Self-Discovery Class Lesson Plans

Self-Discovery Lesson Plans as if 2/6/15

0) Pre Class Set Up–0

1) Set Up Class–0

2) Team Building–16

3) Tutoring and Mentoring–0

4) Honesty and Integrity–1

5) Giving Service—3

6) Latinos are performing poorly in school. Why? What can be done about it?–0

7) Teamwork—2

8) Communications—1

9) Si, Se Puede–0

10) Cultural Confidence—14

11) My Family Experience–0

12) Being Bilingual–0

13) Why Stay in School–1

14) Life Skills–17

15) Avoiding Gangs–0

16) Academic Roadmap–15

17) Scholarship/Financing College–2

18) GPA–2

19) Study Habits–2

20) ACT Preparation–0

21) Latino Leadership–4

22) 7 habits of highly effective people–0

23) Leadership, New BSA Woodbadge Course–0

24) Leadership, Old BSA Woodbadge Course–0

 

0) Pre Class Set Up

1) Set Up Class

2) Team Building

2-1. Class Bingo Grades 10-12

1. Make a Bingo card with squares that read: “Someone who has been to another country” or “Someone who likes spinach” or “Someone who can speak a language other than English” Someone who is from a Latin American country other than Mexico, Someone who has been to a country other than Latin America, and so on. Students get classmates signatures until they reach BINGO!
2. After the first bingo give that person a new card and he/she has to get new names. Let other students continue with their current bingo card until they get Bingo, and then give them a new card.
3. Before the class is over, have each student report on a student they didn’t know before, and tell something that they found out about a person that they thought was unusual and they had no idea. Each student reports, but has to report on a different student.

2-2.  How well do you know the teacher?   Grades 10-12

1. Have students answer a series of questions about the teacher, only guesses, with questions like “Is Ms. W married? How many children does she have?” “What is Ms. W’s dog’s name?” Does Ms. W have a cat? “Where did Ms. W attend college?” What major did Ms. W have? (Create a large series of questions) Of course, most kids are laughing because they have no idea. This gets a good discussion started about not judging someone based on appearances or first impressions.
2. Afterward, have Ms. W tell the class about herself/himself in the areas discussed
3. Have each student report something about Ms. W that surprised them.

2-3. Two Things about me   Grades 10-12

1. Have each student submit one or two things about himself/herself that others might not know.
2. Divide the class into groups of 4 each and have each student put his list in the middle for other to see. Each student tries to figure out who belongs to each list.
3. After a pre-arranged time, have 2 of the students be roaming students and they go to the next group. The new 4 students repeat step b.
4. At the end of the class each student reports something interesting about another student that they didn’t know.

2-4. Tissue and Tell   Grades 8-9

1. Pass around a roll of toilet tissue and ask each student to take off as many as “they need!” Of course, they start to giggle at this, but what they don’t know is that for every sheet of tissue they take, they must supply one piece of information about themselves.
2. Each student writes on each tissue something about themselves
3. All the tissues are put in a pile and then each student takes about the number of tissues as there are students and tries to match up the tissues with the other student

2-5. Me and My Airplane   Grades 8-9

1. Give each student a blank sheet of paper. Have every student write their name (what they want to be called in class) and three facts about themselves on a sheet of paper.
2. Then fold papers into paper airplanes. Give students 1 minute to fly planes around the room. When you say “Stop” everyone picks up the airplane closest to them.
3. They then find the person the airplane belongs to, and they introduce themselves. They make sure they can read and pronounce the airplane owner’s name, and go over facts.
4. After giving students a few minutes to do this, make sure every student has not only found their airplane owner and talked to them, make sure that every student has been approached about their airplane.
5. Lastly, one at a time, each student will formally introduce the airplane owner to the class — stating their name and a few things about them.

 

2-6. Two Truths and a Lie   Grades 10-12

1. Two Truths and a Lie is a team-building game that can be used with students to help them get to know each other.
2. To begin, give eachstudentfive to 10 minutes to think of three statements about his/her life. Two of these statements must be true, and the third, a lie.
3. The teacher must then randomly select a student to announce her statements. The rest of the class is then given one chance to pick which of the statements is the lie.
4. Give each student a chance to reveal her statements to the class.
5. This team-building program introduces the students to each other while giving some background information about each student’s life and culture. This program can also be used for diversity and cultural understanding training.

2-7. Personality Block Mobile   Grades 8-9

1. Provide each student with a copy of the cube template on the next page.
2. Ask students to decorate each cube section with pictures and words that describe themselves.
3. Have students assemble their cubes using scotch tape.
4. Ask students to share their cubes, pointing out things they feel that make them unique.
5. Point out that each person is truly an individual but the fact that the templates all made cubes, this points out to the students that we share the unique characteristic of being human. The multiple characteristics on each cube points out the fact that all people possess unique characteristics.
6. The cubes are then taken and turned into a mobile. An option is to have students construct the mobile. (Hint: you must construct the mobile from the bottom up to make it balance properly.)
7. Bring in the mobile the next day and discuss the mobile. Lead in the direction of having the mobile being made of individual parts that are alike but all unique. Point out also how when all the individual unique parts are brought together they work together and result a kaleidoscope of different perspectives and skills.
8. Bring in the connection of unique people possessing unique skills and how everyone working together can also result in an ever-changing thing of beauty.

 

Cube Drawing

 

2-8. I Want You To Know

Goals

To share the experiences of various ethnical, gender, religious, and cultural groups and listen to one another.

Directions:

Decide the ethnic categories to be used based on the demographics of the learners by asking the group which ethnic groups they feel comfortable using. If there is only one member of a certain group, ask if she or he feels comfortable or if she or he wishes to join another group.

Divide the group by ethnic categories and give each a sheet of flip chart paper.

Give them about ten minutes to write down their answers for the following questions:

• What we want you to know about our group.
• What we never want to see, hear or experience again as a member of this group.
• What we want our allies to do.

When all groups have completed their lists, reassemble them into one group and have them discuss their answers. When each group has explained their list, ask questions to clarify, not to challenge as the list represents realities for the group.

Discussion

• What are your initial reactions to the activity?
• Which group did you learn the most about?
• Did any of the statements surprise you?
• Did you notice any similarities between the groups?

2-9. Getting to Know You

• Goal

• To learn about each other.
• Instructions

• Divide the learners into small groups. Provide each group a large sheet of flip chart paper and markers. Have them to draw a large flower with a center and an equal number of petals to the number of learners in their group. Through discussion with their group members, have them find their similarities and differences. They should fill in the center of the flower with something they all have in common.
• Each member should then fill in his or her petal with something about them that is unique – unlike any other member in their group. Students should be instructed that they cannot use physical attributes such as hair color, weight etc. This encourages them to have more meaningful discussions with their group members).
• They should be encouraged to be creative in their ideas and drawings.
• After the small group activity, have them share with the large group, about similarities and differences.

2-10. Respect

• Objective: To gain an understanding if what respect means
• Materials
• Procedure
• Ask everyone to find someone in the room who they do not know. Instruct them to introduce themselves to that person, and spend five to ten minutes talking about respect. What does it mean for you to show respect, and what does it mean for you to be shown respect? After the allotted time, ask the participants to return to their seats, and open the discussion. What ideas did people discuss?
• Common responses include the “Golden Rule,” looking somebody in the eyes, being honest, and appreciating somebody’s ideas even when you do not agree with them. Each of these responses offers interesting points of reflection. They each are informed culturally and hegemonically. So once people have returned to the big group for processing the activity, be sure to inquire where people’s notions of “respect” come from and who those notions serve and protect. Does everybody really want to be treated the way you want to be treated? Is it respectful in every culture to make eye contact with whomever is speaking? What if somebody’s ideas are oppressive–should we still respect them? And to whose benefit? It is important to mention that respect is a crucial ingredient in any discussion, but especially in a discussion of often-controversial issues such as racism, sexism, and economic injustice. The point is to learn from our differences–to understand each other’s understanding. The point isnotto agree. But the point, as well, is to reflect critically on our assumptions and socializations around the concept of respect.
• This activity touches many bases. First, it starts the crucial path toward building a community of respect. This is the first step in maintaining a constructive exchange regarding issues related to equity and social justice. At the most basic level, participants meet someone they did not know and exchange ideas with that person. Second, the community is built through an understanding of how the group perceives respect and how we negotiate its meaning. Third, the similarities and differences in participants’ ideas about respect begin to show the first signs of similarities and differences within the group on a larger level, often in ways that reflect power and privilege.

2-11. Knowing the Community: Sharing 

Objectives:

(1) Participants will learn the names of each person in the class, group, or community, as well as something about each person’s background.

(2) Participants will have a greater understanding and appreciation for the diversity within the group, while realizing that they have things in common with some of the people from whom they might have felt most distant.

Activity Description:

Participants should sit in a circle for this exercise if possible. The facilitator should hand out a list of items for each participant to share with the group. Items could include name/nicknames, ethnic background, where they are from and where their parents were born, which generation they represent in the U.S. for their family, and one custom or tradition their family practices. Give participants time to record some of their initial thoughts on these items.

Before you begin the exercise, instruct the participants to identify one or two people in the group who they do not know and to think about what answers they expect from those people. This part is not to be shared among group members, but can help people realize how they formulate ideas about people based on appearance.

Now you are ready to begin. It is important to tell the group that each person will be limited to about two minutes in order for everyone’s voice to be heard. Once everyone has had an opportunity to share their information, ask the group to discuss what they have learned from the exercise.

Facilitator Notes:

(1) I would suggest that the facilitator begin this exercise in order to model the kind of information that should be shared.

(2) This activity can be emotional for certain people. The participants who find this emotional are often those who don’t know a lot about their heritage, including those who been adopted. If someone seems to be getting emotional remind them that they only have to reveal what they feel comfortable revealing. If this doesn’t come up organically in the conversation, raise it as an example of “privilege”–that the ability to trace one’s ancestry is an example of privilege and the inability to do so often is a reflection of repression, oppression, or more systemically, imperialism.

(3) Certain themes usually emerge:

• Even members of the same identity “groups” have very different backgrounds.
• Often members of different “groups” have more similar backgrounds than they had assumed.
• Diversity transcends “black and white.”
• Many people find out information which allows them to connect somehow with someone else in the group. (Last year, a member of a group I facilitated revealed that her mother’s maiden name was “Gorski” which is my last name. We’re still exploring the possibility that we’re related.)

(4) Ask participants why this is an important activity.

2-12. Exchanging Stories–Names

Preparing and Assigning:

Ask participants to write short (one or two page) stories about their names. (You may have to assign this prior to the class in which you want to use it.) Leave the assignment open to individual interpretation as much as possible, but if asked for more specific instructions, suggest some or all of the following possibilities for inclusion in their stories:

• Who gave you your name? Why?
• What is the ethnic origin of your name?
• What are your nicknames, if any?
• What do you prefer to be called?

Encourage students to be creative. In the past, some have written poetry, included humor, listed adjectives that described them, and so on. Also be sure to let them know that they will be sharing their stories with the rest of the class.

Facilitator Notes:

In order to ensure that everybody has an opportunity to share her or his story, break into diverse small groups of five or six if necessary. Give participants the option either to read their stories or to share their stories from memory. Ask for volunteers to share their stories.

