semester starting up

Semester Classes Started Again… It’s Getting Busy Around Here

Classes have started once again at TFL, and it is getting busy around here.

Since the beginning of August, we have had three new students, one student graduate the program, and we just completed our annual Moab River trip.

This semester is going to be challenging but we are up for it!

In addition to our students who are taking classes at TFL, we also have three students who will be taking classes at DSU this semester.

Another student is still very involved in his apprenticeship gun smithing, and two additional students just begun or will be starting their apprenticeships this next week at GlitchBusters and BusyBusy.

As always, we are very proud of all of our students and the support we receive from parents, guardians, our mentors, and Educational Consultants.

TechieForLife wouldn’t be the same without each of you!

—Kristin, Program Director

"Adulting" is hard

“Adulting” What Does It Mean? How Do We Do It?

Life Skills Class: Why has the term “adulting” become a thing?

The Urban dictionary says:

adulting (v); to carry out one or more of the duties and responsibilities expected of fully developed individuals (paying off credit card debt, settling a beef without blasting social media, etc.) Exclusively used by those who adult less than 50% of the time.

An example of using it in a sentence is: “I was going to buy another video game, but I finally got my oil changed instead. Adulting!”

“Adulting” can be hard.

For someone working on “adulting,” it helps to understand our brains.

Lower Versus Higher

One way to look at brain function is to understand our lower brain and our higher brain.

Our lower brains like to:

  1. Seek for pleasure
  2. Avoid pain
  3. Be efficient and stay safe

Our higher brains:

  1. Seek for connections with others
  2. Desire to grow, develop and progress

Living from higher

“Adulting” is more about living from our higher brains.

Choosing to hold off on what is desirable or comfortable in the moment to work for our higher goals.

When we become adults we can choose to do whatever we want.

Some emerging adults seem to think becoming an adult is all about doing what they want and making their own choices.

Our jails are full of adults who chose to do what they felt like even though it was against the law.

Other emerging adults are discovering that “adulting” is actually more complicated than that.

It requires basic life skills, being responsible and thinking ahead- putting long term needs and goals ahead of our short-term impulses.

Higher brain kind of stuff.

Lower Brain Will Always Be There

When we are working on goals it can be helpful to remember that our lower brain is always with us.

For example, when we set a goal to get up at 7 am and get ready for our day, when the alarm clock goes off, our lower brain is going to kick in and not want to get up.

It’s uncomfortable.

It’s hard.

Can’t we just hit snooze and sleep a little longer?

If we anticipate our lower brain wanting to jump in, we can allow for that and still choose to honor our commitment to our self and get up even when we really don’t feel like it.

Creating New Pathways

“Adulting” success requires creating new pathways in our brains.

It’s uncomfortable to create new pathways.

Our lower brains don’t like to be uncomfortable.

And it feels hard.

The cool things is that as we work on new things like getting up when our alarm goes off in the morning,

our pathways get stronger

and it does get easier.

Many people find that they start to wake up before their alarm goes off.

They’ve trained their brain to wake up.

Self-care when “adulting”

Anyone attempting “adulting” or trying any new thing should keep in one important thing in mind…

SELF-CARE!

Creating new brain pathways takes work.

We are much more successful when we take that into account.

Depending on how challenging a new thing we’re learning or doing is will determine how much self-care we may need.

For a student starting college classes for the first time, there are many new things the brain is learning all kinds of things like:

  • the location of classes
  • what new teachers expect
  • navigating the social environment
  • the new schedule
  • the new material to learn
  • all the new external stimulation like sounds, smells, sights, etc.

A student might be a little more tired than usual after the first week of school.

Probably not a good time to start a big new project or start a new job.

Self-care in the form of:

  • power naps
  • breaks
  • taking a walk
  • doing some meditation
  • exercising
  • doing something fun
  • talking with a friend

can all help the brain recharge and stay up for the day to day tasks.

Keep in mind some activities like browsing social media or playing intense video games are fun but do not recharge our brains.

Learning to be aware of our lower brains and live more from our higher brains, our higher selves, is what helps us create a wonderful and fulfilling life.

-Debbie, TFL Admissions and Marketing Director

 

 

 

 

 

 

 

Trip to River Raft near Moab, UT

Trip to Moab for River Rafting Adventure

TFL motto #3 “Out of our comfort zones but not overwhelmed.”

What a trip!!

Moab and the Colorado River are always a great mix.

We rafted on some pretty calm stretches for three days, with some fun rapids along the way.

It was hot and cool and beautiful.

It is so important for our students to do new and uncomfortable things, even if they never do that specific activity or trip again.

It comes down to brain activity and neuro-pathways.

If the brain can get used to building new pathways that are uncomfortable, different, and even a little anxiety causing, the brain can also learn to get out of comfort zones in other scary ways as well.

After doing some rapids and sleeping outdoors, it is a little easier to travel and interview for a job.

 

Don’t tell the students, but it was really nice to unplug for a few days and just enjoy each other and nature- it heals the soul and lifts the heart.

Doing hard things fits into what we all need to make it into successful adulthood and responsibility.

It builds confidence in ways no amount of talk therapy can do and gives tangible substance for our brains to believe that we are good enough.

Telling ourselves we are worthwhile just doesn’t carry the same weight as doing effective and functional things.

With confidence comes loss… doubt, fear, anxiety, depression and others.

Our students were pushed and they all did really well.

And I’m sure new neuro-pathways were formed:)

—Jason, TFL Executive Director

javascript at code school

JavaScript Frame Works and Projects at Code School

We finished code school a few weeks ago, and it was a great experience for me.

We learned a JavaScript frame work called Vue and a design frame work that works with it called Vuetify.

The knowledge I gained from my experience there was very beneficial to me.

Me and my partner, Richard Timpson, worked on a web based winery application that lists all of the wineries in North America.

I worked on things like searching, filtering, and layout, while he worked on backed routing and controllers to pull the data we had.

All in all, code school was a great success for me,

I learned loads of valuable information and because of completing code school,

I may be able to test out of some web design classes at Dixie this upcoming semester.

—Reid, TFL Student

I worked on a team to develop a web application that dynamically calculates safety stock based on demand history, lead time history, and desired service level.

I translated the math into JavaScript, created the server/database, created an API, and styled most of the user interface.

—Joseph, TFL Student

 

Intense Code School bootcamp

Intense Code School Bootcamp at Dixie State University

We’ve been powering through the intense Code School bootcamp at the Dixie State campus.

Code School was designed to help the participants get a job in the web design industry.

We’re going over a javascript framework called “Vue” that is getting more and more popular by the day.

I’m confident in what I’ve learned so far, and I’m excited to start on our final project this Friday.

Code School has been a great experience, and has helped me understand the industry standard for today’s web based programs.

—Reid, TFL Student

teach-ability

Teach-ability- Quality of a True Leader

I’m really liking the idea that teach-ability is a quality of a true leader.

I’ve noticed that those students who exhibit a desire to learn and a willingness to seek and respond to suggestions from others really accelerate the rate at which they improve.

I think this is important in any position, but it seems to be especially important in a mentoring position.

Mentors need to be pros at seeking and responding to feedback.

We need to be able to seek it from our employers and supervisors, as well as from our mentees.

Making this behavior a part of ourselves truly creates real leadership.
— Cam, TFL Mentor