Plan B, C......and D.
Straight lines do not occur in nature. It's true. So why should we be surprised that our own life paths twist, wrinkle, and veer as they do? For success coaches and students, this means learning how to navigate roadblocks, and sometimes even failures, successfully. What should we tell students who have failed one or more courses, lost their athletic eligibility due to academic standing, or been asked to leave the university?
First, I remind my students that roadblocks are opportunities in disguise. This can seem like facile, Pollyanna-ish advice, but it doesn't mean it's any less true. Failures force us to turn a magnifying glass on ourselves. They make us ask questions. Re-assess. Recalibrate. And it is this kind of introspection that gives us the new information that will help us move forward more successfully in the future.
For example, over the holidays I got a call from a student I worked with over two years ago. We had worked together for the entirety of his freshman year, and while he had maintained that progress his sophomore year, during his junior year he slipped back into an academic hole and was eventually asked to leave school. I hadn't heard from him in a long time, but when I answered the phone, it was the same smiling baritone on the other end. "Mrs. Marion," he began, "I just wanted to call and say thank you for all you did for me back then." One of the things he'd had trouble with in the past was organizing his work time. It just took him longer to get the work done than many other students, and with four or five classes at a time in addition to his sport, he often found himself overwhelmed, and once he got overwhelmed, it was hard not to want to throw up his hands and just stop doing anything. He told me over the phone that he had been enrolled in community college for the past two years, taking only one to two courses at a time in order to give each the focus and time he needed to pass the class. And had he been passing, I asked? Straight As and Bs, he reported! Failure had made him really look at his work process. Certainly he also needed a little time to learn how to multi-task, but by recognizing that his pace might just be a little slower than a five-course schedule allows, he was able to set himself up for success at his new school.
When my students fail a course or are asked to leave school, we first look back. What was the issue? Time management? Interest in the material? Difficulty level of material? Too much time in the frat house and not enough in the library? Then we look at options. Knowing what we know now, what is the best way to move forward? Should a student take the class again or not? Perhaps a change in major is on the table. Can a student enroll in community college for a while and then return to a 4-year university? Some students simply need more time to figure out what they truly want from a college education? Every student's path is different. Straight lines do not occur in nature, and there is more than one way through the forest to the castle.