Points to remember:

1. Because some individuals will include very personal information in their stories, some may be hesitant to read them, even in the small groups. It is sometimes effective in such situations for facilitators to share their stories first. If you make yourself vulnerable, others will be more comfortable doing the same.
2. Be sure to allow time for everyone to share, whether reading their stories or sharing them from memory.
3. When everyone has shared, ask participants how it felt to share their stories. Why is this activity important? What did you learn?

 

2-13. My Personal Name Story:

1. According to my mother, “Paul” means “small”. When I say that to other folks, they tell me it doesn’t mean “small,” though no one seems to know what it means.
2. My parents wanted to name me “Cameron.” “Paul” goes back three or four generations, I’m not sure which. My father and his father and his father are all named “Paul.” But my mother liked “Cameron,” so “Cameron” it was. But then I was born…five weeks prematurely. I was a tiny baby. I was the itsy-bitsiest baby in the new baby room at the hospital. According to my mother, that was a sign. Remember, “Paul” means “small”.
3. So I am Paul Cameron Gorski. My father is Paul Peter Gorski. The exception, of course, is when someone calls my parents’ home for one of us. At that point we become Big Paul and Little Paul, the father Paul and the son Paul, or the older one and the younger one (my Dad doesn’t appreciate that one too much). Sometimes people call and I’m too exhausted to explain to them the whole idea that there are two Pauls living in one house, so I just pretend to be Paul Peter, and give my Dad the message later. He doesn’t seem to mind that, especially when the caller is trying to sell us something. Still, I hope he doesn’t do the same thing.
4. Paul lends itself well to rhyming nicknames. Bill, a good friend of mine, calls me “Tall Paul”. He does so sarcastically, usually after blocking one of my shots in a basketball game. I often have to remind him that the whole irony of that nickname is that, according to my mother, “Paul” means “small,” which is very nearly the opposite of “tall.” In high school, I was often called “Paul Mall” in reference to a brand of cigarettes, because, as they said, my ball handling skills were smokin’. And again, the irony is that generally the small players have better ball handling skills.
5. The truth of the matter is that I really don’t know whether or not “Paul” means “small”. Perhaps it means “Jedi warrior” or “sunflower” or “career student”. No matter. I’ve never looked it up, and never will. According to my Mom, “Paul” means “small.” That sounds good to me.

 

2-14. Who I Am Poems

Preparing and Assigning:

This activity begins an active introspective process while continuing to provide opportunities for individuals to make connections with each other. Participants write short poems, starting each line with “I am,” encouraging them to describe in their own words who they are and what’s salient to their identities.

Objectives:

In any attempt to increase awareness and encourage self-development, it is crucial to engage participants in activities that call for introspection and self-reflection. It is also important to provide opportunities for participants to make connections across, and even within, identity borders. The “Who I Am” activity can provide a non-threatening starting point for encouraging self-reflective thought and introspection. It is a safe way for participants to think about and share the influences that have shaped their identities. Also, it continues the connection-making process as participants find unexpected similarities and differences between themselves and others in the group.

This activity also can be an excellent closing activity, allowing folks to re-connect at a self-defined and human level at the end of an experience in which they are discussing difficult issues.

Instructions:

Ask participants to take ten to fifteen minutes to write a poem called “Who I Am.” Instruct them that the only rule is that each line should begin with the words “I am…” Leave it open to their interpretation as much as possible, but suggest that they can, if they wish, include statements about where they’re from regionally, ethnically, religiously, and so on; memories from different points in their lives; interests and hobbies; mottos or credos; favorite phrases; family traditions and customs; and whatever else defines who they are. Be sure to let them know that they will be sharing their poems.

Facilitator Notes:

In order to ensure that everybody has an opportunity to share her or his story, you might consider breaking the group into diverse small groups of 8-10 if necessary. Give participants the option either to read their poems or to share parts of their poems from memory.

Points to remember:

Because some individuals will include very personal information, some may be hesitant to read their poems, even in small groups. It is sometimes effective in such situations for facilitators to share their poems first. Consider sharing your poem before asking students to write their own pieces. If you make yourself vulnerable, others will be more comfortable doing the same.

Be sure to allow time for everyone to be able to speak, whether reading their poems or sharing them from memory.

If you’re using this as a final activity, not much processing is necessary. Encourage applause and thank folks for sharing their poetry.

If you use this activity in the middle of a class or workshop, have some process questions ready. When everyone has shared, ask participants how it felt to share their poems.

Ask what, if any, connections people made with each other from this activity. What were some commonalities across poems? Did any of these surprise you?

You might also consider asking people to get up and talk to someone with whom she or he felt a connection through the poetry.

 

2-15. Sample – My Personal “I Am From” Poem:

1. I am basketball on a snowy driveway.
   I am fishsticks, crinkle-cut frozen french fries and frozen mixed vegatables.
   I am primarily white, upper-middle class neighborhoods and raciall diverse schools.
   I am Donkey Kong, Ms. Pac Man, Atari 2600 and sports video games.
   I am football on Thanksgiving and New Year’s Day.
   I am “unity in diversity” and “speaking from your own experience.”
   I am triple-Wahoos, earning three degrees from the University of Virginia.
   I am diversity, multicultural education, identity, introspection, self-reflection, and social action.
   I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn, and other cartoons.
   I am Tae Kwon Do, basketball, the batting cages, a soccer family, and the gym.
   I am a wonderful family, close and loving and incredibly supportive.
   I am films based on true stories and documentaries
   I am the History Channel, CNN, ESPN, BRAVO, and Home Team Sports.
   I am a passion for educating and facilitating, personal development and making connections.

 

2-16. Complimentary Round Table

Goal

To enhance social skills development by illustrating how our words affect people.

Materials

Two apples and a knife

Step By Step Instructions

Seat a group of six to eight participants at a round table. Take one apple, say something mean to it (for example, “I hate you.” “I don’t want to be around you.”), and drop it to the floor. The next person picks up the apple, is mean to it, and drops it. This continues around the table a couple times as everyone takes turns being mean to it and dropping it. Cut that apple in half and lay it in the center of the table, allowing it to brown. Take the other apple and, as each participant takes a turn holding the apple, have everyone else in the group take turns complimenting or affirming the person holding the apple. Continue until everyone in the group has been complimented by everybody else.

Discussion Lead the participants in a discussion of how being complimented feels. Were compliments easy to receive? Why or why not? Was it easier to be mean or to give compliments? Why? Ask if anyone wants the brown, battered apple on the table. Of course, no one does. Discuss how a lot of people feel like that apple—all bruised and battered because they’ve heard mean things all their lives. They feel like no one cares about them and no one wants to be their friend. Explain that our words can make people feel like that apple. Both youth and adults respond well to this activity. Youth and adults develop social skills as they become more sensitive to the feelings of others.

 

3) Tutoring and Mentoring

4) Honesty and Integrity

4-1. Academic Integrity:  What Is Your Opinion?

Goal/Objective:

Students will form opinions on cheating and resulting consequences.

Materials/Resources:

Academic Integrity:  What Is Your Opinion? activity sheet (attached)

Step by Step Instructions:

Have the class discuss the consequences of cheating.  Ask volunteers to give their opinion on cheating.  Then have other students say whether or not they agree with those opinions.  Tell students that in this lesson, they’ll discuss different opinions about cheating. Each group of 4-5 students must reach a consensus about these opinions and explain why everyone in the group feels that way.

Distribute the Activity Sheet:  Academic Integrity:  What Is Your Opinion?  Have students read the opinions on the sheet individually before small group discussion.

Tell the groups to take about fifteen minutes to discuss the opinions on the Activity Sheet.  Groups should reach a consensus about each opinion- whether the group agrees with it and why.  Have students write down the group decision for each opinion.

Ask each group to appoint a spokesperson.  The spokesperson will report the group’s decision to the class.

To conclude the lesson, ask the class to generate ways to stop cheating.  Encourage the class to reach a consensus.

 

Academic Integrity:  What Is Your Opinion?

1. Cheaters deserve to be punished severely.

Our group thinks:

2. If teachers gave easy tests, cheating would never happen.

Our group thinks:

3. All students cheats at some point in their life.

Our group thinks:

4. It’s impossible to stop cheating in school-some kids just can’t help themselves. Our group thinks:
5. There is never a good reason for cheating. Our group thinks:
6. The only way to stop cheating is for other kids to put pressure on the cheaters.

Our group thinks:

7. If you cheat, you only hurt yours

Our group thinks:

8. Cheating is no big deal.

Our group thinks:

9. Sometimes it’s OK to cheat.

Our group thinks:

10. Once a cheater, always a cheater.

Our group thinks:

 

 

5) Giving Service 

5-1. Community Service Part 1

Goals/ Objectives:

Students will identify community service opportunities and develop plans to meet community needs.

Materials/Resources:

Help Me! Activity sheet (attached)

I Can Help! Activity sheet (attached

Step by Step Instructions:

Many students wish to volunteer or help in their community, but need to know who needs help and how to volunteer.

Handout the worksheet “Help Me!” and have students individually brainstorm ideas under each category. (Take about 5 minutes for this step.)

After individual brainstorming, have students pair up and share their lists, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Find another partner and share again, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Ask for volunteers to write the group’s ideas on the board. Discuss:

The importance of  being a responsible community member.

The role of volunteers in a community.

The benefits of volunteerism.

If time and curriculum needs permit, have each student work on the “I Can Help” personal plan.  This can be carried out as an individual, team, or class project.  It may also extend into a senior project, co-curricular organization project, or be tailored to fit individual needs.

“HELP ME!”

Community Needs List

1. Which organizations in town need volunteers?
2. Which community projects are in need of help?
3. List individuals who would appreciate help. What help is needed?

“I CAN HELP!”

Action Plan

 

This is the need I’d like to help with:

 

This is my goal:

 

Here are the steps I’ll need to take to meet my goal:

 

This is what my final project will look like:

 

Here’s how I’ll evaluate my project:

 

5-2. Community Service Part 2

Goals/objectives:

Students will identify community service opportunities and develop plans to meet community needs.

Materials/Resources:

Help Me activity sheet (attached)

I Can Help activity sheet (attached)

Step by Step Instructions:

Many students wish to volunteer or help in their community, but need to know who needs help and how to volunteer.

Handout the worksheet “Help Me!” and have students individually brainstorm ideas under each category. (Take about 5 minutes for this step.)

After individual brainstorming, have students pair up and share their lists, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Find another partner and share again, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Ask for volunteers to write the group’s ideas on the board. Discuss:

The importance of  being a responsible community member

The role of volunteers in a community

The benefits of volunteerism

If time and curriculum needs permit, have each student work on the “I Can Help” personal plan.  This can be carried out as an individual, team, or class project.  It may also extend into a senior project, co-curricular organization project, or be tailored to fit individual needs.

“HELP ME!”

Community Needs List

1. Which organizations in town need volunteers?

 

2. Which community projects are in need of help?

 

3. List individuals who would appreciate help. What help is needed?

 

“I CAN HELP!”

Action Plan

 

This is the need I’d like to help with:

 

 

This is my goal:

 

 

 

Here are the steps I’ll need to take to meet my goal:

 

 

This is what my final project will look like:

 

 

Here’s how I’ll evaluate my project:

 

5-3. Community Service

Goals/ Objectives:

Students will identify community service opportunities and develop plans to meet community needs.

Materials/Resources:

Help Me! Activity sheet (attached)

I Can Help! Activity sheet (attached

Step by Step Instructions:

Many students wish to volunteer or help in their community, but need to know who needs help and how to volunteer.

