- Don't offer praise for trivial accomplishments or weak efforts.
- Don't inflate praise, particularly for students with low self-esteem.
- Don't let a student feel ashamed of learning difficulties. Instead, treat each challenge as an opportunity for learning.
- Don't ever say, "You are so smart." in response to good work. Instead, praise the work a student has done (e.g., "Your argument is very clear" or "Your work is very accurate").
- Don't comfort students following a failure by telling them that not everyone can be good at everything.
- Your Preferred Nickname:
- Your name (First, Middle Initial, Last):
- Your Cell Phone Number and/or your Text Number (if different):
- What is your date of birth?
- What is the name of your hometown? (City and State)
- What is your major?
- Who is your academic advisor?
- What is your current cumulative GPA?
- How many credit hours have you earned?
- How many credit hours are you taking this semester?
- What is your goal for your semester GPA for this upcoming semester?
- What is your goal for your cumulative GPA for "classes in your major"?
- Do you intend to pursue any graduate-level education (Master’s, Doctorate, etc.)? If yes, what types of degrees or programs are you considering?
- What career paths most appeal to you? (Describe career or position; you may indicate more than one of current interest to you.)
- Do you have an internship scheduled already? If so, with who (Name of firm, city, state)?
- Do you have any permanent jobs lined up for post-graduation? If so, with who (Position title, name of firm, city, state, start date)?
- What campus sports, if any, are you involved in? Do you have any time commitments with those sports that might interfere with your ability to attend any class this semester?
- Are you working now? If so, where, and how many hours (on average) each week?
- What other campus organizations are you involved in? (List all, and describe level of your involvement – heavy, moderate, light – and list any positions you hold in such organizations)
- Is there anything that may prevent you for attending class and being present on time at the beginning of each class session? If “yes,” please explain.
- Is there anything that may prevent you from achieving an adequate amount of sleep (“9 hours 15 minutes … need I say more”) in order that you are fully awake and not drowsy during class – in order that you can learn with maximum effectiveness?
- Do you need to sit anywhere in particular in the class?
- Is there anything that would prevent you from successful interactive discussions in class, working in groups, team presentations, and individual presentations, of which I should be aware?
- Is there anything else that might impair your ability to undertake the coursework in this class – including an average of two hours of outside work for each classroom hour, of which I should be aware?
- What are your personal goals for this class? What do you expect to learn and do in this class?
- Please describe any expectations you possess of Dr. Rhoades, your professor in this class:
- Please describe your greatest fear at present. How are you doing, in terms of addressing or dealing with that fear?
- How are you feeling about this class at this moment?
- How are you feeling about Western Kentucky University at this moment?
- Please self-assess yourself on the following skills that employers most look for in college graduates (per survey conducted by the National Association of Colleges & Employers, 2015):
WHAT ACTIVITIES COULD YOU, OR THE CLASS, UNDERTAKE, THAT MIGHT ASSIST YOU TO ENHANCE YOUR SKILLS IN THIS AREA?
1. The ability to work in a team structure
2. The ability to make decisions and solve problems
3. The ability to verbally communicate with persons inside and outside the organization
4. The ability to plan, organize, and prioritize work
5. The ability to obtain and process information
6. The ability to analyze quantitative data
7. Technical knowledge related to your future career
8. Proficiency with computer software programs
9. The ability to create and/or edit written reports
10. The ability to sell or influence others
Weimer, Maryellen (2013-01-28). Learner-Centered Teaching: Five Key Changes to Practice (p. 7). Wiley. Kindle Edition.
Weimer, Maryellen (2013-01-28). Learner-Centered Teaching: Five Key Changes to Practice (p. 5). Wiley. Kindle Edition.
Weimer, Maryellen (2013-01-28). Learner-Centered Teaching: Five Key Changes to Practice (pp. 10-1). Wiley. Kindle Edition.
students.” Weimer, Maryellen (2013-01-28). Learner-Centered Teaching: Five Key Changes to Practice (pp. 12-13). Wiley. Kindle Edition.
. 4. It is teaching that promotes students’ reflection about what they are learning and how they are learning it. 5. It is teaching that includes explicit learning skills instruction.”
Weimer, Maryellen (2013-01-28). Learner-Centered Teaching: Five Key Changes to Practice (p. 15). Wiley. Kindle Edition.
- “At the beginning, I felt a little shy and embarrassed. But, after walking for a minute, I told myself I should be confident in myself. I did it and felt really good. I love the way that I saw people smile back and say ‘Hi.’”
- “When I was assigned to do this activity in class it kind of made me nervous because it was unexpected and I didn’t want to talk to anyone outside of class. In the business world you will always face unexpected events and also talk to people you don’t know for the first time. So this exercise has helped me fight my shyness around other people.”
- “The first exercise was greeting everyone we had walked past and I liked it because everyone I greeted had a smile come across his or her face. This was really nice to see because doing something so simple as just saying good morning to someone can go a long way and it makes you feel good knowing that you made someone smile.”
- “This exercise was successful in stretching my comfort zone. I may have gone the rest of my life without randomly saying hello t someone I passed on the sidewalk.”
- “The thing I learned from interviewing another person is they were actually more willing to be interviewed than I thought. I felt like I was going to puke before I had to walk up to someone and interview them, I honestly took a couple laps around DUC before I got the courage to ask someone if i could interview them. Afterwards I thought that it wasn't that bad, but it still pushed me out of my comfort zone so I still felt uncomfortable.”
