Tarrant County College’s Post

Drawing on nearly 20 years of being a student, from kindergarten to completing my doctorate, along with another 20 years of academic and professional experience, I have found that one of the most effective ways for a student to succeed both academically and professionally is to attend classes on time, actively participate, and dedicate time to studying the material outside of class. Here I would especially like to focus on the importance of attending class on time. Here are a few key reasons why punctual attendance at classes is so important for students: 1.       Strong Start: The beginning of a lecture usually includes a summary of the previous lecture and an introduction to the current topic. Missing this introductory section can make it difficult to fully understand the lesson. Being on time increases engagement and significantly increases student success. 2.       Improving Basic Habits: Being on time helps develop important habits such as discipline, time management and responsibility. These habits are critical to achieving a successful career in the future. On the contrary, students who have a habit of arriving late may have difficulty with time management in their professional lives. 3.       Respect: Punctuality demonstrates respect for both the instructor and fellow students. Arriving late is disruptive and distracting, reducing the overall effectiveness of the lesson and wasting others' time. Students who arrive late negatively impact both themselves and their peers. Punctuality is a virtue that transcends age and profession, promoting both academic success and personal development. It is a simple yet powerful habit that fosters essential life skills. Let us prioritize and encourage punctuality in our academic and professional endeavors.

Someone asked me recently, "Why do I love teaching 4th year students?" My response: I love teaching students in their final year as this is the time of significant transition and a time when students often feel most vulnerable about their journey. There are now coming to the end of the degree and often still have a lot of unanswered questions and perhaps more questions than when they first started - "do I go to grad school? do I take a gap year? what work should I do, there are so many more options than I realized? I don't know anyone in my field, where do I start? how can I start work already, I don't feel prepared! I still don't know what I want to be when I grow up! I don't understand the marketplace and my options" ....etc. etc. ...you get my drift... It's during this year that I have an opportunity to not only be an educator but also a connector, a mentor, and an adult ally. I do this by introducing them to my industry network, sharing knowledge and expectations from the "work world" and providing support to build their confidence as they take their next steps. I get a chance to cheer them on! Transitions are times when we can all feel vulnerable - whether it is moving from elementary school to high school, youth to adult, taking on a new job or new relationship or experiencing a sudden loss or medical setback. I think about the times I have felt vulnerable and what helped me. I bring that mindset into my classroom and offer holistic support to my students. It's the same view when I manage an individual or work with a client, I think beyond the presenting issue to the whole person and support them accordingly. It's why I love teaching 4th years - it's a chance to have a meaningful impact, beyond the course objectives!

"For many faculty and staff, the path to career advancement, on their own campus or elsewhere, is often elusive. Or if it exists, they may not know how to access it." My experience teaching in independent schools, the path to career development was definitely elusive. Classroom teachers seemed to be regulated to salary scales and stipends. When expressing the desire to lead equity work as an administrator, I found it challenging to find support to achieve my career goals outside of the occasional one-off workshop. My strategy was to take on as much as possible in addition to my full-time teaching position, but that only led to burnout 🤒. I am not going to lie, when I noticed other teachers finding the ✨magic formula✨ it devastated me 😢. I knew I had the skills and desire, but I was unsure of where to even start or how to fill in the gaps I had. When the path to career development isn't clear for EVERYONE in your school, bias and favoritism is likely flourishing. Here are my thoughts to help create that clarity: ✅ Thoughtful and robust mentorship programs. Note, being a mentor requires substantial training, even with the most veteran teachers. ✅ Does your school have associate teachers? Clearly define the expectations for lead and associate teachers. Give space to have conversations and develop those relationships. ✅ Celebrate educators who leave your school for another position. This celebration lets the community know you value growth. ✅ Spend time on personal VALUES. (Ok, this is a small shoutout to myself and the educators community of practice 😜) Understanding your own values and your "why?" is critical to your career development and well-being. ✅ Spend time on organizational VALUES. Frustrated with values that seem more aspirational than operational at your school? Time spent on school values creates more clarity and allows for thoughtful conversations. ✅ Focus on relationships. Build in time to foster working relationships. Provide tools to disrupt inequity across lines of power and the "Us vs Them" thinking. What else would you add?

