Couns 75 - Day 2

Probation Alleviation StrategiesCounseling-75A Session 2 : 

Taught by Dennis Franco, Counselor Probation Alleviation StrategiesCounseling-75A Session 2

Activity: Transcript Review : 

Review your transcript and determine what kind of probation you are on On a sheet of paper, answer the following questions What stage? Be specific as to why What specifically do you have to do to get off of probation? What patterns do you see? (i.e., do you bite off more than you can chew?) If you feel comfortable, you may work with a partner for help Activity: Transcript Review

Goal setting : 

Goal setting Essential parts of a goal Something that you work to accomplish Needs to be specific, measurable, and challenging Needs to be challenging Not set in stone, a way to help plan

Goal Setting (continued) : 

Goal Setting (continued) The fundamentals Write your goals down – this is critical for accountability Set a specific time-frame to achieve your goals Set both short term and long term goals Break your big goals up into bite-sized chunks Set priorities (we will cover this more)

Goal Setting (continued) : 

Goal Setting (continued) Get in the right FRAME of mind Fantasize Reality Aim Method Evaluation Some benefits of formal goal setting Better ability to perform Better ability to concentrate Systematic Helps in time management and prioritizing

Academic Goals at DVC : 

Associate Degrees Certificates Transfer to CSU or UC Transfer to Private or Out of State College or University Academic Goals at DVC

Associate Degrees and Certificates : 

Two types of Associate Degrees Associate of Science and Associate of Arts (minimum 60 degree applicable units with 2.0 GPA required) Variety of Majors (see catalog for requirements) Both types have the same general education requirements Certificate Programs Certificates of Achievement or Accomplishment Variety of Majors (see catalog for requirements) Most do not require any general education (although some have general education built into the major) Associate Degrees and Certificates

Transfer to UC or CSU : 

Minimum of 60 units required for student to transfer as a junior Students must have a GPA of 2.0 (C) or better in all transferable units attempted for CSU and 2.4 or better for UC Intersegmental General Education Transfer Curriculum (IGETC) may be used for CSU or UC Not good for all schools/majors CSU General Education patter may only be used for CSU See a counselor and ASSIST.ORG for details Transfer to UC or CSU

Transfer to Private and/or Out of State : 

Entrance requirements as well as general education requirements vary greatly from school to school Students interested in transferring to a school in this category should refer to the college or university’s website and/or catalog for course equivalents Students should see a counselor or the specific college/university representative for advisement College representatives are available through the Transfer Center Transfer to Private and/or Out of State

Prioritizing : 

Prioritizing Each week, identify tasks that you must do and choose to do for the following week Save the activities you choose to do or are the easiest for last Create deadlines for the must do items to keep yourself on track If you have large goals, break them down into smaller pieces

Prioritizing (continued) : 

Prioritizing (continued) Take your list and number the most important thing down to the least important thing Items you must do should come before items you choose to do Keep your to do list with your planner and mark things off as you complete them Build in rewards for completing your to do list Don’t forget, relaxation and exercise should be part of your priorities

Activity: Time Management Discussion : 

Activity: Time Management Discussion In a small group, discuss any patterns or other significant things you noticed What about time wasters? Where can you cut back on one thing to gain time in another? How much time did you spend on homework? How much time did you spend on downtime? Present to the class at least on pattern or common thing that each person did or could do to improve time management

Making a schedule : 

Making a schedule Using a planner or calendar do the following At the beginning of each semester, map out in the following months each item that you know you must do and will not change (major exams and due dates from class syllabi) Next, put in items that you know are fairly regular such as exercise, work, extracurricular activities, meal times Next, put in a firm time for homework\study time for each class (remember, 2 hours of homework for 1 hour of class) Leave spaces for generic things like errands, laundry, family obligations, and other flexible needs as well as time to relax!

Making a schedule (continued) : 

Making a schedule (continued) Once each week (i.e., Sunday night) write in things that have come up or write them in as they come up and review your to do list to see that everything is accounted for in your planner Review your planner each morning so that you are aware of what you are scheduled to do that day

Time Management Tips : 

Time Management Tips Do not forget to schedule breaks! Set clear starting and stopping times Schedule each study period as close to that class meeting as possible Schedule study time during your best study hours for the classes that are hardest or you like the least Use a regular study area Get off the phone Avoid distraction by turning off the computer\TV Reward yourself when you have stuck to your plan!