- “I was incredibly nervous in the beginning of this exercise. As the interview progressed, though, nervousness fled and it became more of a comedic conversation.”
- “I felt really nervous going into this interview but after doing it I felt really confident in my ability to interview or have a conversation with someone that I did not previously know.”
- “I’ve learned that other people have the same fears as me. I felt nervous at the time because I was afraid of rejection. I also learned that if you don’t face your fears like rejection you will end up missing a lot of opportunities in meeting new people or anything in life. I would love do this exercise again and it should be repeated!”
- “The phrase I chose to yell out was ‘Just Do it, do it, do it, do it, just do it now.’ I was originally nervous about this exercise but it really helped me get over that fear. I would never do anything like this on my own but it certainly did help that I was open to doing new things and that everyone in the class had to do it.”
- “You said in the announcements that it is a mandatory class and only to bring a pen/pencil. I honestly had no idea what we were going to do (which would make it easier for students who would consider skipping). All I knew is it is the one class in the year you said it is "mandatory" so that was enough motivation for me to come.”
- “Coming from a background of a few years in a white collar management position, I do think something similar to this should be mandatory. Most of the graduates that we employee have zero interaction skills. You assign them a task and you send them to a corner to complete it. Unless it is someone with a degree focused on being interactive, it is just not a skill that is taught. And, for introverts like myself, it is a learned skill that comes with practice.”
- “I think that the ‘Three Trials of WKU’ should be a mandatory activity for all students. It should be done during a student’s freshmen year, and repeated at least once per year, if not once per semester through a student’s college career. I feel that this should be a repeated activity because we all grow each year, we all learn something new about ourselves, and find confidence in the things that we’ve accomplished before. Practice makes better. I believe confidence is something that is built through practice.”
- “I think it bonded us as a class, because we all supported each other and did the activity together. It was one of the best things I've done for a class in my three and a half years here!”
- “This was a great class. I am glad that I had the opportunity to take this class with Dr. Rhoades. I really enjoyed the Expand Your Comfort Zone exercises and the Three Trials of WKU. This assignment really helped me get outside of my comfort zone and do things that I previously would not. I know some of the class did not understand the point of these activities, and I kind of did not either, until it was explained later in the class. These exercises helped me grow as a person and learn that in order to do a lot of things in life you have to step outside of the comfort zone.”
- “One of my favorite classes that I have taken at WKU. Dr. Rhoades cares about his students and the class time he takes to focus on personal development is not only a good mental break but also very beneficial.”
- “I have rushed toward my fears and it has been awesome! I honestly wish I could take this class again just for that experience. Thank you, Dr. Rhoades.”
- Smiling makes you feel good, makes others feel better about you, and sets others at ease.
- Recent research reveals that a “toothy grin” makes you easily detectable in a crowd of people. This should come as no surprise to those who smile a lot. A smile not only enables you to be noticed, but also builds positive feelings in the observer.
- "Smiling is infectious, you catch it like the flu. When someone smiled at me today, I started smiling too." - Karen McLendon-Laumann
- Smiling is indeed important in our everyday life, both in our personal lives as well as within the workplace. Dale Carnegie notes, "The expression one wears on one's face is far more important than the clothes one wears on one's back."
- A smile is one of the most obvious and effective methods of non-verbal communication. It is one of the first things someone will notice about you. A smile, both physically as well as subconsciously, transmits the message, “I'm glad you're here and that I'm happy to see you.”
- Smiling has implications, both in our personal as well as our business relationships. Smiling overcomes barriers and open doors for people. A sincere smile is a message of goodwill and is considered a sign of hospitality and confidence when dealing with a friend or a business associate.
- Why? The importance of greeting others shouldn’t be overlooked. The skill of greeting others well extends to all our social relationships – be they at home, at college, or in the business environment. Making the people around you feel good by giving them a warm greeting every time you see them builds stronger, friendlier relationships.
- Whether at school, with friends, or in business, greeting people is an everyday occurrence and is an important skill to master.
- It’s pretty clear that how you carry yourself affects how others think about you. Would you have confidence in a person that stumbled around and walked very slowly? No! Show your confidence by walking with a purpose. When you walk purposefully, you convey confidence and energy.
- Whether you are walking down the hall or across the room, decide where you want to go and walk there with purpose! Keep a tall posture with your head high, your shoulders back and your stomach tucked in. Pick up the pace; there is no need to slow down - you know where you are going! Stand tall.
- Walk tall. Ooze confidence - at all times.
- First, don’t over-exaggerate the importance of certain events in your life. Think about it – a short conversation with another, of “muffing it” in class, is not that big a deal – if it goes wrong. It’s just the opportunity to learn to be better.
- Second, realize this truth: “I’d rather regret doing it than regret not doing it.” This is like the old saying, “A ship in the harbor is safe, but that’s not what ships were built for.”
- Third, smile and say “hello” to everyone you pass by. Try it – for the distance between one class and wherever you are next going. Try it again and again. Over time, you will find that people start saying “good morning” or “good afternoon” back to you. And, over time, more people will seek you out to get to know you.
- Fourth, imagine standing on a chair in a room and shouting: “I love all of you very much!” Some people will laugh, and some of these will want to get to know you more. But a few in the room may look down on you. Guess what? These other people – they don’t exist to you anymore! There are plenty of people who do want to get to know you, who are lonely themselves. All you have to do is take a risk. What's the worst that can happen? You’ll discover that “the worst” is not really all that bad.