Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j2GE8OC24788; Wed, 16 Mar 2005 09:08:24 -0500 (EST) Date: Wed, 16 Mar 2005 09:08:24 -0500 (EST) Message-Id: <000a01c52a31$678969b0$210a1845@DeepThought> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1327] Re: New Student Orientation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1969 Lines: 43 ----- Original Message ----- > Katrina Hinson wrote: > I have to come up with something for New Student Orientation into the > Anyone have any ideas, beyond the "rules and regulations" that students > need > to know or that they find is helpful to know. Several things you probably already thought of: Which meeting room or classroom Where the bathroom is Who are the teachers How to get help if it is needed Telephone numbers Emergencies, what to do in case of fire, etc. Give out a brochure or catalog or list of course offerings and tell how to add or drop courses Q&A period What to expect And finally a very important part of our orientations is an individual student self-assessment in which we ask students what they have done in the past; we ask about their likes and dislikes, hobbies, favorite reading, we ask what they would like to learn, what are their strengths and needs, what do they need to work on, where do they see themselves in five years, what do they want to accomplish by enrolling with us. This info serves several purposes. It is helpful in creating a highly individualized program for the student. It gets the student thinking about these questions, maybe for the first time. It also gives the student a voice, a chance to direct the course of his or her own learning. In our school, which has 16 different sites, some teachers do an individual orientation, others have a regularly scheduled orientation that new students attend as a group. It works both ways. My personal preference is for the individual orientation. Although I spend a little more time doing it, I feel I know each student better, and I feel the student gets more individual attention that way. I incorporate it into other tasks such as academic screening, asking about possible prior disabilities, course registration, etc. so it really doesn't take up a lot more time to orient a student individually. Tom Woods Community High School of Vermont
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