Metrix

At the end of my last post, I vowed to start learning more about photography and about business. I had signed up for a free workshop that would give me access to 7000 free courses, many of them on business topics. So, Thursday, I did my Metrix workshop. I signed up to get my license and I chose my first three classes. I choose Achieving Goals through Perseverance and Resilience, Competitive Factors in Strategic Marketing, and Improving Your Image. The way it works is, you take the workshop and then they have to set up your account for you - they email your login information to you. I was concerned that it would take a few days to get my account and I would lose my momentum, but when I checked my email Thursday night, my info was ready!

I quickly logged in and started my first class - the goals one - and I quickly learned my first Metrix lesson: I suck at it. I'm not sure why. But I ended up writing down the answers and using the cheat sheet to get a high enough percentage to finally pass the damn course. What Metrix estimated as a one hour course took me almost two. Looking back, I realize that my problem started when I launched a test very early in the course and became discourage after doing poorly - I didn't realize that it was a pre-test. Also, the questions weren't simple. I had to carefully read every question and then every answer, and often I never was able to figure out exactly why some of my answers were wrong and the ones they liked were right. I think I may have been reading too much or too little into the questions - sometimes the answers I liked could have been good ones, but I was working in peripheral information and "possibilities" that, because they weren't covered by the course, weren't accepted. For example, I thought it would boost the success rate of one's goal to tell co-workers about it. Personally, I think it would help me. But Metrix said not to go boasting to others about a goal when it's not anyone else's business but yours. So my course meta-think brings me this: pay attention to the course roadmap and take into consideration each and every word in all questions AND answers. What did I learn from the course content? In the four-step process to overcome obstacles, I have only ever done the first step, which is to recognize the situation. Actually, part of step one is not taking obstacles personally. Fail. When the thing doesn't work, I just shit-can the whole thing. So of course I haven't ever gotten to step two, which is to "maintain a positive attitude... control any negative reactions... avoid making self-defeating assumptions about your abilities... challenge pessimistic beliefs... focus on successes..." and the final thing I've never done (see previous post!)... "Remember that one failure doesn't mean your goal is no longer valid or possible." Um... no wonder.

For now, my new goal is to not take obstacles personally: that's part of step one. So right now, I'm going to start my second course. I think I'll do the Marketing class. It's only two and a half hours long instead of three like the other one, and the other one looks sort of personal. I don't know if I'm ready for that yet. I just want to talk about a process right now and not about myself. Wish me luck.

Starting Again

A couple weeks ago, I attended the graduation ceremony at the organization where I teach. Seventy six students marched across the stage and received their high school diplomas-certainly a momentous occasion in anyone's life, but for these folks it was especially wonderful.

I teach in an adult education program. Each of these students was disenfranchised in some way by the public school system and they all finished their secondary education with us instead. Some left school as soon  as they turned 16 (or more recent ones, 17, as the law has now changed). Some left with only a few weeks left in their senior year - some even sat for the full 12 years and ended up as little as a half credit short of graduating. Some stopped attending around 8th grade, and some were squeezed out of learning in elementary school by a too-fast curriculum and then passed along until they could officially drop out. Graduates ranged from 17 or 18 years old to grandparents - people in their 50s and 60s.

One of the reasons why I am good at what I do in my day job is that I am able to greet each new student as a capable human being, despite what may be strong evidence to the contrary. I don't care what problems they may have eventually caused after years of struggling in a school system that wasn't right for them. I don't care if they are with me because they choose school over juvie. I don't care if they have pending court dates. I don't care how many times they have tried to start with adult education and then dropped off the face of the earth before returning - the average record for adult education students is that they will graduate upon their third re-start. That means that, for each student who is successful on their first try, others will restart many many times before finishing. Of course, that statistic only takes into account the ones who do eventually finish. There is no way to figure in those who don't.

I am patient with my students. If they need to take many, many breaks and start with work they have already mastered, that is what we do. If they need constant reassurance, they get it. If they need to be served pizza for good attendance, I do it. If they need to march around the building to present their good test score to everyone who will listen, I escort them. I take what they can give and know that it's more important for them to feel successful than it is for them to, on the first day, look successful on paper. At the end, they will know how to be a successful student, not at the beginning. I am patient with them.

Why am I not patient with myself?