Wednesday, February 7, 2018
Lately, I have met with students with a variety of concerns about overall academic performance last semester. Many are assessing whether or not newly implemented strategies and approaches will benefit them during the spring semester final exam period. With the middle of the semester fast approaching, some students are already expressing regret regarding their academic performance and exam preparation thus far.
I have heard the word “regret” tossed around so many times lately. In exploring what students perceive “regret” to mean for them, I have discovered that it has different connotations for each student. For many of these students simply articulating their concerns and developing an action plan they can quickly implement has proven positive. Below are a few ways we (the students and I) have participated in addressing various student concerns:
Energy directed toward thoughts about steps one has failed to take, where the semester is going, or fears about failure is misdirected. That energy is better used when specific tasks are identified and implemented to yield expected results.
Students often panic when they see what others are doing or the work product that others have generated when they have nothing to show for the time that has now elapsed. Seeing what others do should be motivating rather than demoralizing. Furthermore, personal life issues, financial concerns, career concerns, summer opportunities, graduation, and the bar exam are some of the thoughts that consume time and prevent students from concentrating on more pressings tasks at hand. While all are valid concerns and considerations, they do not have to be simultaneously contemplated. Instead, they need to be prioritized.
Generate a Game Plan
Of course, this sounds very obvious but when I sit down with a student and really probe what a student’s plan is to address academic, life, and career concerns, often the student has nothing concrete to share. They have ideas and general plans but no timelines, deadlines, processes for setting realistic goals, systems for attaining goals, assessment mechanisms, and alternative options. All of which will help redirect energy and eliminate distractions because they have a process for addressing concerns which helps limit distractions and their energy is focused on implementation as they realize how much time they do have to accomplish goals.
Revisit Problem and Plan
Simply having a plan and implementing it is insufficient. Revisiting initial concerns to assess whether a plan addresses various elements is very important. A game plan may be effective for certain aspects but not for others. Simply adopting someone else’s plan may prove ineffective for one student, while requiring little or significant adjustment to suit another. Assessment keeps students on tasks, allows them to recognize successes, and encourages them to move forward. Being open and willing to make adjustments is necessary as well.
A positive attitude and positive expectations go a long way. Of course, life is filled with unexpected events which can affect one’s positivity meter but a good attitude goes a long way.
Stepping outside of one’s comfort zone is always difficult but it challenges you with something you are not familiar or accustomed to and that challenge allows you to discover your potential. Trying approaches and strategies which might seem outrageous to you might yield positive results. Also, if you are simply repeating and doing what has not served you in the past, how are you ever to yield positive and different results?
Regret is simply regret unless you do something about it particularly when you still have lots of time to make significant changes that can yield positive results. Nothing is final until it is final and nothing is over until it is over. You still have ample time to turn things around. (Goldie Pritchard)