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Managing stress for college students
Managing stress for college students
Stress among students
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In the First Year Seminar (FYS) we learned a multitude of essential skills that we can use to apply for the rest of our college experience, and years down the road. Throughout the first week of class we learned about Student Learning Outcomes (SLOs), essentially they are skills that the students are suppose to know thoroughly by the end of the semester. The six major SLOs that were presented in a majority of FYS classes the first one is access to diverse information through focused research, active discussion and collaboration with peers, this skill is important for college and professional life because it is important that one is able to converse appropriately and knowledgably amongst peers. It is a great skill to have because it shows that a person can work well in a team. The second skill from the SLOs is the ability to separate facts from inferences and relevant from irrelevant information, and explain the limitations of information. This skill is essential to build upon because gaining problem-solving skills one can work through sticky situations. Problem solving skills are great for college and professional life because one can get through tough problems quickly and efficiently, without this skill time is wasted. The third skill from SLO’s is evaluating the credibility, accuracy, and reliability of conclusions drawn from information. This skill is valuable among college and professional life due to the fact that it allows a person to back up their arguments for papers with reliable sources that are credible and accurate that supports the information. Otherwise the argument doesn’t have any supporting evidence to continue their argument to get their point across, if not gained correctly the argument becomes irrelevant in the ...
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Advice I would give to next years freshman is do not go boy-crazy or girl-crazy during the first semester at least because you need to focus on what you really came here for is higher education. It’s hard enough to get adjusted to the college life, with different methods of teaching to all of the homework. The only emotional distress one should have, not that one should, is just stressing over school. Stressing over being in a relationship isn’t worth it. A second piece of advice I would love to give is studying or doing homework in your dorm room is not effective, you get distracted easily. Go out to the library, and get your homework done faster in a peaceful and quiet environment. I didn’t learn this until the ending of the semester, I wish I had gone to the library earlier, then maybe my grades would be better than they are this semester.
During my first few days of sophomore year at Stuyvesant High School, I saw how the ways of thinking were diverse in each of my classes. In my European Literature class, where, in our first reading assignment, we questioned the purpose of education itself. I always went with the flow in my learning, and never stopped to say to myself, “Why am I doing this to myself?”. However, once I read Live and Learn by Louis Menand, I started to think about Menand’s three theories of college and juxtapose each of them to my experience so far in high school. In the end, I concluded that many of my classes followed the main points of Theory 2, which was the theory that I mostly agreed with when I read the article for the first time.
AP Seminar was my first experience in an environment that was completely dedicated to learning, without the fixation on the letter grades that ‘determine’ success. My peers were my teachers. I discussed, debated, and collaborated with peers that shared various viewpoints on thought provoking issues that challenged my own. I learned to ask the ‘Whys?,’ ‘Hows?,’ and ‘What Ifs?’ and dive deeper into discussion. The environment fostered differences in interests, mindsets, and intellect. My attraction drew me to seek an intellectually diverse learning environment that challenges my preconceived opinions and ideas. Columbia, through the Core system, acknowledges and uniquely accomplishes the same goals of learning as my AP Seminar class. The prospect
While transitioning into college, socialization is very important, but students should recognize the bigger picture (hbr.org). Everything might be an essential for college, only if students are able to regulate them nicely, in order to prevent stress. Create the perfect routine to reduce the decision about what to do every day. (hbr.org). Always take find time to do you hobbies, or just something that is in your interest. This can pull minds out of the stressful day, so it have time to “replenish your energy” (hbr.org). Students should always review the progress, and whether they approached their goals (hbr.org). No one is perfect, don’t always shoot for perfection, because it will only add on stress. To handle stress, talk to someone about your problems, one of the worst way to handle stress is to hold the feelings in. There are also psychologists on campus to help students with their needs. Stress will go away, if treated correctly, if not it will lead to bigger
Tagg, John. “Why Learn? What We May Really Be Teaching Students.” About Campus (2004) Print.
Many first year college students face problems as they enter a new educational environment that is very different than that of high school. However, the common problem is that many first year students become stressed. For many students, college is supposed to be the most fun time of their life; however, their fun can be restricted if it is limited by stress and other mental illnesses. According to the National Health Ministries (2006), stress is caused by “greater academic demands,” the feeling of being independent from family, “financial responsibility,” homesickness, being exposed to meeting new people, peer pressure, “awareness of one’s own sexual identity,” and the abuse of drugs and alcohol (p. 2). However, the causes to first year students’ stress mainly include academic demand, parents, finance, and peer pressure.
As a freshman going into college, there are many things to stress about. This includes the fact that you are moving away from your familiar home of 18 years, the act of meeting new friends, attempting to find your way around a new, intimidating atmosphere and in general, all the freedom you are about to take on for the very first time. Freshman year is a time to adjust to being on your own and figure out who you want to be and where you fit in the overall scheme of things, not to have anxiety associated with your academics. Fortunately, there are ways that teachers and students can relieve freshmen of the stress of learning this first year at school.
Students themselves give the class overwhelmingly high marks. Nearly all the students are working harder in this course than in any other. Nearly all find the approachinterests them more in the material, and roughly two-thirds feel they are learning more material, learning it more deeply, and learning better communication skills in the process.
Freshman year of college has been a rollercoaster. Everyone’s freshman year is a rollercoaster of emotions and events but everyone rides their own ride. Mine started with my best friend on move in day. Yes, my best friend and I moved into the same dorm room ready for the best year of our lives. Turns out this was just the beginning of my extremely long first semester of uphill emotional and mental struggles.
One of the most important ways in which this class provided a beneficial learning experience is the fact that as a student it gave me the opportunity to broaden my knowledge by being able to properly do research, document that information, As wells as bringing my message in an informative, answer-driven format by broadening my communicational skills.
By nature, most students are brought up in an academic environment motivated to get A’s and B’s on their report cards. Those grades sometimes don’t thoroughly report how much a student has learned or gained knowledge in each topic. Some instructors throw in factors totally unrelated to learning, when the main objective of academic institutions is to learn. In order to clearly demonstrate how much a student has learned in the classroom, schools should change their current grading system and teach students how to learn.
Most freshmen like me that enter the school are scared. I think the first week of the school is the easiest since there would not be a lot of homework and what you need to do is to listen to what you need for the class and know other people well in the class. But I am wrong, as soon as you get seated on your assigned seat, new teachers start to introduce themselves and start giving tons of homework. As the bell rings, I start rushing to my next class hoping that I wouldn’t be late. The first day of school is always the hardest since you don’t have any new friends and you have to sit in the cafeteria alone when it is lunch time. As day starting to go by, I found myself getting earlier and earlier to class. Talking starts to increas...
"Sarah Dalton...," I heard my name called. My new professor requested that I stand up to present my speech, and the entire class turned to focus on me. With my hands shaking and body trembling in fear, I made my way to the front of the room. I could feel 30 strange pairs of eyes burning into me like hot needles, and the first words of my professor reverberated in my head. "This isn't high school. You're a college student now!" I stared back into my new classmates' faces, and it finally hit me. I was now at a point in my life where I could make my own decisions. This inspired me to further contemplate my realization. I began to ask myself, "Now that I'm in college, what type of education do I expect from SOU in terms of a higher education?" My thoughts eventually focused on three main points: professors should present themselves as equal guides and learners, rather than simply dictating information to passive learners; students should have the ability to learn in an unprejudiced environment; and the university should provide opportunities for ind...
When students take opposing views in an academic controversy model, they attempt to reach a consensus, and thus fosters student social growth and development in addition to analytical skills (Adams, 2013, pg.
“Learning Results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn”. (Herbert Simon)
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)