Handout the worksheet “Help Me!” and have students individually brainstorm ideas under each category. (Take about 5 minutes for this step.)

After individual brainstorming, have students pair up and share their lists, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Find another partner and share again, adding any new ideas to both lists. (Take about 3 minutes for this step.)

Ask for volunteers to write the group’s ideas on the board. Discuss:

The importance of  being a responsible community member.

The role of volunteers in a community.

The benefits of volunteerism.

If time and curriculum needs permit, have each student work on the “I Can Help” personal plan.  This can be carried out as an individual, team, or class project.  It may also extend into a senior project, co-curricular organization project, or be tailored to fit individual needs.
“HELP ME!”

Community Needs List

 

1. Which organizations in town need volunteers?

 

 

 

2. Which community projects are in need of help?

 

 

 

3. List individuals who would appreciate help. What help is needed?

 

“I CAN HELP!” Action Plan

 

This is the need I’d like to help with:

 

 

This is my goal:

 

 

Here are the steps I’ll need to take to meet my goal:

 

 

This is what my final project will look like:

 

 

 

Here’s how I’ll evaluate my project:

 

 

6) Latinos performing poorly in School? Why? What can be done about it?

7) Teamwork

7-1. Lost on the Moon 

1. Introduce the skill of teamwork and the lesson with the following:

One of the skills necessary for any worker is to be a team player. Qualities of a team player include self-confidence, cooperation, flexibility, willingness to compromise and listening skills (including allowing others time to talk). The purpose of this lesson is to demonstrate skills that are necessary to work as a team to solve a problem.

2. Give each student a copy of the “Lost on the Moon” worksheet. Ask each student to complete the worksheet activity individually.
3. Then, break students into groups of 4-6. Each group should work as a team to reach the most logical solution.
4. After the team activity, discuss what the students learned.
   1. In your team activity you encountered certain obstacles that interfered with your ability to reach a group goal. What were some of these obstacles?
      1. Did someone dominate the discussion/decision process?
      2. Did someone refuse to compromise?

• Did someone refuse to participate?

1. Did someone get off the subject?
2. Did anyone feel that their point of view was not respected?

1. What are some of the skills needed to overcome the obstacles as a team?

 

7-2. Lost on the Moon Worksheet:

You are part of a space crew originally scheduled to rendezvous with the mother ship on the lighted surface of the moon. Mechanical difficulties have forced your ship to crash-land some 200 miles form the rendezvous point. The rough landing damaged most of the equipment aboard. Since survival depends on reaching the mother ship, the most critical items must be chosen for the trip. Below are listed 15 items left intact after the crash. Your task is to rank them in terms of their important to you. Place #1 by the most important item, #2 by the second, etc., through #15 by the least important.

                        Box of matches

                        Food concentrate

                        50 feet of nylon rope

                        Parachute silk

                        Portable heating unit

                        2 .45 caliber pistols

                        1 case dehydrated milk

                        2 100 pound tanks of oxygen

                        A stellar map (on the moon’s constellation)

                        Life raft

                        Magnetic compass

                        5 gallons of water

                        Signal flares

                        First-aid kit containing injection needles

                        Solar power FM receiver/transmitter

After complete this individually, you will be assigned to a group. As a group, your task will be to rank the items again in terms of their importance to your group. Your group should come to a decision based on the consensus of all group members.

 

 

7-3. Roping in Teamwork

Goal/Objectives:

Students will describe the importance of teamwork.

Materials/Resources: A rope long enough to go around all the students in your group.  The length will be about 35 feet for a group of 30.

Step by Step Instructions

Have your students stand in a group in the middle of the room.  Do not have them squeeze in close together.  Take a rope and lay it on the floor so that it goes completely around the group and forms a circle.  Now have the entire group step back out of the circle.  Explain to them that you will be making the circle smaller and smaller.  Each time you move the rope and make the circle smaller, it is their job to still get the entire class into the circle.  They must have each person in the circle, and no one’s foot or any other part of the body may be touching the ground outside of the circle.  Stress to the class that all movements must be done safely.  No one is to jump or push their way into the circle.  This rule is very important.  Take some time to stress safety.

After a few rounds of making the circle smaller, the students will have exhausted the easy solutions to the problem.  No longer will it work to just squeeze in tighter.  It is at this point that you may have to mention that they need to start working together and help each other if they are to continue being successful.  At some point the circle will become too small for them to fit the entire class into.  Don’t let them quit too early; they are capable of more than they think they are.  Do not give them too many suggestions or it will take away the impact of the exercise.

After the exercise is completed, lead a discussion about how this activity is just one example of teamwork.  Discuss the benefits and the drawbacks of teamwork.  Ask two students to volunteer to record the group’s answers on a flip-chart, chalkboard or white board; one listing the benefits, the other the drawbacks.  Then talk briefly about the personal skills team members need to work around or minimize the drawbacks of teamwork.  Finally, lead a discussion about the variety of situations where teamwork is used in the workplace—from team assembly lines to solving complex management issues as a team.

 

8) Communications

8-1.  Multi Way Tug of War

a. Tug of War is a game that many students may play during physical education classes in school. Multi-Way Tug of War is a game that teaches participants to create strategies and communication skills.

b. Tie four ropes together to make an X formation. Divide the class into four equal teams in number and size. Assign each team one section of the rope. Create a marker that shows where the teams must be pulled past to be eliminated. Start the game at once and have the four teams try to eliminate each other.

c. The teams must develop strategies to work with their opponents to eliminate the stronger teams, before working toward their own success. The final team left is declared the winner. The teacher can then hold a discussion giving the students feedback on their strategies and communication abilities.

 

9) Si, Se Puede

10) Cultural Confidence

10-1. Name That Feeling

Objective: The purpose of this activity is to help participants begin to focus on what it’s like to feel different.

Materials: Flip-chart and marker

1 .Ask participants to think of a time when they felt different from everyone else.  For example, walking into a meeting and being the only person of one race, or the only female or the only person who spoke English.

2.Ask the participants to think of the ONE WORD that best describes how they felt at that time.

3. Instruct participants to walk around the room, introducing themselves to other participants by using, instead of their names, the ONE word they thought of that best expressed their feelings. (Give personal examples: “I once was the only hearing person in a roomful of people using sign language. I felt ‘ISOLATED’.”  As the person shakes hands, his/her introduction is:  “Hello, I’m ‘ISOLATED’.”)

4.After most participants have met each other, ask them to return to their seats and discuss their experiences.  As the participants describe the words they used for their introduction, write the words on the flipchart.  Use the following questions as guides to the discussion:

• How did you feel? What were some of the words that were used during the introductions?
• Were there more positive or negative words used to describe feelings?
• In the workplace, what are the implications of the positive words? Of the negative words?
• Does anyone want to share an experience he/she had in feeling different?

Conclusion

Close by saying that even though we all have felt “different” at one time or another it’s easy to forget the feelings that are associated with it.  We may unintentionally exclude others or behave in ways that send mixed messages.  If we can remember our own feelings about being different, it may help us be more sensitive to others.

 

10-2. Diversity Letter Game

a.. The purpose of this activity is to have participants define for themselves the meaning of diversity, and especially to realized the value of diversity in our culture.

b. In preparation, print the letters spelling “DIVERSITY CONFIDENCE GAME” vertically on the flipchart, down the left side. Most of the letters lead easily to words describing diversity.

c. Make this a Brainstorming session wherein no contributions are rejected, but encourage the students to think of words that emphasize the value of diversity, and especially what these students add, being of a diverse culture from the majority. Let the participants proceed on their own, but if they need help, you may jog their thinking by using some of the following examples:

1. Summarize at the end of the game the value given to our society by having diversity mixed in.

D=Disability; different styles

I = Individuals; intelligence

V=Varying; various; variety

E=Education; economic status

R=Race; religion

S =Sexual orientation; social class; similarities

I = Individuals; intelligence

T=Thought processes; team efforts; traits

C=

O=

N=

F=

I=

D=

E=

N=

C=

E=

Y=Youth; years

G=Gender; geographical origins

A=Age difference

M=Multicultural

E=Education; economic status

 

10-3. Who Do You Know?

1. The purpose of this activity is to begin exploring what participants know about people from differing groups.
2. Materials:

1.    Papers and pencils

2. Flip-chart and marker
3. Procedure
4. On the flip-chart list these four categories: “Author,” “Artist,” “Musician,” “Politician.” Prepare the flip-chart in advance of the session.
5. Ask participants to quickly write down on their own paper five persons (living or dead) that they are familiar with for each category.
6. Allow 5 to 10 minutes.
7. Then ask the participants to place an asterisk next to those names of the five in each category who represent someone from their own ethnic and racial group, or country they were born in.
8. Place the participants into small groups and ask them to compare their lists, the names they wrote and the number of people they starred. Ask them to discuss whether race, ethnicity or country of origin played a role in their choices. If so, why?  If not, why not?
9. Reconvene and ask them to orally report the results of their discussions.
10. Discuss what conclusions can be drawn from this exercise. Were women or people of color listed? If so, by whom?  Did the categories themselves make a difference? 

Conclusion

Close by saying that often we’re more comfortable with similarities and know more about people we have been exposed to.  Much of our comfort level is based on when and where we grew up, as well as other personal influences such as parents, schools, churches, the media, etc.

 

10-4. Back to the Future

Objective

The purpose of this activity is to give the participants the opportunity to look at diversity issues in their past and share them with other participants

Materials

• Crayons or colored pencils
• Paper
• Flip chart

Procedure

1. Ask the participants to draw a picture of themselves from their past, at a time when they had their first experience with diversity.
2. Divide participants into groups of four or five and ask them to discuss their drawings, and the similarities and differences in their early experiences.
3. Reconvene and have them orally report on what kinds of experiences were similar and what kinds were different. Record the responses on a flip-chart. Conclusion

Early experiences have a major influence on the way people interact with one another; many of their reactions, when facing diversity issues, come from early experiences.  They have to decide whether they have changed, and whether they have the capacity to change even more.

Trainer’s Notes

It’s a good idea for trainers to begin by drawing their own picture as an example.

Conclusion

Early experiences have a major influence on the way people interact with one another; many of their reactions, when facing diversity issues, come from early experiences.  They have to decide whether they have changed, and whether they have the capacity to change even more.

 

10-5. Cultural Hat Dance

1. Purpose
2. The purpose of this activity is to have participants understand perception especially in terms of their diversity.
3. Materials

1. A variety of different hats, enough to assign one to each discussion group
2. Paper and pencils

1. Procedure
2. Divide the participants into discussion groups of four or five and give a hat to each group. (See Trainer’s Notes for hat suggestions.)
3. Ask participants to write a description of the person who would wear the hat. You can use the stem statement, “The hat belongs to…” and then have them thoroughly describe that person.
4. Have the groups discuss the culture, race, nationality, and gender of who would wear this hat, and discuss the differences that this “group” would be from groups that wear different hats.
5. Have the participants in each group compare their written comments, and note similarities and differences.
6. Reconvene and have each group orally report on the similarities and differences of opinion within their groups.

Conclusion

Close by stating there are many ways to view the same object.  Our experiences influence how we view things. Even hats define a group and have the class discuss how each group integrates into the whole society by wearing their hat, and having their cultural characteristics.

Trainer’s Notes

Before the session, assemble a collection of hats of various types, such as hard hats, straw hats, baseball caps, ladies’ dress hats, turbans, bicycle helmets sombreros, etc., with at least one hat for each discussion group.

