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High School

High School vs. College: The Contrast

After four grueling years in that beloved institution where we spend the free and happy days of our unraveling lives, the high school, we are directed to climb a higher level of education called college. However, with its very high college dropout rate, most of America’s youth never know the difference anymore.

Nevertheless, there are several points of comparison and contrast between the two education levels. The identification of these contrasts can be a necessary tool to aid those who have decided to take on an extra mile by pursuing a degree (Breitspecher, 2006).

Personal Freedom
Let us start drawing contrasts between high school and college in the aspect of personal freedom. Basically, high school is compulsory because it is usually offered free of charge. We really have no choice but to pursue high school, if we want to be called normal. However, pursuing the next level, which is college, is a prerogative.
This is especially true in the US, where the number of those who pursue college is dwindling. A probable reason for this is the more difficult and serious nature of the college level, and the escalating costs that it requires of those who dream of it (Murray State University, 2006).
Further, the two has a contrast in terms of personal freedom in the sense of management, be it in time, finances, and activities. In high school, we usually live with our parents, and are therefore subject to their rules and regulations, which may involve curfews.
Our teachers and the school administration are also in control of our time as we are basically given time schedules, and we are supposed to merely follow suit. For whatever activities we may want to join in, we must first ask the permission of our parents, and the school asks for their permission if they are school-based activities. Along with joining any activity, the money we will be needing for finance must be asked from our parents, and in that way, we are restricted to their bidding (Murray State University, 2006).
In college, people usually move out and live on their own. Then, we are left to do as we choose to. However, this independence is accompanied by certain responsibilities, moral, and economic restrictions. For one, we are free to join any activity of our choice.
However, we are also held responsible for the consequences of our choices. We are also left on our own to spend our money for whatever purposes, but we are also held responsible to pay for our bills and purchase our basic necessities (Murray State University, 2006).
Essentially, these contrasts on personal freedom stem from the society’s growing expectations for us. In high school, we are deemed in need of guidance so our parents direct, and in that sense control, our everyday details. In college, we are expected to have learned from our high school experiences, and mature enough to act responsibly when left on our own.
As quoted from the movie Spiderman, “with great power comes great responsibility.” College sure endows us with some degree of power over our own lives, but a great deal of responsibility comes along with it (Murray State University, 2006).
Classes
The second aspect in which high school can be contrasted with college is in the conduct of the classes. In high school, we are given class schedules, which consists of consecutive classes with minimal break times. In a week, the hours we spend attending those classes sum up to 30 hours, and this extend to 26 weeks.
Classes are often in terms of one whole school year, wherein the teacher will closely monitor attendance, and matters of delinquency must be settled. We typically have around 35 classmates to endure the entire year with. We are also usually given the books we will need, and we are only concerned with passing our subjects, not graduating from high school because it is almost a sure thing (Murray State University, 2006).
In college, things take on a different twist. You usually decide which subject you will take when, and thereby design your own time schedule. Only around 12 to 16 hours are spent inside the classrooms, and they can be during the evenings, typically sandwiched between vacant hours. However, these improvements are to serve the purpose of lightening the heavy coursework that college requires.
Classes also practically last only half of the academic year, as the academic year is divided into two semesters. Knowing your classmates will be difficult since a class usually consists of 75 to a hundred students. You will have to allocate your allowance well or find extra source of finances since you will be expected to provide your own books, which will usually cost a lot. Attendance is not usually monitored, but your mentors expect you to know everything that’s going on in class.
You must also work your way through graduation and device ways and means on how to satisfy the graduation requirements of your degree, unlike in high school where everything is almost a given and all you had to do is wait for the graduation ball (Murray State University, 2006).
 

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High School

Goodbye high school: Hello Real Life Responsibilities

Goodbye high school: hello real-life responsibilities. Going off to college can be an exciting time; however, it does involve major lifestyle changes. One’s first year of college can be intimidating no matter what age he or she is. While this new atmosphere can be challenging and demanding at times, there are ways to ease the transition so one’s college experience can begin in the best way. There are many people whose first year of college is a nightmare, but it does not have to be; with preparation and organization, college can be effective and beneficial.
During the hectic first year of college, freshmen are thrown into a new life and expected to know how everything works. Suddenly, there are no parents hovering around to monitor every move and remind you of your responsibilities. Classes are in different buildings and on different days, and many teachers do not take attendance. At the same time, everything is new, including the thousands of people surrounding you. The best ways to adapt are to make the goal of getting out of your comfort zone by joining clubs, a sport, or other groups.
Also, making it a priority to set aside a specific time for school work and being sure to attend as many functions as possible. Most colleges have clubs or groups for almost any interest but if there is not a group for something you feel there should be, you can request the school to create one. Extracurricular activities are the places where you will meet friends that will last a lifetime, so take a chance and enjoy the experience while you can. They also provide an opportunity to connect with upperclassmen that can help you with things they have already been through or answer questions you have.

