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The Adult Learner

Work experience is education. Adults , who have entered the work force  years ago , are realizing the limitations of their career. They are re-defining what it means to go back to school. We see adults pursuing a particular skill set online or in the classroom. People are creating opportunities to really tap into  their true life path. What are you really meant to do? What career is more suitable for you? The answer maybe found in your required algebra course. Or maybe you should focus on taking as many math courses as possible? A co-worker at your job suggested it and the homework is pretty interesting to you. Or maybe you stumble upon your affinity for statistical modeling over one of your late night study sessions. The point is you are an adult. Self identity is no longer a mystery in adulthood. You know what you don’t want out of life. Knowing what you don’t want may translate to a few  years in a particular career. Or maybe you are still trying to find yourself. But what makes an adult learner unique is his or her ability to recognize change is needed and act on it with focused precision. An adult learner completes their homework assignments on-time in order to master a new skill. The adult student speaks up in class and elevates the online discourse or classroom discussion to better understand a topic. Adult apprentices know the worth of a good education, understand how credentials translate in the workplace, and strive to better themselves. They get it.

If you liked this short blog, there are more to follow. -Amy

Education and the Will to Succeed

This past weekend, I was speaking with a student  about her statistics course. For the purposes of this story, her name was Janet. As always, we covered the basics. We  discussed specific concepts. Janet had no problem understanding the material. The material was not the issue. The complexity of the equations did not phase her , yet we both stared blankly at her test grade with disbelief- it was an F. So I asked a few questions to figure out the problem. She attended every class. She handed in every assignment. She met with the teacher…the teacher! She shared with me an overall disdain for her instructor, Mr. Jerkins. Now her professor , Mr. Jerkins, was very knowledgeable about the subject but he did not believe in helping his students. His philosophy was the student must struggle, a belief shared by many educators before him.

Some teachers believe it is a right of passage  to spend many hours and sleepless nights buried in books, power point slides, and supplementary materials. Teacher who believe you should struggle tend to put less emphasis on making sure you understand the material. The lack of detail in class puts pressure on the student to fill the “gaps” of information.  You must teach yourself. Be your own TA or teacher’s assistant. Hit the library or internet and figure out what the teacher wants you to master. The answer should hit you at 3 am between your third cup of Starbucks coffee and your fourth snack from the local vending machine. Suffering is learning right? Right??! …Not exactly.

It is your responsibility to do the work outside of class. Study the material. Learn whatever the teacher presents before you. But suffering challenges the will to survive not scholastic ability. Seek help whether it is your program director , student assistant , or  teacher.  A lot of times, you may discover that the teacher is unaware of the lack of instruction. In the case of Mr. Jerkins, you may need to develop your own coping mechanisms to survive the course. But do something! Don’t go out without a fight!

 

 

If you liked this post, please stay tuned for more advice on surviving statistics courses. -Amy

 

 

 

 

 

 

Tea Pot Conversations

This is a forum to release stress and let off some steam (no pun intended). If you have concerns about statistics courses or the pressures of being a student – please share! This is the no judgement zone.

So You Failed Your Mid-Term

You might be reeling from your last statistics Mid-Term. I know you studied but it just wasn’t enough to pass that exam. Maybe you did not study properly. It’s quite probable that you focused too much on the homework. Or you completely ignored the lecture slides. Real Talk Point #1:   Your grade is not a reflection of your intelligence – so don’t beat yourself up. Real Talk Point #2: Believe you can turn it around and fix the problem.

Real Talk Point #1: Your grade is not a reflection of your intelligence.

Let’s establish that if you find yourself sitting in a statistics course for any length of time – you have intelligence. The mid-term does not reflect intelligence. It reflects an ability to be a scholastic gymnast. If your routine is ‘tight’ then you get an A. You just need to practice the right routine.

Real Talk Point #2:Believe you can turn it around and fix the problem.

Okay you have a bad mid-term grade. Now what? You need to figure out what went wrong. The first thing I suggest is to obtain the solutions for the ones you got wrong. Notice , I did not suggest ‘asking for the solutions’. Typically, teachers do not disclose solutions to midterms. BUT it is fair to ask for insight in terms of your mid-term grade. Another option is to hire a professional to help you with the course. The term’professional’ refers to either  a teacher’s assistant (TA) or  tutor. Now a student teacher is free. Usually, a professor will have an assistant who is tremendously helpful. I suggest you communicate heavily with them from the first homework assignment until you finish a course. A student teacher is the life line to the professor.  If you do not have time to meet with a professor or talk to a TA – hire a tutor. But help is needed so act fast!….

 

Are you in need of help? Please contact Moore Statistics Consulting group on Facebook for more real time discussions about conquering a statistics course. Overcome the struggle!- Amy Moore