10-6.  Who I Am

Goal

This activity allows the learners to share their culture roots and to learn about each other.

Materials Needed:

12 x 24 paper for each learner

a variety of magazines (ones with lots of photos)

glue

markers

colored pencils and/or water colors

scissors

Instructions

Have the participants fold the paper in half (make a table tent).

Write name in the center of the “table tent.”

Using drawings, magazine cut-outs, symbols, etc. tell us about yourself.

NOTE: Have them leave some empty space as they will add more later.

Include one or two things that most people do not know about you.

After the learners have finished their table tents, have each one explain hers or his to the group.

After the activity, if the table tents get in the way, then post them on the wall.

Continuous Activity

Throughout the training event, ask the learners to add something new to their table tent. Note that as there is more trust built between the learners, more information will be revealed.

Discussion

What led you to your decision?

Whose description was most surprising?

 

10-7. Connect the Dots

Goal

To demonstrate that we often limit our perspective and choices. (How much are our limitations because of our cultural background and what can we do to overcome those limitations in the culture in which we now live?)

Instructions

a, Pass out a copy of DOTS. Ask the learners to complete the directions given at the bottom of the drawing.

Instructions:

1) Connect all 9 circles,

2) using only 4 straight lines,

3) and without lifting the pen or pencil from the paper.

1. Give them about 5 minutes to work on the puzzle. At the end of the time period, ask if anyone has found the solution:

Discussion

• Why is it that most of us do not think about going out of the boundaries?
• We had to draw outside of the lines. This is what is required of us when we interact with others as every thinks differently (outside of our boundaries or “box”).
• Why is it so hard to see others’ points of view?
• We often so busy thinking about our point of view, that we fail to see others’ point of views.

 

10-8. Group Membership

Goal

To create a supportive environment in which the learners can disclose their group memberships and to allow them to experience what it is like to be part of a minority group.

Instructions

Have the learners form a large circle. As you call out different group names, the members are to go inside of each successive circle as they identify with the group.

Begin with “low-risk” groups (e.g. brown hair, large family, group of professions you are working with such as manager or production associate) and work up to groups that are typically discriminated against or under represented (e.g. African American, Asian, female, gay, person with disabilities). Applause as each group forms in the middle

As each group of learners move towards the center of the circle, ask them what they think is the most positive thing about being a member of this group.

Discussion

• How did it feel to be in the center of the circle? (Were you comfortable being stared at?)
• How did it feel to be on the outside of the circle?
• How did you feel about those with you in the center of the circle or about those in the outer circle?
• Did anyone not make any trip into the circle? How did that feel?

10-9. Label Activity

Goal

To experience the effects of inclusion and exclusion in a simulated activity.

Materials

Blank mailing labels or blank name tags, cut in half. Make as many labels as you have students.

On the labels, write, “Smile at me,” “Say, ‘Hi,’” “Pat me on the back,” “Shake my hand,” “Give me five,” and “Give me an “okay” sign.” Use other responses that are typical for the group. On 10 percent of the labels, write, “Turn away from me.”

Procedure

Begin the lesson by asking students if they think we sometimes label people because they belong to different groups. Tell them that the labels we put on people often limit their participation in  groups. Tell students that you are going to give them each a sticker. Tell them that you will put it on their foreheads so that they cannot see what it says. Distribute the labels randomly. Ask everyone to remain quiet and not reveal to each other what their labels say. When everyone has a label, ask students to get up and mill around as if they were in the lunch room at school or at a party. Remind them that they should not reveal what is on anyone else’s label.

Let students mingle for 4 to 5 minutes, then ask them to return to their seats without looking at their labels.

Discussion

Ask students the following questions:

1. How were you feeling?
2. Without looking at your label, do you know what it says? How do you know?
3. All of you who think you have the “Turn away from me” label, please come and stand together in front of the room. How did you feel? Allow students to look at their labels now. Explain that all of us have experienced times when we felt like we were wearing a “Turn away from me” label —when we felt left out or targeted.

However, some groups experience this more than others, even regularly. What are some groups in your school that get targeted or left out? What groups in society seem to have a “Turn away from me” label on them? (Some examples include people with disabilities, people of a different religion, people of a different race, people who speak with an accent, and underprivileged people.)Remind them that no one said anything negative to them; it was just in our nonverbal communication—our body language and our expressions. Without words, they got the message. Point out that 94 percent of all communication is nonverbal. We need to pay close attention to our body language and nonverbal expressions as  well as our words. End with the following additional questions:

• What can we do to change our nonverbal behavior to help everyone feel included?
• What do people from groups that are left out or excluded sometimes do? (Sometimes they get together and form their own groups and isolate themselves; perhaps this happened during this activity.)
• Any new thoughts about why members of excluded groups act in society the way they do?
• Any new insights on how being in an oppressed group feels? Smile at me. Pat me on the back. Give me five. Say, “Hi.”Shake my hand. Give me an “okay” sign. Turn away from me.

 

10-10. Famous People—A discussion of role models

Goals/Objectives:

Students will explain characteristics of positive and negative role models.

Materials/Resources:

Step by Step Instructions:

Introduce the lesson by asking students to :

List 5 people in the media they feel are positive role models and why.

List 5 people in the media they feel are negative role models and why.

Compare and discuss the students’ answers.

Dependent on student learning styles, students may choose to create a poster of a famous person which depicts their qualities as role models.  Students who are more capable as writers may work with the artistically inclined student to create a description of that person’s role model qualities.  The posters may be posted in the classroom or in the halls of the school.

10-11. The Culture Tree (Day one)

Purpose:

To give the students a visual break down of what their personal culture is made up of.

Materials needed:

Paper (any size) for each student and Color pencils or crayons

Steps:

Prepare students for this activity by explaining that in order to understand how to acknowledge and support cultural diversity and freedom; they need to first examine their own cultural identity, biases and behaviors.

Begin by drawing a tree trunk on the board with 4 roots, 6 branches and 10 leaves (or whatever numbers you feel appropriate).

Then explain that  the leaves or fronds on the tree represent a person’s cultural groups (e.g., race, religion, ethnicity); students should add as many leaves or fronds as they need. The trunk of the tree represents those cultural characteristics that are visible (e.g., customs, food, language). The roots of the tree represent a person’s foundation or what she or he values and believes (being independent, taking care of one’s family, getting a good education).

Explain that each student will prepare a culture tree to share with the class.

Culture Tree Presentations (2 Days)

Purpose: To give each student the opportunity to practice their speaking skills, while expressing their personal cultural makeup with the rest of the class.

Have each student share their culture tree with the class.

Students should begin by telling the cultural group(s) that they belong to and then explain the observable layer of their cultural identity (language, food, celebrations). Lastly, they should share the underlying assumptions upon which their behaviors, actions or thoughts are based. This is a person’s belief or value system which is passed from one generation to the next.

After all students have shared, have a closing discussion about the meaning of culture using the following discussion questions:

Do you or other members of your group belong to several cultural groups? What were some of the groups represented?

How have you learned about your culture(s)?

What are some of the beliefs and values (roots) expressed by group members?

Were there similarities in the roots of the trees shared by students in your group? If so, what were they?

How does culture influence what you believe or value?

What is your primary cultural group?

Has your primary cultural group ever changed? If so, why?

Was there anything difficult about examining your cultural background? If so, what?

Did members of your group identify themselves the way you expected them to? Were there any surprises? Explain.

[NOTE: you may wish to post student Culture Trees around the classroom.]

8. Explain that the next step towards cultural awareness is for students to spend time identifying how one’s own personal behavior reinforces or combats prejudice. Students will also discuss the many roles that people can find themselves faced with when a bias act occurs (e.g., sometimes we perpetuate prejudice, sometimes we observe others acting in a prejudiced manner, sometimes we are victims of prejudice). Only then can they begin to develop skills to confront prejudice and discrimination in their schools and communities.

 

10-12. Voices in Poetry (2 days)

Purpose:

To be able to appreciate poetry in a new light.

Be able to define and understand poetry formats and vernacular such as acrostic, haiku and iambic pentameter.

Create an awareness of Hispanic/Chicano poetry and poets.

Be able to read a poem, analyze and speculate its meaning, and discuss it in a group setting.

Use collective creativity to create an original unique poem.

Be able to stand up in front of an audience and perform/read said original poem

Break class up into groups (preferably 4-6) with an even number of students per group and arrange desks as needed.

Individual Question of the Day: What is poetry and why is it important? What poem, if any, has affected your life the most? Who is your favorite poet and why? (10 minutes to write in journal.)  [Many students struggle with this journal entry; some will write very little and that’s okay, they will be given the opportunity to write more after the lesson.]

Discussion: Same question as journal (Make sure students are paraphrasing and discussing their journal entry and not reading it from their journal.) (5 minute discussion)

Lesson:

The groups are teams; challenge all to come up with a creative team name. As a class you are going to fill the board with poets’ names. Each group, in order, has to name a poet and cannot repeat one that has already been mentioned. Typically high school students (without technology) don’t get past three or four poets. Typical answers: Robert Frost, Edgar Allen Poe, and Shakespeare. Allow for some silence as students try to come up with more. Rarely is a student going to say a Hispanic poet’s name-point this out and ask why this may be.

Explain poetry, hand out typical poet’s methods and strategies and formats and explain the vocabulary- let the class know that they will see examples later.

Hand out Joaquin Zihuatanejo’s poems Abuelo’s Garden, Child of Conquest, and 19 Mexicans in that order. Give them a couple of minutes to look them over silently. If you have the CD use his voice; if not, practice poems prior and recite them to the class as they follow along (needs to be powerful). Start with Abuelo’s Garden. After reading/hearing it, allow for some time and ask the class: What did you think? What did you notice about the way the poem is written? Ask, what is this about? What can you speculate about the author or about the main character? Did you use any method that stood out to you? [Repetition] Did you like it? Does the poet have a format? [Not a particular one but it is acrostic] Continue with Child of Conquest, talk about Joaquin’s Bio and after and allow students to reflect, now that they know the Bio, the deeper meaning of the poem. Finish with 19 Mexicans (be prepared for some students to feel uncomfortable and simply ask: What about this one?

Explain a little bit about the history of Chicano poetry, talk about the difference between Chicano poetry and Hispanic poetry. Brainstorm with the students about some of the themes that might be included in their poetry. (Carizosa, Lorca, Marquez, Rivera, etc.) (Identity, two worlds, heritage, English and Spanish, etc.)

In Class Assignment: Divide class into groups of two or three. Each group is given an envelope with individual random words; there should be at least 10-20 words with five blank pieces for students to write words of their choosing. (Words can be chosen by instructor but included should be “you” “me” “us” and “we” and “dream” omitting “them”) NOTE*: Instructor can choose words that fit their objective for the day such as “education” “high” “achieve” “scared” “fear” etc. and can either give each group the same amount of words and point out the diversity in poems, or give each team a different set and combine the poem as a class. Encourage students to use as many words as they can, give them a set allotted time and explain that in said time they are to both create an original poem with their partner and practice for their performance at the classes poetry slam. (20 minutes for the completion of the activity is the usual depending on group sizes and amount of words.)  Email completed poems

Homework Assignment:

Bring a short poem from a poet who is currently alive or born after 1950 to recite to the class, be prepared to talk a little about the poet and the poem itself.