To begin with, before classes start you need to prepare yourself, and your family for the changes that lie ahead. The shift from high school to college is hard for everyone, whether you are moving across the country or going to the state school thirty minutes from home. For the majority of freshman, this is the first time they have lived away from their parents, and it is not unusual to feel eager and nervous at the same time. Once you are settled into your tiny dorm room which you have tried to make as “homey” as possible, your life back at home can fade into the back of your mind. This is the first time you have been away from home; do not be afraid to call your parents and check in with your friends because they are always there to listen or lend some advice. Take one day at a time and be yourself. You may feel like you are not as smart or talented than the people you meet but that is not true; you have something to add to the table too. It may be hard to get outside of your comfort zone, but in the end you will never regret doing that.
After classes start, you will have to learn to manage your time in a hasty manner. Create a study schedule during the first few days of the semester and designate time for studying each week. For example, make an effort to do at least one hour of studying each day for every class and then work in some social time, so your course load will not overwhelm you. Often, students have to learn large amounts of detailed information in a short amount of time. If you devote a small amount of time daily to study, you will become much more successful than if you try to cram the night before an exam. To become a successful college student, you must attend classes daily, ask questions in class, and review lecture notes; just because you can skip classes does not mean you should. College is filled with numerous months of writing tedious essays and having the anxiety that accompanies meeting tight deadlines, but by following these simple time management skills, the stress can be greatly reduced.
College is a time for experiences and learning where you will have fun and possibly make mistakes. Do not forget to cherish every minute because time will pass before you know it, and you will be a college graduate looking for what is next in your hopeful and exciting future. Be patient, be happy, and do not forget to thank the people who helped you get where you are.

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High School

Extending High School

I don’t think high school should be extended to five years. Many students can barely make it past the first couple years. If high school is extended, then there will be an increase in the number of student dropouts. There will be a decrease in the number of high school graduates. Many students don’t like school, so an additional year may just be too much. Eventually, they will decide to drop out. More conflict will arise for those students who do not get along well with others. Most students think of school as a chore and not a privilege.
They are desperate to get out of school. Adding another year will only discourage them in continuing their education. They will begin to feel like school will get them nowhere because they have been there for so long. Educationally speaking, there is little academic reason to extend high school. Increasing the time will only decrease the difficulty of the courses and not prepare students for college classes. Most middle schools do a great job in keeping students that want to excel in their studies get a head start for high school.
In most districts, students who excel academically, and need less time in high school, have opportunities to take college level classes before graduating. If a student did not do well in high school, and decides to go back and receive his/her diploma, he/she can take remedial classes at a community college. They can then get a better job or begin their college education. Socially speaking, the school would then be a mix of students between the ages of fourteen and nineteen years of age. Social issues will arise between the younger and the older students because of the age difference between the groups.

High school performs an important social role in guiding students through their teenage years. At eighteen years of age, a person is already an adult and should be socialized with adults, such as other college students or fellow employees. In conclusion, high school should continue to be four years. This extension will only make high school dull and unbearable for many students. It does not matter how many years a student stays in high school. It is the quality of learning and the students’ own will to succeed.

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High School

The Essential Role of High School Counselors

Individual and group counseling are responsive services offered by the school counselor to students who face various challenges that warrant such special help. (Erford, 2015) Students are increasingly affected by a wide variety of personal and social dilemmas that they are not always equipped to process on their own. In these situations, school counselors are able to offer guidance through group and/or individual counseling.
Students who face family changes or endure traumatic violence as well as those who are impoverished serve as a few examples of students who would benefit from individual counseling. The end goal of this assistance is to promote the students’ personal and social growth as well as to foster their career goals and yield academic progress. (Erford, 2015) This type of counseling fits within the American School Counselor Association’s National Model under the category of “delivery.” (ASCA, 2012) Individual and group counseling are specific examples of how counselors, directly and indirectly, serve their students.
Factors that would assist in determining whether group or individual counseling would be most beneficial include the developmental characteristics of the student; their age, maturity level, and cognitive understanding all play a vital role in determining the type of intervention to be prescribed. (Erford, 2015) Listening to the student, if he/she self-referred, would provide considerable insight into which method of counseling would serve them best. Consideration of both cultural and personal morals and values is essential to determining the most effective form of counseling as well as parental involvement and consent, if necessary.

Knowledge of the student including their personal concerns and experiences would assist the placement of the child into the correct group as well. Often, counselors are able to draw on their personal relationship with the student and their knowledge of past issues (or lack thereof) in order to correctly place the student into an effective counseling program. Students that are experiencing academic or behavioral issues would most likely benefit more from group counseling than a student dealing with a family crisis or the loss of a close friend or family member. The latter would most benefit from individual counseling. (Hong & Rowell, 2013)
Lastly, a counselor should consult school policies and expectations with regard to individual and group counseling for students. Some schools may place restrictions on group counseling sessions that occur within the academic school day. Therefore it is very important to comply with the school’s demands.
References

American School Counselor Association. (2012). The ASCA National Model: A Framework for School
Counseling Programs, Third Edition. Alexandria, VA.
Erford, B.T. (2015). Transforming the School Counseling Profession. (4th ed.). Boston, MA: The Merrill
Counseling Series.
Hong, E. and Rowell, L. (February 2013). Academic Motivation: Concepts, Strategies and Counseling
Approaches. Professional School Counseling, vol 16(3). Retrieved from
http://eds.a.ebscohost.com.libproxy.lamar.edu/eds/pdfviewer/pdfviewer?vid=10;sid=25634da7-b89b-40fb-9d1c-d340a8d1c063%40sessionmgr4007/
Quinby, R.F. and Whiston, S.C. (2009). Review of School Counseling Outcome Research. Psychology in
the Schools, vol 46(3). Retrieved from
http://eds.a.ebscohost.com.libproxy.lamar.edu/eds/pdfviewer/pdfviewer?vid=14;sid=25634da7-b89b-40fb-9d1c-d340a8d1c063%40sessionmgr4007/