Introducing the Success Coach Volume 8 The Success Coach’s Toolbox

Previously we have discussed the needs for training and financing good Success Coaches for your PA program. Having empathetic, flexible, and positive Success Coaches is essential, but without an excellent set of resources, they will be unable to provide sufficient value to students. In this and the next issue of the Massey Martin newsletter, we’ll look at the tools at the Success Coach’s disposal. 

Solutions to common student issues

Let’s look at some of the most common concerns that students present in a coaching session. Remember that the solutions still must be individualized to the student. Practice these solutions with students immediately and see how they respond and monitor for improvements. These recommendations can provide the basis for academic improvement plans. 

Modules for Success. Our Success Coaching Model also comes with numerous modules, exercises and tools that can be shared with students and referenced when specific problems arise, including modules that focus on metacognition, high-impact note-taking, maximizing time management, how to study PowerPoints, enhancing memory and recall, maximizing study time, improving reading comprehension, and test-taking skills. These modules can be reviewed by students at any point.

Problem: I am having problems with resources – there is so much information available!

• Use one or two resources maximum
• Avoid having so many resources that you don’t learn any of them well.
• Your course director will recommend specific resources.
• Avoid reviewing texts in the didactic year, as standardized exams will not include updated guidelines/material from the current year.

Problem: There is too much information for me to learn.

• Use one or two resources maximum
• Avoid having so many resources that you don’t learn any of them well
• Limit resources to PPT, CURRENT
• Read assignments prior to lecture
• Build relationships between material
• Avoid review books in first year 

Problem: I don’t remember what I study.

• Write review points, revisit in 6-12 hours and again in 24 hours
• Teach someone material that was just learned
• Recite what you learned when doing other activities (commuting, walking dog). Be as detailed as possible when reciting
• Start study session by reciting prior day’s key points
• Record your summaries, and playback
• Group study.
• Flashcards from previous day’s material
• Dedicate time for recall, not just learning new material

Problem: I have trouble making a study schedule.

• For two days, keep track hour by hour, noting how much time is spent doing what activities. How many hours have you lost? Make and follow a detailed hour by hour schedule (7-8 hours of sleep included)
• Hours of study broken into 1-hour increments. Schedule 5-minute breaks. Be sure to make a schedule that will allow for adjustments as needed for unforeseeable situations.
• Limit Resources to PPT, CURRENT
• Write review points, revisit in 6-12 hours and again in 24 hours
• 30 minutes for practice questions at night  (PA Exam Prep)

Problem: I can narrow the answer to two choices, then I pick the wrong answer.

• Lack of specificity of knowledge- look for differences in the detail between the two choices
• Look for the clues in the stem of question to negate one of the choices
• Don’t second guess- only change your initial answer if you have concrete recall or discovery

Organization policies for diverse learners

Learners with learning disabilities have often experienced challenges or failure in their academic progress. Helping these learners regain confidence and develop skills for positive self-talk can be an important step in the coaching process and an essential step to facilitate the learner’s success. Coaches and learners need to be informed about organizational and legal statutes and policies that exist to protect diverse learners and help to guide goalsetting and learning strategy development. 

Be aware of university support services for diverse learners such as the Disability Services Office, the Office for Cultural Diversity and Inclusion, the Affirmative Action and Equal Opportunity (AAEO)/Title IX office, and student health services, among others.

In the next issue of our newsletter, I’ll share a precise example of a Success Coach’s planning for a student who is preparing to take (or retake) an EOR examination. Since all our students encounter this situation, I think you’ll find the value readily apparent! Join us then.