Over 300 positive Amazon reviews and 200 testimonials! "Writing a book for teens, one they will actually read and use, isn't easy, although Mr. Manecke makes it appear effortless. Parents, teachers, teen career coaches and others who care about student success will want to add Smile & Succeed for Teens to their libraries." —Carol Christen, author, What Color Is Your Parachute? for Teens Here are more positive testimonials from kind people like you who care deeply about helping teens and who are taking action to make their lives better. "As an educator and former school administrator, I would love to see Smile & Succeed for Teens as a required book of study for every teen in the United States and beyond. This book is as real as it gets to prepare teens for life and career. This book is a powerhouse for teens!” —DEE ANN STRICKLETT, Former Principal and District Curriculum Director, Educational and Leadership Consultant, and School Improvement Specialist, Adams County, OH "Kirt Manecke offers a great program that helps young people get workplace ready. Courses are geared to help students develop social skills, workplace maturity, and customer service skills. All things that employers need their employees to have. These courses go hand in hand with youth registered apprenticeship and set students up for success in the workplace. I've seen first hand that the program works." —SHERIE FULCHER, Southern Air, Personnel Development Coordinator, Registered Apprenticeship Consultant, Virginia Works, Bedford, VA "I don't know a single teenager who doesn't need this book. Brief, but not lacking." —DANA AMY JOHNSON, special education attorney, former special education teacher, mom, foster parent, Bethel, CT "Incredible source of information for young people!" — ANYA PECHKO, Founder Project B, Digital Wellbeing, Miami Beach, Florida "My business students will be reviewing this book over the next couple of days. Great handbook for dealing with people in this "online" world. I love that there is no quiz at the end, but rather 112 tips related to his chapters that will make you think about how you interact with others. Thanks Kirt!" —DAVID G. SMITH, CAPS (Center for Advanced Professional Studies) Educator, CTE, Coaching Future Leaders in Business Leadership, Entrepreneurship through Project-based and Work-based Education in the Canyons School District, Tremonton, Utah #teenagers #softskills #education

Proud of my friend, Mara "Red" Woody, Ed.D., on her work at Riipen, and her recent interview on developing world readiness in college students. "Dr. Mara Woody, Senior Manager of Strategic Partnerships, talks about the multifaceted dimensions of world readiness, emphasizing its pivotal role in shaping individuals who excel professionally and contribute meaningfully to their communities. Reflecting on the traditional classroom model, Dr. Woody acknowledges its strengths in building academic knowledge and critical thinking skills. However, she highlights the need for a shift towards integrating classroom learning with real-world application to better prepare students for the challenges they will face post-education. With over 2 decades of experience in education and working closely with private and public institutions across the United States, Dr. Woody navigates the intricacies of modern education, exploring how experiential learning bridges the gap between theoretical knowledge and practical application. World readiness, as Dr. Woody describes it, transcends mere job training or technical skills. She emphasizes the importance of experiential learning in fostering not just technical or soft skills but also problem-solving abilities and community engagement. Here is a peek into the conversation with Dr. Mara Woody."

