Wie können Sie ein präskriptives Beratungsmodell nutzen, um Studierende bei akademischen Schwierigkeiten zu unterstützen?

I did this job when I was a teacher at IITB. The first thing is to build the confidence...between the student and the teacher. "Teacher" fear should be removed from the mind of the student. Once this is acieved, the student opens up and spells all the difficulties he has in learning. Solutions become simple.

In my experience, I believe that encouragement using soft skills such as empathy can go a long way in prescriptive advising. Recently, I encouraged a student to learn and practice cursive writing to challenge and position themselves with a skill set. As a historian, I have discovered that many students cannot read or write using cursive letters and are unable to read historical documents.

Most students need prescriptive advising, especially early on. The need directions to give them confidence in their skills and abilities. As they move through schooling, if this has been done well and the student has the intrinsic motivation the amount of prescription required is less and less. At least this has been my experience.

First of all, there is a need to liase with parents because I know a happy family enhance learning, then provide one to one coaching as you monitor her progress. Use of Encouraging words in form of appreciation in any progress could be a game-changer as well. Find student’s interest in that examples and more explanations can be depicted from that angle to assist in comprehension as you make learning more impressive and meaningful thus facilitating prescriptive teaching model to students who are struggling academically.

With the recent findings that the child centered approach is much more successful in catering for an overall balanced development in students, it has to be mentioned that prescriptive advising is not a sort after method in the modern education. Critical thinking and decision making are vital skills children need to be familiar with to succeed in the real world and authoritative advising hinders this ability.

Utilize data to identify struggling students and create a supportive environment for open communication. With staff and faculty, collaboratively set realistic academic goals, develop personalized plans, and connect students with relevant resources such as success coaching and tutoring. Conduct regular check-ins, address non-academic challenges, track progress, and celebrate achievements to ensure a flexible and adaptive prescriptive advising approach. Make sure that learners know you see them as more than just a student.

While prescriptive advising offers clear guidance, it can sometimes be too rigid, not accounting for individual student needs or learning styles. This can be a challenge in the diverse field of language learning where flexibility and adaptation to individual student needs are often key to success.

It could be a good idea to add a section that describes how to deal with these challenges. I see some other sections go into it, but some challenges listed are left unaddressed.

I agree with the statement saying that students often have no critical thinking skills with no ability to study independently. This also affects routines and structures around attendance and punctuality and the lack of understanding involved in their own preparation for real life. It is a real concern that students entering further education are mostly unorganised unprepared and lack the maturity and the responsibility to achieve anything close to their desired goals.

I think of this model as a spark to ignite the student’s fire. Giving the first few jigsaw pieces, to get the puzzle started. … but it’s important to avoid spoon feeding the whole piece. Students struggling initially, often just need to overcome inertia, and can then continue their own self-directed learning journey. So the goal should be to act as catalyst, without smothering independent learning and exploration. If possible direction should be guided by the student’s own interests and perspectives - to bring some of their personality, and also spark engagement.

By harnessing data-driven insights, advisors can proactively identify students who are at risk, allowing for early intervention with strategies that specifically address their individual academic challenges. Creating a structured academic plan with clearly defined steps provides students with a roadmap to success, complemented by regular follow-up meetings to monitor progress and make necessary adjustments. Moreover, conducting skill-building workshops that cover essential areas such as time management, effective study techniques, and stress management equips students with the tools to improve their academic performance. Encouraging the formation of study groups and peer mentoring schemes also promotes collaborative learning.

In applying prescriptive advising, I've found that incorporating elements of personalization within the structured framework is effective. Setting clear objectives while being receptive to student feedback helps in tailoring the learning experience to their individual needs.

Alternatives to prescriptive advising, like developmental advising, focus more on the holistic development of the student. In my language teaching, this means guiding students to become independent learners, encouraging them to explore and discover the language in a way that suits their personal learning style.

The transition from prescriptive to other advising models can be considered when students start showing signs of independence and a desire for a more self-directed learning approach. Recognizing this shift is crucial in my teaching, as it often indicates readiness for a more exploratory and student-centered approach.

To ensure a smooth transition, I gradually introduce elements of the new advising model, such as self-assessment opportunities or more choice in learning activities. This helps students adjust comfortably to the new approach without feeling overwhelmed.

Ultimately, the choice of advising model should align with the student's academic journey and personal growth. As a language professional, I believe in remaining flexible and adapting the advising model to best support the student's evolving needs and goals.