Students must honestly evaluate their successes and challenges, think carefully about advice given, and move independently toward positive change. Metacognition, the act of thinking about one’s own thinking and learning, is outlined in this article by Rae Jacobson, a senior writer at the Child Mind Institute. Jacobson discusses how to help students face difficult challenges by building resilience and adopting an effective approach to problem-solving.  

Our Cardinal Steps for Success reflects a process requiring patience, perseverance, and grit - even as the standards and expectations remain high - from students, educators, and parents. The struggle is essential to personal and academic growth and is truly a life-long endeavor.

Please do not hesitate to contact your student's advisor, teachers, or counselor if you have any questions or need further support.

Tyler Christiansen ’17 and Liz Daly

Cardinal Steps for Success Coordinators

Students can aspire to...

1  ...synthesize information in different ways. For example: The student who  struggles to master new material might add to class notes by using charts, drawings, or diagrams or by connecting concepts in a new way. It can then be very effective to teach the material to someone else using these enhanced notes as a resource.

2  ...adapt strategies to the purpose of the assignment. For example: The  student who does not prioritize well might benefit from differentiating between  reading for synthesis and/or analysis and reading for memorization and retrieval.

3  ...shift strategies when the complexity of work increases. For example:  Students who routinely fall behind when more difficult material is presented will  likely benefit from changing how they approach practice and study. This is a  perfect opportunity for students to seek out help from teachers or to talk with  other students about their effective habits.

4  ...shift thinking between subject areas. For example: A student might  participate in class by making a connection to another subject in order to  process the information from multiple perspectives, adding layers to  understanding.

5  ...embrace material when presented in a new and unfamiliar way. For example: Students might benefit from knowing that challenging the brain to learn in new ways improves a person’s ability to solve problems, communicate, and remember.

Instead of suggesting inadequate effort, lower grades may indicate a need for an honest evaluation of study habits. For example, multitasking is a common culprit behind ineffective preparation, so putting away cell phones and turning off computer notifications while studying can improve learning. Closing unnecessary tabs on search windows can also enhance focus. Remember to celebrate hard work beyond the grade. Families and students both benefit from compassion shown for the academic stressors and anxiety that drain students of energy.

Organization of materials and understanding expectations are two possible areas for academic improvement. Review the STOP suggestions below and encourage your student to reach out to teachers for clarification and/or extra help. These first months can test a student’s resilience and cause them to question their capability and strength.  Many even experience a crisis of confidence, so encourage patience. Change is frustrating and takes time; a parent’s calming presence can help build a student’s resilience by assuring them they are not alone as they find their way.

As students settle into a routine, normal feelings of isolation often take hold because it seems everyone else has established a friend group and is getting good grades. Students worry they are not developing immediate friendships that look like those posted on social media sites. Some friendships shift, causing feelings of loss or confusion. In reality, friendships take time to develop because they require trust, common experiences, and similar interests. We encourage families to acknowledge their student’s feelings of isolation and listen to them talk about both the natural ebb and flow of friendships. Consider exploring Jonathan Haidt’s book The Anxious Generation for more steps to help combat teenage stressors.

Please do not hesitate to contact your student's advisor, teachers, or counselor if you have any questions or need further support.

Respectfully,

Tyler Christiansen ’17 & Liz Daly

Cardinal Steps for Success Coordinators

Students can aspire to...
...understand expectations and school framework. For example:  The student
who often misunderstands directions, forgets about due dates, or does not know the daily schedule can circle key words in directions, ask his teacher for clarification, write assignments and the rotation in his agenda book.

... practice sorting and organizing information. For example:  If a student struggles to recall material for a test, she may try rewriting her notes by sorting the information in new ways to help recall. She might use a graphic organizer or compare her notes to those posted on MyBG.
...accumulate strategies from which to choose. For example:  It may be helpful for students to build a repertoire of strategies by talking to their classmates and teachers about organizational solutions, such as regularly cleaning out and organizing backpacks and lockers.

...self-reflect and adjust. For example: If a student notices his device routinely runs out of battery, he may want to use a sticky note to remind him to charge it overnight. Students benefit from honestly assessing successes and challenges, which can provide information and insight into how best to move forward.

Now that gradebooks are open, we acknowledge that it can be unsettling to see grades lower than those earned in middle school. It is important to find a balance between worry and wisdom when talking to students so that they imagine their role in a bright future. If we can communicate that obstacles often afford unique opportunities, then they will be able to navigate life’s realities believing that they are capable of thriving in even the most difficult circumstances.

You are families who value education and feel hope for the future, that is the message you sent to your student when you enrolled him/her at Bishop Guertin. The Cardinal Steps for Success program is intended to promote that same message: An excellent education is hard but worth it in the long run. We believe the skills help students create and sustain an internal dialogue that builds resilience, promotes resourcefulness, and fosters respect and gratitude.

Please do not hesitate to contact us, your student’s advisor, teachers, or counselor if you have any questions.

Respectfully,

Tyler Christiansen ’17 & Liz Daly

Cardinal Steps for Success Coordinators

Students can aspire to...

 
1  ...understand the relevance of school work both inside and outside of class. For example: A student can identify how the skills being developed have value to his growth as a student, as a professional, and as a person, providing more motivation to plan effectively for the work’s completion. Helpful tools include the BG agenda and MyBG.

2 ...see the whole picture as well as its parts. For example: Students often underestimate the time it might take to complete a larger project because they don’t fully grasp the end goal and/or the steps to get there. A student may improve her time management if she asks clarifying questions and then maps out how the parts clearly lead to the whole. If a student struggles with long-term assignments, she might plan backwards by putting the due date in her agenda and setting up smaller due dates to which she holds herself accountable in order to help her finish the task on time.

3  ...know both their strengths and weaknesses by reflecting on what works and what doesn’t and making changes accordingly. For example: Students who read over teacher comments and suggestions before tackling the next assignment and make adjustments to their work according to those directives, tend to feel they have control over their progress and thus make the connection between the quality of their work and the subsequent grades.