Preparing Work-Based Students for the Interview & Seeking the Value of LinkedIn

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A few weeks ago I met with my work-based learning students to address some of the concerns I shared in two recent posts about their current skill set in concern to communication and professionalism. You can find those original posts here and here. When we met as a class, I did not admonish them or use the time to berate them due to my concerns. I wanted, instead, to have them actively engage in the process of working on those communication and professionalism skills. To help in this endeavor, I enlisted the help of Taylor Rogers, an account executive for Randstad and a former mentee of mine when he was in high school. (Have I really been teaching that long already?!) Taylor, in kind, enlisted the help of friend of his, a financial guru and serial entrepreneur, Alexander Brown–who most recently launched the start-up app Draw My Hunt.  Continue reading

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Care & Empathy Training: Preparing Student Mentors to Work with Reluctant Peers

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Today I had a tremendous opportunity to put some of my research from my doctoral study to use in a whole new setting. A few weeks ago my special education department chair came to me with concerns about her peer mentors struggling to connect with her most at-risk students. (For quick background, my school has an ‘academy’ dedicated to serving our 50 most at-risk students as identified by grades, behavior, attendance and other factors under the special education umbrella.) I immediately jumped at the chance to provide training for these mentors, believing my newfound expertise in care ethics could help enlighten these mentors approach to working with their more reluctant peers.  Continue reading

Studio Reunion 2: #PBL Chat w/ Former Students

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I’m excited to announce that early next week I’ll be posting another conversation with another group of former students who were part of my Studio program–a fully immersive project-based learning (PBL) classroom. You can see last year’s conversation with a few students here.

The students I’ll be meeting with are mostly students who entered the program after our inaugural year (and after we had learned a lot!). They are all in the midst of their college careers and will be able to speak to how a PBL environment in high school shaped (or didn’t shape) their post-secondary experiences. Look for the post to be up Monday afternoon.

Under-prepared? Distracted? Overwhelmed?: The Role of CTE and Internships as Laboratories for Work and Life

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I feel acknowledging my blog’s sudden turn toward Career and Technical Education (CTE) and my state’s Work-Based Learning (WBL) program is important. I have a few ideas marinating for the blog concerning my more traditional focus on project-based learning and literacy, but for the next few posts, I am going to dive even further into reflecting on the role of students participating in CTE courses, internships, potential benefits, and what must be done for those benefits to materialize for more students. My first post on the subject was a few weeks ago. I lamented the challenges I saw my 11th and 12th grade students face to really prepare for an internship and the workforce. Today’s post has some similarities, but I now put the critical lens on myself and other CTE educators.

Why? Well as the title suggests, my WBL students this year are a combination of under-prepared, distracted, and overwhelmed. The first adjective is mine. I have to own my conjecture that my students are under-prepared based on my observations from the last month. I also own it because I am one of the reasons they appear unprepared. The second adjective society must own. I know I feel distracted. My phone distracts me; my email distracts me; television distracts me. But what my frontal lobe affords me that my students’ does not is impulse control. I can typically make a conscious effort to walk away from those distractions. My students, as a product of the world they inhabit (one they’ve had little say in shaping might I remind you), are distracted, but their distractions far outweigh mine as an adult. The last adjective belongs to them. They use this word to describe themselves. The reason I get most from my students to why they do not complete a task, communicate clearly, or avoid responsibility is they mention feeling overwhelmed.

So what’s the solution? We are. Educators are. I am. Continue reading