Individually create three haikus (Poems can be written in English, Spanish or Spanglish; both languages are encouraged but not mandatory.)  The first one needs to include something about culture/self-identity/heritage/legacy. The second one must allude or be about education. The third one is up to you. Type all poems on one page- the format, font, size, color etc. is up to you. (Hint hint: This is a creative exercise) Submit by print and email.

Poetry Slam- Invite administration, to join you in class or have one at a Latino Family Night and have students perform their group poems, haikus, maybe a couple of interpretations from unknown poets, and then have them submit poems to a real poetry competition. Display the creative poems at the next parent-teacher conference or display case.

 

10-13. Famous People—A discussion of role models

Goals/Objectives:

Students will explain characteristics of positive and negative role models.

Materials/Resources:

Step by Step Instructions:

Introduce the lesson by asking students to :

List 5 people in the media they feel are positive role models and why.

List 5 people in the media they feel are negative role models and why.

Compare and discuss the students’ answers.

Dependent on student learning styles, students may choose to create a poster of a famous person which depicts their qualities as role models.  Students who are more capable as writers may work with the artistically inclined student to create a description of that person’s role model qualities.  The posters may be posted in the classroom or in the halls of the school.

 

10-14. Quotables … What Do You Take From Them?    

Goals/Objectives:

Students will demonstrate what they interpret various quotes to mean and how they fit into their lives.

Materials/Resources:

Quotations about Living in the Real World handout (attached)

Step by Step Instructions:

Hand out the worksheet  “Quotations about Living in the Real World.” Explain that it contains quotes that have been written or spoken by famous people.

Ask students to use these and any favorites they select to  try one or more of the following ideas:

Pick a favorite and write about why it connects with you.

Lead a discussion with the students by asking if there are any quotes that totally go against who they are and what they believe in, or vice versa.

Have students write their own personal quote.  Encourage them to share their quote with the group or with you as their advisor.

Quotations about Living in the Real World

You have to stand for what you believe in. And sometimes you have to stand alone.

Queen Latifah

Our character is what we do when we think no one is looking.

1. Jackson Brown, JI:

I was taught that the world had a lot of problems; that I could struggle and change them; that intellectual and material gifts brought the privilege and responsibility of sharing with others less fortunate; and that service is the rent each of us pays for living.

Marian Wright Edelman

A loving person lives in a loving world. A hostile person lives in a hostile world. Everyone you meet is your mirror.

Ken Keys

The least I can do is, speak out for those who cannot speak for themselves.

Jane Goodall

Its name is Public Opinion. It is held in reverence. It settles everything. Some think it is the voice of God.

Mark Twain

There’s a world of difference between truth and facts. Facts can obscure truth.

Maya Angelou

The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy.

Martin Luther King, it:

We are living beyond our means. As a people, we have developed a lifestyle that is draining the earth of its priceless and irreplaceable resources without regard for the future of our children and people all around the world.

Margaret Mead

We are citizens of the world. And the tragedy of our times is that we do not know it.

Woodrow Wilson

One isn’t necessarily born with courage, but one is born with potential. Without courage, we cannot practice any other virtue with consistency. We can’t be kind, true, merciful, generous, or honest. Maya Angelou

Most of the important things in the world have been accomplished by people who have kept on trying when there seemed to be no hope at all.

Dale Carnegie

The problems that exist in the world today cannot be solved by the level of thinking that created them.

Albert Einstein

The refusal to listen is the first step toward violence.

Martin Luther King, Jr.

Everybody has a piece of the truth.

Gandhi

The most violent element in society is ignorance.

Emma Goldman

What you need is sustained outrage …there’s far too much unthinking respect given to authority.

Molly Ivins

And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.

John F. Kennedy

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.

Margaret Mead

In every deliberation, we must consider the impact of our decisions on the next seven generations, on those faces who are yet beneath the ground.

The Great Law of the Six Nations, IroQuois Confederacy

There are no warlike peoples-only warlike leaders.

Ralph Bunche

There can be no daily democracy without daily citizenship.

Ralph Nader

It just seems to me that as long as we are both here, it’s pretty clear that the struggle is to share the planet, rather than to divide it.

Alice Walker

Nothing can bring you peace but yourself.

Ralph Waldo Emerson

My definition of a free society is a society where it is safe to be unpopular.

Adlai E. Stevenson

You can’t hold a man down without staying down with him.

Booker 7: Washington

The only thing necessary for evil to triumph is for good men to do nothing.

Edmund Burke

 

10-15. Pass the ACT because you know Spanish

Goal/Objectives:

For students to realize the value and practicality that Spanish has in school and achieving higher education. The lesson walks through actual test questions from the ACT that have vocabulary with Latin roots. The vocabulary words found in the test questions are very similar to simple everyday vocabulary words used in Spanish.

Instructions:

Walk through the multiple choice questions and notice the Spanish vocabulary word is defined below after each question. Encourage student to create sentences using the word in Spanish and remind them if they are soon to take the ACT this is great practice to some of the most common vocabulary words found on the exam. Additionally the secret to a great score on the ACT is preparing well in advance.

Lesson

1. The newborn baby was enamored with the rattle. Enamoredmeans…
2. Fascinated.
   B. Happy.
   C. Unsure what to do.
   D. Aggravated.

Enamorado: Muy aficionado a algo.

2. Ordinary algebra developed very gradually as a kind of shorthand, devised to abbreviate the discussion of arithmetical problems. Abbreviatemeans…
3. Lengthen.
   B. Make shorter.
   C. Develop.
   D. Eliminate.

Abreviar: Acortar, reducir a menos tiempo o espacio.

3. The scientist was able to evoke powerful emotions from her audience. Evokemeans…
4. Sell.
   B. Calm.
   C. Call forth.
   D. Exaggerate.

Evocar: Traer alguna cosa a la memoria o la imaginación.

4. As a liberal conservative, I venerate Mill as a great man. Veneratemeans…
5. Protest.
   B. Choose.
   C. Voted.
   D. Respect.

Venerable: Digno de respeto por su virtud y cualidades.

5. The winning team of the World Series often has a jovial attitude. Jovial means…
6. Merry.
   B. Sad.
   C. Somber.
   D. Laborious.

Jovial: Alegre, festivo, desenfadado.

6. A cleric vainly preaching abstinencein a world where self-indulgence is regarded as almost a virtue. Abstinencemeans…
7. Sharing.
   B. Happiness.
   C. Act of refraining from.
   D. Love.

Abstinencia: Renuncia a alguna cosa.

7. We live in a world of transient trends. Transientmeans…
8. Temporary.
   B. Lazy.
   C. Fashionable.
   D. Permanent.

Transitorio: Pasajero, temporal.

8. That would seem to be the logical time for an amicable parting of the ways. Amicablemeans…
9. Quick.
   B. Sad.
   C. Agreeable.
   D. Difficult.

Amigable: Amistoso, cordial, afable.

9. The comments above allude to these complexities in only the most superficial terms. Superficialmeans…
10. Quick.
    B. Lacking in depth.
    C. Agreeable.
    D. Difficult.

Superficial: De la superficie o relativo a ella.

10. She recounted an amusing anecdote about people with tails. Anecdotemeans…
11. Short account of event.
    B. Musical piece.
    C. Dance.
    D. Joke.

Anécdota: Relato breve de un suceso curioso o divertido.

11. I might take a submissive attitude with respect to an idea. Submissivemeans…
12. Angry.
    B. Strong.
    C. Meek.
    D. Opposite.

Sumiso: Obediente, dócil, rendido.

12. These are not the arid canyons you normally associate with Arizona. Aridmeans…
13. Beautiful.
    B. Windy.
    C. Deep.
    D. Extremely Dry.

Árido: Seco, de poca humedad.

13. In fact, I have such reverence for Unit Testing that I now always push hard for test-driven development at client sites. Reverencemeans…
14. Profound respect.
    B. Fear.
    C. Dislike.
    D. Indifference.

Reverencia: respeto profundo que se le tiene a una persona o cosa.

14. Loneliness and destitution among asylum seekers is a big concern for many people in the UK, especially churches. Asylummeans…
15. Meal.
    B. Labor.
    C. Sanctuary.
    D. Outdoor.

Asilo: Lugar que sirve de refugio, hospedaje o asistencia a personas necesitadas.

15. It is currently closed pending a major renovation scheme to restore it to its 1930s art deco glory. Renovationmeans…
16. Approval.
    B. Safety.
    C. Decoration.
    D. Renewed.

Renovación: restauración, cabio de una cosa vieja o sin validez por otra nueva.

16. The others returned in a group, the climbers boisterously chatting, but any sign of camaraderie among the others was absent. Camaraderiemeans…
17. Dislike.
    B. Sadness.
    C. Trust among friends.
    D. Fun.

Camaradería (Camarada): amistad o relación cordial.

17. National reconciliation is now the most fervent wish of the Somali people. Reconciliationmeans…
18. Respect
    B. Agreement.
    C. Prosperity.
    D. Security.

Reconciliación: Restablecimiento de la concordia y la amistad.

18. Considering all the things he had hidden from her, it seemed prudent to be more observant. Prudentmeans…
19. Reckless and unnecessary.
    B. Wise and cautious.
    C. Important and valuable.
    D. Indifferent and ordinary.

Prudente: Que muestra cautela.

19. I told him to make an effort to be diligent about his calling and choosing a career. Diligentmeans…
20. Hard-Working.
    B. Fast.
    C. Broad.
    D. Picky.

Diligente: que obra con interés y atención.

20. New words are constantly being coined, some will prove ephemeral, others are here to stay. Ephemeralmeans…
21. Interesting.
    B. Complicated.
    C. Incorrect.
    D. Momentary.

Efimero: pasajero, que dura poco.

 

10-16. Don’t think with your skin

Goal/Objectives:

For students to open their minds and realize race is a superficial and a human invention. They should also realize everything associated with race, e.g. stereo types, are also false and a human invention. Students should have their eyes opened after this lesson and should see everyone around them, including themselves, having the same potential and same opportunity.

Instructions:

Walk through the PowerPoint titled “how many races in the world”. Do not get hung up on the science and story, it is just to serve as a fun and interesting narrative. Let them joke, converse and get sucked in to the lesson. At the end focus on the fact that we are all one race- human, and that our differences only go skin deep. In an ideal world, after this lesson students should start forgetting about stereotypes, expanding their group of friends, treating others equally, and looking for role models outside their ethnicity. As an idea, a lesson plan to follow this one would be biographies or stories of white and black role models, now that we know they are humans and could have easily been Latino if they had different skin color.

Lesson

http://www.slideshare.net/youthdiscovery/how-many-races-in-the-world

 

11) My Family Experience

12) Being Bilingual

13) Why Stay in School

13-1. Unequal Resources

Goal

To examine people’s attitudes toward and expectations of people with different economic

Materials

Five large ziplock bags with the following art supplies for each of the five groups:

Group 1:

Regular pencils and one colored pencil

Group 2:

Regular pencils, colored pencils, crayons, assorted colored construction paper

Groups 3 and 4:

Regular pencils, colored pencils, crayons, assorted colored construction paper, scissors, colored

markers, glue.

