Mathematical Method By Sm Yusuf Notes

[Agalia Valcin]

This article delves beyond common misconceptions of student apathy or unpreparedness, exposing the true factors behind the performance gap. By focusing on the often-overlooked population of good students, we uncover pathways to not only help them thrive but revolutionize academic achievement as a whole.

Drawing insights from my new book, How to Successfully Transition Students into College: From Traps to Triumph, this post profiles the good student population and provides critical insights on ways to help them thrive.

Stunned by this turn of events, you engage in a conversation with your supervisor to glean insights into what went awry and seek guidance on her expectations for the next project. You absorb her suggestions earnestly and redouble your efforts. Yet, despite your endeavors, your work continues to be judged as subpar. This pattern persists until you eventually disconnect emotionally from your job.

The prosperity of institutions hinges on their ability to identify, engage, and adequately support good students. In doing so, higher education establishments reap the greatest rewards from their investments.

Effecting cultural change entails influencing students who wield a disproportionate impact on academic norms. Good students serve as potent agents of change due to their vast numbers, amplifying their influence and their potential to make substantial improvements with relatively fewer resources. Paradoxically, colleges and universities often invest in initiatives with high demands but low impact.

Considering that good students constitute approximately 80% of the student population, offering them proper guidance and tools is not only pivotal for cultivating a culture of academic excellence but also a critical element for ensuring financial stability. However, numerous institutions are currently overlooking these students, providing inadequate support, and inadvertently impeding their efforts toward institutional success.

Within your classrooms, a plethora of good students remain oblivious to their entrapment. Here are three specific traps I delve into extensively in my book, which will aid you in identifying these promising individuals amidst your student body:

This trap typically surfaces within the initial weeks of the semester. For instance, I vividly recall visiting a study session at the University of California, San Diego, where students were collectively poring over their class notes. When I inquired about their subsequent plans, they appeared puzzled, believing they had completed their study session.

By understanding these traps and their dynamics, educators can recalibrate their approaches, offering targeted interventions that liberate good students from their confines. In doing so, institutions can unlock the full potential of these students, fostering not only individual success but also driving broader positive transformations within the academic landscape.

I will use this diagram to incorporate an acitivty about the differences in college and high school. This will really bring clarity to students about what college is and is NOT. I like how you utilized this diagram to show the connection of mutiple points of learning in high school and college.

I really wish two things: (1) I had read this before spiraling into failing out of college with no foreseeable opportunity of returning (at least for several more years) and therefore halting any chance of success in getting my dream job; and (2) that far more educators would also read this and apply it, especially in STEM-based degrees where frankly the stereotype holds (in my experience) of a limited mindset in teaching and a focused mindset in being a nerd and not understanding how to teach nerd.

Great article, what you wrote really resonated with me because I could relate to many of the conditioned biases of a pre-college learning environment. I will review the outlined tips regularly in order to get back on track with academic achievements.

Thank you for sharing!
I was confused by same question for many years. Luckily, I found the explanation and solution in your article. I am looking forward to my future, in other words, college life!

I struggle with getting students to understand that they need to put more effort into their studies in college than they might of had to do in high school, but could never explain it to their or my satisfaction as to WHY they needed to. I think this will help bridge the gap. May not convince them to do so, but if I can reach more students and help them to succeed that are currently struggling with how to do better I will be happy.

Love all this information and insight! Great conversation topics and visuals to introduce and discuss with Peer Tutors and SI Leaders, as well as in workshops with first year college students. Thank you!

High schools bear some of the blame; by 10th grade high school students should be treated like they ARE in college. No more extra credit. No more getting points for making corrections on tests. No more acceptance of late assignments.

Very insightful article! I particularly appreciate the catch phrases to use when talking with students about building upon their strengths and shifting their paradigms. The 80/20; 20/80 mindset is hugely impactful! I really look forward to incorporating this information in campus stakeholder conversations and even training for academic peer leaders!

The article is reflective of what I have observed as well at my university. Presenting the 80/20 principle and including the info graphic chart I believe would help students grasp what shifts in thinking might be needed in transitioning between high school and college.

Thank you for your work and for creating this project to share and disseminate your concepts and ideas to your colleagues. I have been following and reading your posts for years and always appreciate your insight.

I have always wondered what has happen to me in collage! I was spending more time and getting less grades! suddenly the honor student was way behind. I felt so misplaced and since then I doubted myself and the major I have chosen!

I thought this article was interesting, especially the 80/20 and 20/80 rule. I can see how this rule is true, especially when I first started taking college classes. It is definitely important to learn how to take what the professor teaches in class, and figure out what other information you need to know. If you ask your professor what information will be on the test, the will tell you for the most part. The trick is figuring out what is most important to study when they are broad with the test material.

All of this information has made me realized that I have been one of those students that conforms to mediocre grades. Know i have made the decision of stepping up and beginning to really become applied in school. I am really hoping, that with this method, I can improve my GPA.

I really wish I knew this when I was a freshman. I mean I knew that my high school did not prepare me for college. But all along it was just wrong studying habits that I developed in high school. Hopefully I will be able to do what need to be done to improve.

I thought I had all the keys to becoming a great learner after you came into my class a while back but now that I have a job on top of my school work I am struggling to use what time I have to study wisely. I am hoping that by hearing and reading this information again I will be able to redirect my study habbits an get some better grades.

This is a really good article. I believe that students that did really well in high school expected college to be a breeze because they did so well in high school. Especially students that made good grades without studying. Students are too cocky, they believe that they know everything and that their way is the right way since they have been doing it that way the entire time and it has been working just fine for them. However, now that they are in a totally new environment with different people. Things will not always be the same and they will have to learn how to adapt to the new changes.

I wish high school would have prepared me better than they did. They did not teach me how to study or what to study. I cannot wait to start this study and get information on study strategies on how to help me in my college courses.

Teaching at a community college I find most of the students are imbedded in the 80/20 rule. The second thing is they are very insecure about what they know and what they think they know! It is not lack of desire but lack of confidence. I plan on using this article for a workshop with other faculty in the near future. Thanks for the article!!

This article has really identified some major problems I already have faced and really did not know any answers. I have a pre-med curriculum to finish and realized when I took my first couple of science classes I was really struggling. I quickly understood that material covered would be given in massive amounts and to memorize it was not realistic and not even effective. Not effective because things memorized really did not have much, if anything to do with test questions. I also liked the explanation of 80/20 rule being reversed to the 20/80 rule by moving from high school to college. Understanding the way the professor is presenting the information and how to obtain information needed are very important variables in maximizing learning. I am exited to form these new learning skills because I realize that there has to be a strategic was to efficiently review a mass amount of material and be able to expound on in with sound understanding. The reality of learning is everything usually builds from previous information. So there is no way to get around being able to use massive amount of information if you are really trying to be successful.

Yes, there are some scenarios that I do in trainings. Unfortunately, it would be too long to communicate in this forum. However, I will be covering this in the upcoming Fortifying Students for Academic Success webinar: -students-navigate-crucial-early-days/

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