 | Lori Konopasek |
Think back to when you were a student. Were you thinking about the future and where you wanted to be when you graduated? Sometimes it is hard to keep end goals in mind, but it is so important, especially with our limited time to educate and train our students.
When asked about goals after graduation, student at Shepherds College typically say things like; being connected to a community of people, maintaining an apartment, having a job, and managing bills. Each goal amounts to a level of independence that the students strive to attain, ideals they may never have thought possible before. Generally students do not understand what it takes to accomplish each of these goals or what success really looks like but that is where we can step in and teach.
We know that time passes quickly, so the concept of keeping the end in mind is critical in order to maximize opportunities. As educators, there are many ways we can instill this philosophy in our students through basic interactions as we prepare them for the next step.
Talk about keeping the end in mind.
Simply by talking about their end goals, the amount of time they have, their personal progress, and the next step, students will begin to think more futuristically; it will then guide their choices and programming.
Define and clarify.
Help students map out what success in daily living skills, employment, social relationships, and independent living really takes.
Remind students of the direct impact of their choices on their future.
This reminder is crucial for students to start thinking long term, and it starts now. If a student is being disrespectful, talk through how that would impact their job or work relationship. Then turn it around to them again and see if they know what to do differently to have a positive result at the future employment. When they take initiative to complete a task, compliment them on how that positive choice would help their employment in the future.
Talk through adult choices.
Many students are motivated to become more independent; however, they may not know what it looks like. Use this motivation to educate them on how adults think and act. Compare adult choices with student or teen choices.
Think broad scope in preparing a student.
Even though students do not live at school, they can prepare in areas beyond academics while at school. Create jobs for students to help maintain the classroom and remind them of implications related to maintaining a home. Fulfilling expectations at school builds in patterns of reliability and responsibility at home.
Teach the bottom line.
There is no need for students to try and “catch” what you are teaching. There is always a deeper lesson associated with what we teach. Be clear and concise about the expectation or lesson. If a student makes a mistake, take the opportunity to talk through what happened and future planning. The bottom line is that we will all make mistakes and are responsible to learn from them and adjust.
Keep it concrete and celebrate.
Map out student goals, draw pictures, chart growth, give examples, line up successful and unsuccessful choices, and keep frequent lists of success. Being an adult and growing in independence is hard work. People do not tell you that before you try! Reinforce and praise the growth you see in each student!
As educators, we model independence to students. We can use our time to challenge student thinking and help them move towards personal and professional growth as they work to keep the end in mind.
When asked about goals after graduation, student at Shepherds College typically say things like; being connected to a community of people, maintaining an apartment, having a job, and managing bills. Each goal amounts to a level of independence that the students strive to attain, ideals they may never have thought possible before. Generally students do not understand what it takes to accomplish each of these goals or what success really looks like but that is where we can step in and teach.
We know that time passes quickly, so the concept of keeping the end in mind is critical in order to maximize opportunities. As educators, there are many ways we can instill this philosophy in our students through basic interactions as we prepare them for the next step.
Talk about keeping the end in mind.
Simply by talking about their end goals, the amount of time they have, their personal progress, and the next step, students will begin to think more futuristically; it will then guide their choices and programming.
Define and clarify.
Help students map out what success in daily living skills, employment, social relationships, and independent living really takes.
Remind students of the direct impact of their choices on their future.
This reminder is crucial for students to start thinking long term, and it starts now. If a student is being disrespectful, talk through how that would impact their job or work relationship. Then turn it around to them again and see if they know what to do differently to have a positive result at the future employment. When they take initiative to complete a task, compliment them on how that positive choice would help their employment in the future.
Talk through adult choices.
Many students are motivated to become more independent; however, they may not know what it looks like. Use this motivation to educate them on how adults think and act. Compare adult choices with student or teen choices.
Think broad scope in preparing a student.
Even though students do not live at school, they can prepare in areas beyond academics while at school. Create jobs for students to help maintain the classroom and remind them of implications related to maintaining a home. Fulfilling expectations at school builds in patterns of reliability and responsibility at home.
Teach the bottom line.
There is no need for students to try and “catch” what you are teaching. There is always a deeper lesson associated with what we teach. Be clear and concise about the expectation or lesson. If a student makes a mistake, take the opportunity to talk through what happened and future planning. The bottom line is that we will all make mistakes and are responsible to learn from them and adjust.
Keep it concrete and celebrate.
Map out student goals, draw pictures, chart growth, give examples, line up successful and unsuccessful choices, and keep frequent lists of success. Being an adult and growing in independence is hard work. People do not tell you that before you try! Reinforce and praise the growth you see in each student!
As educators, we model independence to students. We can use our time to challenge student thinking and help them move towards personal and professional growth as they work to keep the end in mind.
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