As a high school teacher, time with my students is highly valuable to me. However, I really feel the disrespect when students do not show up on time - coming into class 20-30 min. and expect me to drop everything to give them directions immediately and then get upset when I can't at that moment because I'm working with other students who were there one time. With that being said, regardless of their grade level, should show up on time for school for several important reasons: Establishing Discipline: Punctuality instills discipline in students. It teaches them the importance of being responsible and reliable, traits that are crucial for success in academics and later in life. Maximizing Learning Opportunities: Being on time ensures that students don't miss out on valuable learning opportunities. The beginning of the school day often includes important announcements, instructions, and introductory material for lessons that set the tone for the rest of the day. Respecting Others' Time: Punctuality shows respect for teachers, classmates, and the educational institution as a whole. When students arrive late, it disrupts the learning environment and can be disrespectful to those who arrived on time and are ready to begin. Developing Time Management Skills: Showing up on time teaches students the importance of managing their time effectively. It helps them understand the consequences of poor time management and encourages them to plan ahead. Reducing Stress: Arriving late to school can be stressful for students as they rush to catch up on missed information and assignments. Being punctual reduces this stress and allows students to start the day calmly and prepared. Building Good Habits: Punctuality is a habit that translates into other areas of life. Students who learn to be punctual are more likely to be punctual in other aspects of their lives, such as attending appointments, meeting deadlines, and arriving on time for work in the future. Overall, being on time for school is essential for students to succeed academically, develop important life skills, and contribute positively to the school community. This is also a lifetime skill that they will need after they graduate high school whether they go to a trade school, university, or straight into the workforce. #dobetter #bebetter

As Learning at Work Week draws to a close I’m sharing a personal reflection on my adult learning experiences. What’s made the most difference and why? 1. Finding peers: Embarking on postgraduate qualifications in Social Policy at The London School of Economics and Political Science (LSE) and now in Strategic L&D with CIPD has required persistence, especially alongside parenting and full time work. Connecting with people who have also chosen to be there, albeit with their own commitments, has been a game changer, helping me build community and create safe spaces to nerd-out on theory or projects. In particular huge appreciation for Belinda Moreau-Jones Chris Pelletier Anna Wydra Charlotte Brewin (and too many others to name). 2. Building wellbeing habits: Setting an achievable, minimum goal of swimming at least once a week, usually Monday morning, has been one of my biggest personal achievements. I’ve flexed and adapted this routine through at least three jobs, through the pandemic (replacing with an hour-long walk in the few months pools were closed), and it’s still going strong. I use this time to clear my head, stretch my body and create mental bandwidth to take in new information and re-set. This doesn’t just benefit my learning, but it is definitely an underlying enabler. Plus, it makes me feel good! 3. Maintaining curiosity: I have a badge at home that says ‘Everything is Interesting’, which I love. It’s all about your perspective. My career has followed my curiosity, and I genuinely learn something new every day. As I’ve moved increasingly towards public sector L&D, I’m always interested in trends, innovations and finding great people. Recognition here, not only to my amazing Apolitical team, who inspire me daily, but also to other organisations that contribute to this rich ecosystem, including Bailey and French and Media Zoo. I never want to get so head-down that I lose interest in sector developments or miss out on cool stuff! Shoutout to all who inspire me, even if you don’t know who you are. What makes the most difference for you?

The Verizon Innovative Learning Schools program’s focus on extensive training for coaches and their work with teachers has produced intended results, like enhanced student engagement and increased technology proficiency among participating teachers. But leaders began to notice some unexpected results as well—teachers and coaches in participating schools experienced both improved job satisfaction and increased opportunities for career advancement. Our new white paper investigates these unintended impacts and suggests why these effects have significance beyond the individual coaches and teachers. https://bit.ly/3UGzJbl #VerizonInnovativeLearning #dpvils

