify my learning style it was easier for me to create flow charts and study to do well on my tests.

Judith Holmes:
In creating a comfortable learning environment, I have learned to be flexible with student seating. In my classroom there are rolling chairs, tables, and classroom desks. Students use all of them to match their sizes, shapes, and medical conditions. Sometimes the seating is linear; sometimes it is in groups. I also have students write answers and sentences on the board, assist each other, correct each other (and me), borrow books and pencils from me, and even plan some activities. I have Beginning 1 ESL students.

Denise:
“Clear cut goals and objectives” is the resounding element of best methods and practices in much of the research. Because we have a revolving door of students, I find this difficult to be consistent within my classroom. I would like to learn more ideas about how to do this in a practical way without taking time away from the students who have been there longer and already have their goals discussed and planned.
Also, “Remedial” and “Developmental” seem to be interchangeable terms, though some people think developmental is a nicer sounding term. Considering semantics and research, remedial is a re-learning while developmental is related to new skills not learned before. A large part of our population of students have not gone far in their education in their own countries. Introducing certain concepts such as grammar is something they’ve often not learned about in their own language, and of course for ESL students the English language is new learning. This is particularly true for reading skills. John’s summarized article could have been titled “What Works in Developmental Instruction,” or better still “What Works in Remedial and Developmental Instruction” as the methods serve for both, yet gives space for identifying differing educational backgrounds. Certainly we have students that fall into both groups – re-learning and new learning which calls for a stronger emphasis on basic skills.

Malena Copeland:
Your comments are very insightful, John. You are so spot on about how hard it can be for our students to communicate. My grandmother from Argentina, used to tell me about how much she cried when she first came here and would go to the bank where the teller wouldn’t understand her, or to the doctor where she wouldn’t understand a word he said. We must always keep these things in mind. Our students have difficult lives; they are busy and they come to us for help. We have the opportunity to transform their lives. That is why these conversations about basic skills and best practices are so important. Giving our students the best possible instruction should be the number one goal of every teacher, administrator and staff member. There is a lot of vitriol and animosity towards immigrants these days, but we can make our students feel cared about, welcome and successful.

Michael Ha:
After carefully reflecting on my academic experience, I believe there are three major techniques which are time control, classroom note-takings, and textbook study.?First of all, time-control is very important for me. In order to use time effectively, I had a large calendar which had a large white block around each daily and weekly schedule. I marked and followed up carefully all the important dates on this calendar. For instance, on May 10, I will have a final for my ESL class. The third test of Math is on April 20. I also scheduled weekly study plans on the calendar. All seven days of the week should be covered in my weekly schedule. All the fixed hours of each day: such as hours for meals, work study, classes, homework, exercise time, time for relaxation, etc. Depend on the demands of the courses I am taking, I blocked off five to seven or more hours of study time a week for a challenging class. On the schedule, I tried to accomplish all important tasks according to the fixed hours on my daily schedule. I also crossed out all things which were finished. This helped me remember what I needed to do next.?Secondly, classroom note-taking is an important factor because it helped me to get all key points of the lesson. I also used abbreviation efficiently and looked out for signals which the instructors made in to the lectures. With my notes, I used my own abbreviation which helped me to read them much easier than my classmate’s notes. I believe that the more efficient my classroom note-taking is applied, the more successful my study is improved.?Finally, the textbook material is hard to understand for me. I tried to preview the chapter before going to classroom. When previewing a chapter, I focused on what material is covered on the chapter. While previewing chapter, I tried to find and mark the main ideas. Most of the main ideas are written in definitions and examples, enumeration, and emphasis words. I liked to write down the main ideas in a simple outline. The simple outline helped me to understand the lecture faster.

Danny Pittaway:
A learning center is a wonderful model for adult education. The Community Learning Center at both CEC and MEC is poised to embrace BSI and enhance our curricular offerings to our ever-expanding student population. Currently, the CLC is an entrypoint for many new Continuing Ed students. We provide a relaxed, engaging atmosphere that supports students’ needs on many levels. We offer customized instruction, computer-assisted language learning, and we help students set and achieve learning goals. We also reward students with certificates of achievement, issued regularly throughout each semester.
Another benefit of the learning center model is that the one-one interaction between instructor and student allows the instructor to quickly identify core basic skills needs areas to help students advance in their educational path. The specialized instruction that occurs in the CLC can address developmental students who need support in crucial areas.
I would like to hear more about any “best practices” espoused by current or former learning center instructors.

Malena Copeland:
That made me laugh. Wow, that’s cool that Stephen Krashen was your advisor. Your advice is right on the money. A lot of teachers walk into class without even a lesson plan. That’s just not right. We need to be prepared and let our students know what the plan is and why. When our students see our objectives, they will feel a sense of accomplishment and self-confidence. If you show them what they have learned it does them a great service. Of course, we need to be prepared and organized so that we can lay it all out for ourselves as well. I have personally found that showing students what they have learned, not only helps the students but also inspires the teacher.