Procrastination : 

Procrastination What is procrastination? Procrastination is the avoidance of doing a task, which needs to be accomplished Why do I procrastinate? Poor time management You may be uncertain of your priorities, goals, and objectives You may also be overwhelmed with the task Fear and anxiety

Activity: Procrastination Assessment : 

Complete the Procrastination Assessment Be honest with yourself! When done, get together with your small group in order to figure out some strategies to avoid procrastinating Activity: Procrastination Assessment

Procrastination (continued) : 

Procrastination (continued) How do I avoid procrastinating? Be honest with yourself about this habit Break large tasks into smaller, more manageable tasks Create a work area free from distraction Build in small, structured breaks while you work Fifteen minutes for food, a walk, or checking email Do NOT get sucked in, stick to the time allotted If you find a particular task difficult to begin, commit yourself to at least five minutes on that task When tempted, remind yourself that procrastination is usually followed by serious academic stress

Study Skills : 

Study Skills Study skills draw on the topics we’ve covered already Time Management Note Taking Avoiding Procrastination Goal Setting Doing the above items effectively as we have discussed is the first step toward studying effectively

Activity: How do I study? : 

Write on a piece of paper how you typically study Do you have a designated place to study? Where? What do you find tends to distract you? How long do you study during a period of time? Do you have a set time to study? Discuss what you wrote with a small group Identify one positive way to study and identify one negative way to study Share with the class Activity: How do I study?

Where should I study? : 

Develop a place to study that is both convenient, but distraction free Identify what commonly distracts you (i.e., cell phone, TV, computer, video games, etc.) Try to keep things quiet Close your door and put up a “Do not Disturb” sign Use music ONLY if you find that it helps you stay focused When possible, study on campus Helps avoid distracting places at home Math Lab, Writing Center, Library Where should I study?

How should I study? : 

Study in chunks 20-50 minute periods with a short (10-15 min) break in between Rank your classes and be sure to spend time on your most challenging class everyday and early in the day Study actively: ask yourself questions, review your notes regularly, discuss key concepts with peers and course instructor Schedule study time (see time management) How should I study?

Using the SQ3R method : 

Stands for Survey, Question, Read, Recite, Review Survey the chapter before you read Read chapter summary, chapter titles/headings, captions under pictures or graphics Question while you are surveying Turn the title, headings, and/or subheadings into questions and read questions at the end of the chapters Using the SQ3R method

SQ3R (continued) : 

Read a chapter and… Look for answers to the questions you first raised Note all the underlined, italicized, bold printed words or phrases Reduce your speed for difficult passages Recite after you read a section Take notes from the text but write the information in your own words or underline/highlight important points you've just read Orally ask yourself questions about what you have just read or summarize, in your own words, what you read SQ3R (continued)

SQ3R (continued) : 

Review as an ongoing process Page through the text and/or your notebook to re-acquaint yourself with the important points (the ones you underlined/highlighted) Make "flash cards" for those questions which give you difficulty Look over the questions you initially made up and answer them Write questions for the notes you have taken in the left hand margins of your notebook, then cover the notes and ask the questions to see if you can answer them SQ3R (continued)

Tips for Good Study Habits : 

Build mnemonics to remember things Make note cards to remember terms When taking a break, step completely away from your desk or place of study Try to begin studying within 90 minutes after a meal to make use of the energy Tips for Good Study Habits

Tips to Improve Memory : 

Create associations When trying to remember a new concept, link some of the similarities to previous concepts Create pictures When possible, draw diagrams such as time lines to remember dates, graphs to remember data, and so on Learn actively Experiment with studying standing up, sitting at a desk Write things down Study difficult concepts right after class is over Tips to Improve Memory

Motivation…What is preventing it? : 

Unclear goals Personal relationships and family problems Depression from feeling overworked Difficulty in transitioning Pressure to go to college Motivation…What is preventing it?

Motivation…How do I get some? : 

Develop some realistic, concrete reasons for spending four years of your life doing what is necessary to accomplish your goals Decide what you want to do (with the help of your counselor) and develop a plan to accomplish it Make college your job! If something must be neglected, make it something other than school Set short term goals that you can accomplish relatively quickly to get shot of self-esteem Motivation…How do I get some?

Motivation Tips (continued) : 

Find a Social Support Network Reward yourself for meeting your goals Set early, artificial due dates for assignments Motivation Tips (continued)