Today is a day of mixed emotions for many Year 11 students. While some are celebrating their hard earned successes, others may feel overwhelmed with concern about their future, especially if their grades didn't meet their expectations. It's important to remember that your grades do not define your worth or potential‼️ There are always alternative pathways and opportunities ahead. This moment, though challenging, can be a stepping stone to discovering new strengths and possibilities. Your future is not determined by a single set of results, but by your resilience, hard work, and determination to keep moving forward. As a parent to two teenagers, my son who is 16 will also be picking up his GCSE results today. I decided to create a list of ways that parents could support their children today 💜 ✨Here are 10 practical and simple ways parents can support their children who may not have done well in their GCSE exams: 1. Offer Reassurance: Start by reassuring your child that exam results don't define their worth. Emphasize that everyone has strengths and weaknesses, and that this is just one step in their journey. 2. Listen Without Judgement: Allow your child to express their feelings openly. Listen carefully without interrupting or offering solutions too quickly. Sometimes, they just need to be heard. 3. Focus on Effort, Not Just Results: Acknowledge the hard work they put into studying, regardless of the outcome. Highlight the importance of effort and learning from the experience. 4. Discuss Next Steps Calmly: Explore options together, such as retakes, alternative courses, or vocational training. Remind them that there are multiple pathways to success. 5. Create a Positive Environment: Encourage a positive mindset by celebrating what they have accomplished, no matter how small. Avoid negative comparisons with others. 6. Help Them Set New Goals: Guide your child in setting realistic and achievable goals moving forward. This can help them regain confidence and motivation. 7. Provide Resources for Improvement: Offer to help them find additional resources, such as tutoring, online courses, or study groups, to strengthen their skills in weaker areas. 8. Encourage a Break: Suggest taking a short break to relax and de-stress before diving into the next steps. This could be through a fun activity, a day out, or simply resting at home. 9. Stay Informed About Alternatives: Educate yourself about alternative education and career paths, like apprenticeships, BTECs, or other qualifications, so you can offer informed advice. 10. Be Patient and Supportive: Understand that it might take time for your child to process their emotions and decide on their next steps. Be patient and let them know you're there for them, no matter what. These actions can help your child navigate this challenging time with confidence and reassurance. #GCSEs #education #nextsteps #support #goals #secondaryschool #college #sixthform #mentalhealth #youngpeople

STUDENTS WILL CHEAT The amount of cheating that takes place in a course heavily depends on the structures of the learning environment (Lang). In any context, people will cheat if the opportunity to cheat presents itself (Ariely). If most people are willing to cheat under the right conditions, our best bet to reduce cheating is to identify and alter such conditions. According to a body of literature, there are five main conditions of a course experience linked to academic dishonesty. This list has been adapted from Lang’s monograph on the topic. Use it to audit your activity and assessment designs. You'll be amazed at what you might fight. A course that is likely to see cheating behaviors... ➡ Maintains a strong ‘performance orientation’ The language and culture of the course orients students to how well they perform as opposed to how deeply they learn. Competition amongst peers, the importance of class standing, avoidance of failure, and an emphasis on evaluative feedback can lead to a drive to appear more competent over actually mastering the material. ➡ Consists of too many high stakes assessments The assessment structure and organization is not formative enough in nature. That is, assessments are designed to measure learning that has already happened rather than enhance the learning process. In these cases, there are usually very few assessments and each is worth a heavy percentage of the overall grade. ➡ Leverages an extrinsic motivation structure The importance placed on grades specifically drives student motivation. This pressure comes from several sources such as peers, parents, cultures, media, and teachers. Attitudes toward failure are also a major contributing factor. It’s not just performing well in comparison to others like with a performance orientation. The value placed upon the grade becomes the reward. ➡ Sets a low expectation of success The workload is way too hard, or way too much, way too early. This can create intense confusion around content or instill a sense of dread in the student that success is out of reach given their bandwidth, resources, or current knowledge level. The amount of work each week might not be feasible; the requisite entry behaviors might be too advanced; the early assessments might be too complex or difficult. ➡ Doesn’t account for peer influence Peer culture has an overwhelming impact on academic integrity. For example, cheating is less/more likely when peers are perceived to disapprove/approve of it. In addition, the likelihood of a student cheating increases when that student thinks others in the course are cheating. And, academic dishonesty is more prevalent in fraternities and sororities. Ariely, D. (2013). The (honest) truth about dishonesty: How we lie to everyone - especially ourselves. Harper Perennial. Lang, J. Cheating Lessons: Learning From Academic Dishonesty. Harvard University Press; 2013. #academicdishonesty #cheating #instructionaldesign #higherEd