Here's how you can equip students with skills for future careers.

As someone who teaches and makes curriculum I try to incorporate student driven learning as much as I can. In reality the students are the one that should drive what they learn and what they want to get taught because in reality no one is holding a students hand to continue to learn. To teach that drive just naturally through curriculum focusing on the student's own exploration and then the lesson plans building onto that more allows for any student in the future to have the skills to be continuous learners.

I find that students respond well to learning about growth mindsets and how to learn. Students can feel overwhelmed when they encounter problems because they do not automatically have the tools to learn and believe their lack of study skills to be a problem. Once students are equipped with the tools of learning, they can realize their potential and begin to build self-efficacy in their studies. This growth allows their natural curiosity to shine through.

One really important area to keep at the forefront of academics minds is that digital literacy overall is often not as well developed as we may think. Going briefly back to basics is not to be underestimated. Especially if students have come from backgrounds where digital poverty may have been a reality. We can jump in to the latest ways to use AI forgetting that students may not have a smartphone or know how to use Word fully.

An example I have seen as an educator and leader in teacher preparation is that the use of technology is a foundational method in the profession of education. Whether, to use email, design classroom newsletters, communicate with families, and even to deliver classroom instruction. Students need a plethora of opportunities to interact and utilize technology as part of their preparation to become educators. My students would begin by sending me an email and together we would hone this skill by discussing the professional aspects. It was surprising to discover how beneficial this initial activity was. Additionally, we would seek experiences to use technology during field experiences to navigate daily routines, and to organize lessons.

One thing I’ve found helpful in developing soft skills is to create a classroom culture where everyone feels seen and celebrated. This can be accomplished by pinpointing ways for the students to communicate positive messages to one another. For example: host weekly “shout outs” where each student has to celebrate another student for something positive and influential. Additionally, students should have a growing comfort to ask for help when needed and to believe that the help could rise from within the classroom community. One way to accomplish this is to model and set the example as a teacher leader. For example, “Class, I have several items I need to take back to my office, if you’re available, please help me when class is over. Thanks.

Bringing real cases into the classroom is not just important but essential. Through testimony and practice, students can better internalize and recognize their skills and learning.

Real world experience is vital but in a time where many students are also working part time jobs and in many cases this is considered to be the norm. It is easy to forget that helping students discover how their paid employment and studies intersect.

An example I have seen of providing students of real world experience is when students were asked to develop a read aloud lesson plan. We then went to a local preschool to teach the lessons. The students were made aware of the real skills needed to quiet Student Solutions is excited to accept! talkative group, answer unrelated questions, manage behaviors and much more that was not on the lesson plan. These experiences taught them what to do when feeling frazzled and how to truly prepare to teach. Textbook topics and content is necessary but unless it is tested by a real world experience it’s not fully developed and useful to an educator. They need opportunities to teach in real world what they have read from a book.