Group 5:

Regular pencils, colored pencils, crayons, assorted colored construction paper, scissors, rulers,

colored markers, glue, tape, glitter, ribbons, stencils, and anything you can add to help this group

Procedure

Ask participants to form groups with three to five people in each. You want to have five groups. Tell participants that each group will make a poster to celebrate a holiday, season of the year, or other occasion (for example, Mother’s Day, spring, fall, or Thanksgiving Day). All groups should make a poster about the same holiday or occasion. Tell them that each group will receive a bag of supplies to use in making their posters. They can use only the supplies given to their group; they may not borrow supplies from other groups. Tell them that their finished posters will be put on display and that they will have 15 or 20 minutes to complete their posters. Give each group a large sheet of poster paper. Have the bags of supplies in view for all to see. Then give each group one of the bags. Hold up the bag (in an inconspicuous manner) so that all groups see the bag that is being given to each group. You need not comment on the contents of the bag. If participants ask why the contents are different, just say that these are the supplies available for your group. That’s the way it is.

Give participants a five-minute warning.

When the allotted time is up, ask participants to put their unused supplies back into their bags. One at a time, call each group to come up to the front of the room to display and explain their poster.

After each presentation, applaud the group. When all groups have completedtheir presentations, engage the group in a discussion about this activity.

Discussion

1. How did you feel when you noticed that some people had more materials than you did?
2. How did you feel when you noticed that some people had fewer materials than you did?
3. In what ways did resources affect your project?
4. How would you have felt if I had judged your final products for a prize or for a grade? Would that be fair? Why or why not?
5. If other people saw your posters and were asked to pick the most talented students in the room, whom would they say? Would these posters necessarily be a fair assessment of what all of you can do?
6. Why do you think I set up this activity this way?
7. In what other situations do people have advantages over others? (Provide some examples to prompt the class.)
8. Is it important to consider individual circumstances and opportunities before judging a person’s capabilities? Why or why not? 

 

14) Life Skills

14-1. Is That a Fact?

Goals

To articulate the difference between fact and opinion and to identify ways to clarify or qualify statements of opinion.

Materials

Sets of Fact/Opinion Statement

Cards (see directions below)

Fact/Opinion Statement Cards

Procedure

Create sets of Fact/Opinion Statement Cards by writing the following statements on blank index cards, one statement per card. Add or substitute statements of your choice.

Girls are smarter than boys.

Americans are friendly.

Some boys are good at sports.

Utah is a state in the United States.

The world is a better place now than it was 100 years ago.

Wheelchair users feel sorry for themselves.

The Nile is the longest river in the world.

Women make better teachers than men.

People with accents are not smart.

Most people in Africa live in urban areas.

The United States is the richest country in the world.

Americans love French fries.

Some rich people are stuck up.

There is more farmland in the United States than in any other country.

Homeless people are lazy.

In the United States, the sun comes up every day.

Men are usually taller than women.

This is the best school in the whole town.

Judaism is a religion.

China is the most populous country

the world.

Most people in Honduras are unhappy.

Introduction

Understanding the difference between fact and opinion is critical to our ability to examine our reactions to events and people. Stereotypes and prejudices are often based on opinions that are perceived as facts.

Procedure

Write three examples of facts on one side of the board and three examples of opinions on the other side of the board

Examples of facts:

George has blue eyes.

This room has four windows.

There are 50 states in the United States.

Examples of opinions:

This room is too warm.

Math class is boring.

The best cars are made in the United States.

Ask participants to identify the statements of fact and the statements of opinion. Label each group. Have participants work with partners to come up with definitions for the words “fact” and “opinion.” Choose a group definition (use a dictionary if necessary).

Divide participants into small groups of four to five people each. Provide each group with a set of Fact/Opinion Statement cards. Ask one person in each group to “deal” the cards out to the group members until all cards have been distributed.

Discussion

When the small groups have completed their work, bring the whole group back together to discuss the process. Use the following questions to check the students’ understanding of the difference between fact and opinion.

• How can you tell whether something is a fact or an opinion?
• What makes deciding if something is a fact or an opinion difficult?

 

14-2. Gender Communication

Goal/Objective:

Students will identify attitudes, behaviors, and skills that contribute to gender bias and stereotyping.

Materials/Resources: Gender Communication worksheet (attached)

Step by Step Instructions:

Introduce the lesson to students with a discussion of communication and how it may differ based on gender.

Distribute the gender communication worksheet and ask the students to complete it individually.

Divide the students into groups of 4-5 and have them decide, through consensus, on group answers for the Gender Communications worksheet.  In dividing students, create two groups of females, two groups of males and two mixed groups.  Observe any differences in the behavior of the groups.  The group answers should be placed in the “Group Answer” column on the worksheet. Gender Communication

DIRECTIONS: How much do you know about how men and women communicate with one another?  The 15 items in this quiz are based on research conducted in classrooms, private homes, businesses, offices, hospitals–the places where people commonly work and socialize. If you think a statement is generally an accurate description of female and male communication patterns, write “true” in the Individual Answer column. If you think it’s not an accurate description, write “false” in the column.

Statement	Individual Answer	Group Answer	Correct Answers
1.  Men talk more than women.
2.  Men are more likely to interrupt women than to interrupt other men.
3.  There are approximately ten times as many sexual terms for males as for females in the English language.
4.  During conversations, women spend more time gazing at their partner than men do.
5.  Nonverbal messages carry more weight than verbal messages.
6.  Female managers communicate with more emotional openness and drama than male managers.
1.       Men not only control the content of conversations, they also work harder in keeping conversations going.
8.  When people hear generic words such as”mankind” and “he”, they respond inclusively,indicating that the terms apply to both sexes.
1.       In general, men smile more often than women do.
10. In classroom communications, male students receive more reprimands and criticism than female students.
11.  Women are more likely than men to disclose information on intimate personal concerns.
12.  Female speakers are more animated in their conversational style than are male speakers.
13.  Women use less personal space than men do.
14.  When a male speaks, he is listened to more carefully than a female speaker, even when she makes the identical presentation.
15.   In general, women speak in a more tentative style than men do.

 

Record group responses on the board and go over the correct answer to each statement.

1. true
2. true
3. false
4. true
5. true
6. false
7. false
8. false
9. false
10. true
11. true
12. true
13. true
14. true
15. true

Determine which group had the most correct answers.  Ask this group about the process they used to determine their answers.  Ask each of the groups which questions were most difficult and lead a discussion about possible reasons.

Use these questions to initiate participation:

How do you communicate with different types of people?  (For example, student to student, student to teacher or student to parent)

What are some forms of communication? (Possible answers:  verbal, non-verbal, electronic, cellular, text-message, chat room)

How do others perceive the communication?

 

14-3. Leaders in Leadership

Goal/Objectives:

Students will identify qualities of an effective leader.

Materials/Resources: Large sheets of chart paper, Markers

Step by Step Instructions:

Divide the class into groups of 3-5 students.

Have the student’s list people (famous or local) they consider to be effective leaders and write these names on the chart paper.  (Advise students to leave space between the names.)

Ask the groups then to write the leaderships qualities each leader exemplifies behind or under that person’s name.

Have each student tell who, out of the listed, people they would most like to have as a supervisor and why?

Then have the student groups each create a “Top Ten” list of the most unsuitable leadership qualities.

 

14-4. Making Judgments

Goals/ Objectives:

Students will discuss the effects and results of making judgments about people.

Materials/Resources:

Step by Step Instructions:

Read the following stories to the class.

Discuss with students how they think the individuals in the stories turned out in life.

A 16-year-old girl was rejected by her mother when she lied and stole. She craved attention, once swallowing money to spite her father. She lived with her alcoholic grandfather and strict grandmother when her parents died. After her grandfather died, she had to live there with four uncles and aunts. One drank a lot and ran away, another locked herself in a room with love problems. This girl was dressed oddly, was always restricted, and not allowed to go to grade school.

She turned out to be:

1. a criminal b. delinquent c. average      d. very successful

Answer: The girl with the strict grandmother, not allowed friends and kept from school was Eleanor Roosevelt. She was to become a great social leader, author, lecturer, as well as wife of U.S. president Franklin Roosevelt.

The doctor said he had brain fever at birth – having an extra large head. In fact, three brothers and sisters died at birth. Relatives and neighbors thought he was abnormal. But his mother said no. His teachers thought him abnormal too, so his mother taught him at home. He was a firebug, setting a fire in the barn just to see what it would do. He had only three months of schooling.

He turned out to be:

1. average b. a mental problem c. very smart  d. a delinquent

Answer: The large-headed boy, who the teachers thought was “mentally ill,” was Thomas Edison. Mr. Edison invented the light bulb, phonograph, and more than a thousand other things that make life better for us all.

Use any/all of the following questions as discussion topics. Use your own best method (small group, large group, journal writing, etc.)

Did you think the people described in the stories were going to turn out as good as they did? Why?

Would you want to be judged so carelessly?

If you judged wrong, what information in the story did you use from the story to get your answer?

Have you ever been judged different from what you are?

How would an interviewer judge these people if they applied for a job when they were young? When they were old?

Should you try to change people’s judgment of you? Whey do you say that?

Are there some people where it doesn’t matter what they think?  Who?

How do you decide whom you want to impress?

14-5. Protecting Yourself–Cyber Safety

Goal/Objectives:

Students will recognize skills needed to insure personal safety when using the Internet.

Materials/Resources:

Internet access

LCD projector or any equipment needed to show a website video to the group

Activity sheets “Amy’s Choice” for middle school and “Julie’s Journey” for high school downloaded from the website: http://www.netsmartz.org/resources/reallife.htm

Step by Step Instructions:

Before this session, advisors should to access the websites, preview the videos and download the activity sheets for each topic.  Make changes and adjustments to meet your time and class needs.

Show the video “Amy’s Choice” to the students.  Following the video, use the downloaded activity sheet to facilitate discussion and reflection.

Show the video “Julie’s Journey” to the students. Following the video, use the downloaded activity sheet to facilitate discussion and reflection.

Use the activity sheets to discuss students’ reactions to the videos. Draw out these concepts:

Personal safety is an important responsibility when using the Internet.

Why is communication important between teens and parents and between friends?

What are your responsibilities toward your friends regarding personal safety online?

Teacher Notes:

This lesson can be divided into two sessions. The advisor could also choose which of the two lessons would be most appropriate for their students.

 

14-6. Values Auction

Goals/Objectives:

Students will learn that what one person values may not be important to another and that it is okay to have different ways to evaluate what is important to them.  Students will evaluate the values that play an important role in our lives.

Materials/Resources:

Auction List handout  (attached)

One pencil per person

Step by Step Instructions:

Give each participant an Auction List handout.  Explain to students that they have $2,000 to bid on the items from the list.  The items will be auctioned off one at a time.  All bids must be in increments of $100.  The item will go to the highest bidder.  Tell the students before you begin that anyone who has $500 or more left at the end of the auction can spend their entire remaining amount on one of three secret boxes after the auction is complete.   Run it just like a regular auction.

Give the individuals time before the auction begins to look down their list and see which item they wish to bid on and how much they think they might offer.  This amount should be written in the column marked “Proposed Bid.”  Bidders are not held to that amount, but it gets them thinking about the items and their worth to them.  During the auction, have everyone keep track of how much the item was actually sold for and who the winning bidder was.  After you have auctioned off all of the items, there will be some students with money left.

Ask those students with $500 or more left to raise their hands.  Now give those students the opportunity to buy for $500 each any of the three secret boxes.  These three boxes can be sold to as many people as have the money and wish to buy them.  This part is not a bidding process.  Have them write, on the bottom of the Auction List, their choices of which box(es) to purchase.  Only after everyone has indicated their choices in writing should you reveal the “contents” of each secret box.

Box #1 – You bought a lottery ticket and won a million dollars.

Box #2 – You dropped out of high school and took a job at below minimum wage with no chance of advancement

Box #3 – You graduated from high school, went to college and took a job that pays a reasonable salary, but you dislike what you do.

Explain that that the secret boxes demonstrate that if you don’t know where you are headed in life, you will end up with whatever life hands you.  The decisions you make now can affect your future!

Lead a follow-up discussion, posing these questions to get conversation started.

What items sold for the lowest amount?  Highest amount?

Why did some items sell for more than others?

Why didn’t everyone want the same items?

What does this tell us about the values people place on different things in life?

What were the items you really wanted to bid on, but didn’t because you were afraid of what others would think about you?

Auction List

Each person has a total of $2,000 to bid on the following items.

Item to be Auctioned	Proposed Bid	Actual Bid	Purchaser
1.  To be a famous rock star.
2.  To never be sick.
3.  To be extremely smart.
4.  To be a famous sports star.
5.  To be beautiful.
6.  To be President of the USA.
7.  To have a great looking body.
8.  To be a famous model.
9.  To be a school teacher.
10. To graduate from a famous college.
11. To never have pimples.
12. To help underpriviledged children.
13. To be a doctor.
14. To be a successful politician.
15. To raise happy children.
16. To be a successful artist.
17. To life a long life.
18. To own whatever car I would like.
19. To marry a good looking person.
20. To have a successful business.
21. To live in a mansion.
22. To be liked by everyone.
23. To be a famous movie star.
24. To help the homeless problem.
25. To have many close friends.
26. To be happy in life.
27. To be a millionaire.
28. To help others.
29. To travel around the world.
30. To have a great relationship with my parents.
Tally of items for which I’ve won the bid

 

Use the space provided at the bottom to keep track of how much total money you spend on successful bids as the auction proceeds.  Remember to stop bidding when you have spent $2,000.  If you have $500 or more left at the end of the auction, you can purchase one of three secret boxes.  Each secret box has an undisclosed future in it.  Each of the three boxes may be purchased by as many people as have the money left to do so.

 

14-7. Conflict Resolution

Goal/Objective:

Students will demonstrate skills to resolve disagreements in a safe, responsible way.

Materials/Resources:

Conflict Resolution Diagram handout (attached)

Conflict Resolution Skills (A Resource for Personal Conflict

Resolution) handout (attached)

Conflict Resolution Skills Checklist (attached)

Step by Step Instructions:

Have students work in small groups to brainstorm a list of possible sources of conflicts.

As a large group discuss what causes conflict by identifying one of the sources from the small group brainstorming sessions and discuss how it falls into one or more of the following categories: limited resources, unmet basic needs, different values (second level on Conflict Diagram).

Back within the small groups, have students identify a conflict for which they can role play and present  to the rest of the class.  (This role play will show the conflict but stops short of a response.)  Have the students prepare and present the role play.  Suggestion:  set boundaries for the conflict so as to avoid situations that could be personal or make students uncomfortable (i.e. problems with parents, illegal situations, situations that would identify/single out a person or group).

As each role play is completed, help the large group classify how each conflict fits into one or more of the following categories:  limited resources, unmet basic needs, and different values.

As a large group, discuss the three primary responses to conflict:  avoidance, confrontation and communication, and give examples for each category.

Back in the small groups, have students develop and then present an ending to their role plays portraying an appropriate resolution to the conflict.

Have individual students do a peer evaluation (using the Conflict Resolution Skills Checklist) as a guide for the evaluation of the resolution to the conflict.  Have students share their evaluations and lead a discussion about possible other resolutions to the conflict

Conflict Resolution Skills

Conflict Resolution Diagram

(A Resource for Personal Conflict Resolution)

Conflict resolution skills are skills a person can use to resolve a disagreement in a healthful, safe, legal, respectful and nonviolent way.

Stay calm.

Set the tone.

Listen first.

Avoid interrupting.

Affirm others.

Be sincere.

Avoid putdowns.

Reserve judgment.

Avoid threats.

Separate the problem from the person.

Use positive nonverbal messages.

Define the conflict.

Take responsibility for personal actions.

Use ‘I’ messages to express needs and feelings.

Listen to the needs and feelings of others.

List and discuss possible solutions.

Will the solution results in actions that are helpful?

Will the solution result in actions that are safe?

Will the solution result in actions that are legal?

Will the solutions result in actions that are respectful of all people involved?

Will the solution result inactions that are nonviolent?

Agree on the solution.

Keep your word and follow the agreement.

Ask for the assistance of a trusted adult or peer if he conflict cannot be resolved.

Conflict Resolution Skills Checklist

Was each of the following present as the conflict was resolved?

Was the conflict clearly understood?

Did those involved in resolving the conflict remain calm?

Did those involved in resolving the conflict set the tone?

Did they listen first and avoid interrupting?

Were they sincere and did they reserve judgment?

Did they avoid putdowns and threats?

Did they use positive nonverbal messages (body language, facial expressions)?

Did they take responsibility for personal actions?

Did they use ‘I’ messages to express needs and feelings (I felt hurt when …because it made me feel … )?

Will the solution …

result in actions that are helpful?

result in actions that are safe?

result in actions that are legal?

result in actions that are respectful of all people involved?

result in actions that are nonviolent?

Was a solution agreed upon?

 

14-8. Goal Setting

Goals/Objectives:

Students will learn how to set realistic personal, educational, and career goals and to use goal setting techniques to establish and reach life goals.

Materials/Resources:

Guidelines for Goal Setting handout (attached)

Personal Action Planner worksheet (attached)

Step by Step Instructions:

Begin the session with some general statements and discussion about planning and goal setting. Goal setting techniques help to identify factors that will help students to achieve goals, identify barriers that stand in the way, and strategies to overcome these barriers.

Explain the process using the example of. a trip to Japan. Post the steps listed on the Personal Action Planner on the board. As a class activity, ask students to provide the information for each step of the trip.

Distribute the Goal Setting Guidelines and the Personal Action Planner. Go over the Guidelines and ask the students to set a goal and list all the steps they need to take to reach this goal.

Have the students share goals and action steps with the class.

GUIDELINES FOR GOAL SETTING

To set effective goals, it is important that one observe the following guidelines. A goal must be:

CONCEIVABLE -You must be able to state the goal so that it is understandable and then must be able to identify clearly what the first step or two would be.

BELIEVABLE -In addition to being consistent with your personal value system, you must believe you can reach the goal.

ACHIEVABLE -.The goals you set must be accomplishable with your given strengths and abilities.

CONTROLABLE -If your goal includes the involvement of anyone else, you should first obtain the permission of the other person or persons to be involved.

MEASURABLE -‘ Your goal must be stated so that it is measurable in time and quantity.

DESIRABLE -Your goal should be something you really want to do. Whatever your ambition, it should be one that you want to fulfill, rather than something .you feel you should do.

STATED WITH NO ALTERNATIVE –You should set one goal at a time. Even though you may set out for one goal, you can stop at any time and drop it for a new one. But, when you change. you again state your goal without an alternative.

GROWTH FACILITATING –Your goal should never be destructive to yourself, to others, or to society. If someone is seeking potentially destructive goals, an effort to encourage her/him to consider a different goal should be made.

PERSONAL ACTION PLANNER

GOAL:

(write it down)

ACTION:

(steps to take to reach goal)

RESOURCES: (what is needed?)

BARRIERS:

(what is in the way?)

WHEN: (state a time)

NEXT STEPS:

(what comes after the first step?)

EVALVATION: (assess your progress)  

 

14-9. Maturity

Goals/Objectives:

Students will explain the importance of acting in a manner that is commensurate to their age and the importance of being accountable for their actions.

Materials/Resources:

Step by Step Instructions:

Begin the lesson by asking students, “Is the term ‘maturity’ really just about getting older and physically maturing?”  Ask students to help define the term ‘maturity’.   (Some options are “the ability to make decisions that will have a positive effect on oneself and others” or “acting in a manner that is not going to negatively impact a person, place or situation”.

Divide students into groups of 3 or 4 (organized to facilitate the best possible discussion on the topic).  Ask each group to list several examples of teenage or adult behavior that would show a lack of maturity (such as drinking and driving, unsafe practices with firearms, driving at excessive speed, taking risks, etc.  Small groups should be prepared to report back to the larger group.  Allow 10-15 minutes for this portion of the activity.  Circulate and make sure students are engaged.

Ask the smaller groups to report back to the larger group, citing examples of teenage behavior showing a lack of maturity. Lead an open discussion on behaviors that may or may not be age-appropriate.  You may want to ask for additional examples of famous people who have acted immaturely.  Next, direct the discussion toward the importance of taking responsibility for actions.  Identify the price paid by others when the people involved in wrongdoings do not take responsibility.  To do this, it may help to ask the students to think about possible consequences of the inappropriate behaviors that they listed.

Identify 3 or 4 examples of inappropriate behavior from the group discussion, and ask students how the behavior could be corrected. Highlight observations made by the students. Reinforce ideas that demonstrate their understanding of decisions and consequences.

Teacher Notes

As an additional activity, consider inviting a community leader, dressed in attire inappropriate for the workplace, into the class to hold a discussion with the students about the importance about first impressions.  Ask the guest to bring examples of workplace or school behaviors that are questionable or inappropriate.

14-10.  What Would You Do If…..

Goals/Objectives:

Students describe their feelings when confronted by specific situations.

Materials/Resources:

List of questions in the “What if…” style (attached). Cut the scenarios into individual strips.

Step by Step Instructions:

This lesson provides students with an opportunity to practice decision making, self management and conflict resolutions skills when confronted with specific situations.

Divide students into groups of four. Have each group select one scenario to discuss and role play for the rest of the class..  Have them lead a class discussion on how each situation was handled.  Have them also discuss alternatives.

As a wrap-up activity, lead a large group discussion, using the following questions to encourage participation in the discussion:

What did you learn from these scenarios?

How can you apply them to your life?

14-11. Harassment

Goals/Objectives:

Students will be able to recognize harassment; become familiar with the school policy regarding harassment; and learn how to report incidences of harassment.

Materials/Resources:

White board or chalkboard

“What is Harassment” handout (attached)

Written document containing school’s policy on harassment

Step by Step Instructions:

Write the word “harassment” on the board.  Say to the students, “When you hear the word harassment, what words, phrases or images come to mind?”

Define harassment for the students on the board or overhead.

Harassment is any inappropriate, unwanted, or cruel behavior that targets a particular individual or group.

Bullying is a form of harassment when someone repeatedly and over time targets another person.

Lead the students through a brainstorming of examples of various types of harassment.

Discuss the effects of harassment.  Begin by asking, “How do students feel when they experience or witness harassment?” and “How does harassment affect the school environment?”  Refer to the handout (attached).

Referring to your school handbook/policy, clarify school policies and procedures on harassment.  Explain to students what they should do if they witness or are the subject of harassing behaviors.

Mention to students that post-secondary schools they may plan to attend as well as most employers, the military, etc. they may be involved with in the future also have policies on harassment.  Explain that while policies may vary somewhat, they are in place to protect individuals from inappropriate, unwanted, or cruel behavior.  Encourage students to remember to familiarize themselves with such policies in whatever future school or workplace environment they may be involved in so that they are aware what action to take should they ever be harassed.

What is Harassment?

Harassment is any inappropriate, unwanted, or cruel behavior that targets a particular individual or group

To harass is to physically or verbally hurt, aggravate, frighten, tease, taunt, threaten, or insult a targeted group or individual

Harassment can include behaviors like spreading rumors, gossip, using social exclusion, and sometimes stalking. Harassment makes both targets and bystanders feel uncomfortable, embarrassed, isolated, and angry.

Harassment is sometimes an act of discrimination based on prejudice

Harassment is mean, harmful, illegal, and doesn’t belong in schools or anywhere else

In addition, harassment often leads to bullying.  A person is bullied when she or he is exposed, repeatedly and over time, to the negative actions of one or more people.  Bullies use their power or strength to dominate, intimidate, or attack the targeted person physically or verbally. Bullying behavior can include pressuring someone repeatedly to do something that she or he doesn’t really want to do.  The student who is being bullied may feel she or he has no power to stop the bully

If someone is doing or saying something to you that leads you to feel unsafe, uncomfortable, or embarrassed, it’s probably harassment.

Even if someone is “just joking”, no one has the right to say things that make you feel targeted (singled out).  No one has the right to touch you unless you say it’s OK.

You have the right and a responsibility to tell students to stop the harassing behavior or to report the behavior to a teacher, counselor, your parents, or in some cases, to legal authorities.

Types of Harassment

Racial or ethnic harassment includes attacks or negative comments associated with someone’s skin color, ethnicity, native language, or national origin

Size-ist harassment means taunting someone because of their height or weight

Look-ist harassment includes attacks based on someone’s looks. For example, calling someone ugly, a dog, or grease ball.

Class-ist or social group harassment includes targeting someone based on how much money or possessions they or their family have or don’t have; targeting someone because of their association with a particular social group; or a social group of “losers”.

Sexual harassment includes unwanted, unwelcome sexual comments or actions that target an individual or group and/or make spectators uncomfortable, unwanted touching, gestures, sexually-based insults; sexual rumor spreading; staring; unwanted “compliments” that have a sexual reference.  Sexually harassing comments can be spoken or written, using graffiti, slams, pagers, cell phones, or the Internet.

Sexual orientation harassment includes antigay, anti-bisexual, anti-lesbian attacks.  Examples include calling someone a “fag” or “lesbo” or calling something you don’t like “gay” or “queer”

Religious harassment includes attacks on someone’s religious beliefs, practices, or group

Abel-ist harassment includes insulting a person based on a real or assumed physical or mental disability. Examples include habitually calling someone “retard”, “dummy”, or “stupid” or insulting them because they use crutches, a hearing aid, glasses, or a seeing-eye dog.

Effects of Harassment

The target of harassment may

Feel uncomfortable, embarrassed or threatened;

Fear of going to school and feel that school is unsafe;

Avoid going to school;

Have lowered self-esteem;

Be depressed;

Do poorly in school;

Feel isolated;

Start to withdrawal from friends, family, or normal activities

Feel angry and powerless;

Seek revenge, retaliate with violence.

 

14-12. How Do I Look?

Goals/Objectives:

Demonstrate skills and behaviors necessary for a successful job interview.

Materials/Resources:

How Do I Look? Handout (attached)

Step by Step Instructions:

Use this lesson prior to job interview and internship experiences.

Discuss with the students how personal appearance is related to self image and influences future life and career success.

Distribute the handout and ask students to complete. Provide resources for those students who may need assistance.

Access videos from the Technical Education Resource Center on grooming and first impressions.

HOW DO I LOOK?

Neatness and grooming are important for many reasons, but most of all for the feeling of personal pride and self-respect they give you. Your appearance strongly influences your poise, self-confidence, and feeling of well-being. These feelings, in addition to being reflected in general appearance, may be the key cause for job success or failure.

When applying for a job or meeting anyone for the first time, the first impression you make is

important. The first, and often the most lasting impression you give an employer is visual.

Deliberate care in all areas of appearance is necessary to give a total well-groomed impression.

 

	GOOD	AVERAGE	POOR
BODY:
Clean underclothing
Daily Bath
Use of Deodorant
HAIR:
Neat haircut
Hair looks combed and neat
Hair is clean and lustrous free from dandruff
FACE:
Neck face and ears clean
Women: Make-up and lipstick on neatly
Hair style is OK
MOUTH:
Clean Teeth
Fresh Breath
HANDS:
Nails and hands clean
Nails smooth, not too long or uneven
CLOTHING:
Style OK – not too dressy or casual
Fits well – Not too loose or too tight
No T-shirts, especially with logos or messages
No buttons missing
No wild or clashing colors
No rips or tears
Clean handkerchief or tissue in pocket or purse
Men: pockets not bulging
Women: skirt length OK
Shoe style OK – appropriate to the occasion
Shoes not run down (heels, toes, soles)
Shoes polished or brushed
Men: dark socks, no holes
Women: no runs or wrinkles in stockings
ACCESSORIES:
Plain jewelry
Carries pen

 

14-13. Take a Stand

Goals/objectives:

Students will identify alternatives in given decision making situations and evidence of gender stereotyping and bias in educational programs and occupational settings.

Materials/Resources:

Two sheets of paper, One with a plus (+) and the other with a minus (-) written in very large print

Take a Stand list of gender equity issues (attached)

Step by Step Instructions:

Introduce the lesson by telling students that this activity helps clarify and understand their attitudes and beliefs about equity issues. It does this by having them take stands on a wide range of current topics.

Using two sheets of poster paper, place one with a plus sign at one end of the room and one with a minus sign at the other end. Ask the students to imagine a continuum (line) running between the two points.

Explain that the plus sign represents agreement or “for it” and the minus sign represents disagreement or “against it.” The middle is a neutral stand.  Tell them that this is a time to be very curious and to remember to respect each other’s opinions.

Instruct the students to stand in a line from plus to minus.

Call out the items from the suggested list on the following page.  Tell the students to move to a point between plus and minus that represents their feelings or attitudes about the item you have just stated. Allow them to see where they stand in relation to others in the group.

After students have taken a stand, ask for a few comments from each side about why they chose their particular stand. Allow for dialogue about the comments.

After calling out several items, announce to the students that they can call out other areas which concern them.

Lead a discussion with the following questions:

Did you have difficulty taking a stand on any particular issue?

What stands of others surprised you?

Did any patterns emerge–by gender or other areas?

Did the same people consistently line up together? Why?

How do these issues affect career choice, relationships, self-esteem, achievement?

TAKE A STAND

FOR IT-AGREE                                                                                     AGAINST IT-DISAGREE

Men as Nurses

Women as Airline Pilots

Men as Kindergarten Teachers

Women as Police Officers (CIA Agents)

Fathers Staying Home while Mothers Go to Work

Women Fighting in a War (on the Front Line of Combat

Males as Hair Stylists

Females Playing Football

Men Coaching Women’s Basketball

Women Coaching Men’s Basketball

Boys as Babysitters

Women Building Roads (Bridges)

Women with a Young Baby Going to Work Outside the Home

Men Staying Home to Care for a young Baby

Male Crying about Something Sad

Females Acting Tough (cussing)

Men Cleaning Toilets at Home

Women changing the Brakes on the Family Car

Males as Secretaries

Woman as US President

Teasing Girls about How they Look

Teasing Boys about How They Look

Girls Getting Dirty

Boys playing with kitchen Toys and Dishes

Women wearing Suites and Ties

Men Wearing Earrings

Boys Playing with Baby Dolls

Girls Playing with War Toys

Father as :Boss of the Family”

Mother as “Boss of the Family”

Males as Cheerleaders

Expulsion for pinching Butts in School Hallways

Nude Calendars in Lockers at School

Females or Males Dressing Seductively Expect to be Sexually Harassed

 

14-14. Things That Make You Go Hmmmm …

Goals/objectives:

Students will make decisions about personal responsibility in relationships.

Materials/Resources:

CD with current songs; Discussion Topics worksheet (attached); Observation sheet (attached)

Step by Step Instructions:

The discussion topics should be carefully reviewed before this session. Each advisor may wish to tailor the discussion topics to meet school or group guidelines or needs.

Begin by playing a popular song that has sexual overtones. Ask students:

Do songs like this give teens a positive or negative message concerning sex?

Divide the class in half. Put chairs or desks in two circles, one circle within another. There should be the same number of chairs in each circle. Have students sit (one group in the center circle, one group in the outer circle).  Give the inner circle the “Discussion Topics” worksheet and the outer circle the “Observation” sheet.  The inner circle is to oberve the person sitting in front of them and check off characteristics they observe as that person discusses the topic.

The teacher will choose a topic from the “Discussion Topics” sheet and the outer circle discusses the topic.  The inner circle may NOT participate in the discussion in any way.

Set a time limit—2-3 minutes for each topic.  After each topic, have the circles switch      roles between discussers and observers. The number of topics covered will be determined by individual preferences and circumstances.

Summarize the activity with these questions:

What determines how we feel about these issues?

What role does communication have in these situations?

Should you ever compromise your values or feelings for someone?

Look at the observation sheet for your participation in the discussion. How are you doing at being a positive member of a group?

Discussion Topics

1. Why do you think sexually transmitted diseases carry a stigma, when other communicable diseases (such as mumps, chicken pox, etc.) don’t? Does this stigma affect whether or not someone goes for treatment?
2. Do you think it’s ethically or morally responsible to offer to be or to use a surrogate mother to have a child? What rights should the surrogate have regarding the child?
3. Should homosexuals or lesbians be restricted from any profession? Why or why not?
4. Why are teen marriages more likely to fail?
5. Does advertising use sex to sell products? Give an example. Are there certain products that use sex more often in their advertising? Who are they targeting?
6. What are ways teens can get out of sexual situations they are uncomfortable about?
7. Of the next three situations, which do you think have the most potential for danger?

–Getting a ride home from someone you just met at a party

–Going on a weekend trip with boys and girls

–Having your boyfriend/girlfriend over when your family is gone

for the evening

Who is responsible for making sexual guidelines in a relationship—men or women?

OBSERVATION SHEET

Your name___________________________________

Person being observed__________________________

Check the characteristics you observe during the discussion:

_____Does the person share their ideas with the group?

_____Does the student respond in positive ways?

_____Does the student show non-verbal agreement or disagreement?

_____Does the person help others to explain what they mean?

_____Does the person ask questions?

_____Does the person withdraw from the discussion?

_____Does the person put down other’s comments?

_____Is the person a positive part of the discussion?

 

14-15. What is a Bad Attitude?

Goals/Objectives:

Students will describe how to express feelings, reactions, and ideas in an appropriate manner.

Materials/Resources:

Case Study (attached)

What Is a Bad Attitude? handout (attached)

Step by Step Instructions:

Read the attached case study aloud to the class.

In groups of two, have students complete the discussion questions. Have each group share their answers.

CASE STUDY

What is a bad attitude?

Carol started his morning discussing a recent order with a customer on the

telephone. The customer ordered additional memory for her computer over a week ago and still hadn’t received the computer part. Carlos explained that he took the order correctly and sent it immediately to the shipping department. Carol explained that he took the order correctly and sent it immediately to the shipping department. He told the customer it wasn’t his fault she hadn’t received her order.

The customer said she didn’t care whose fault it was. She had already paid for

the computer part and expected prompt delivery as promised. Carol insisted it wasn’t

his problem and that the customer needed to call the receptionist and ask to talk with

someone in the shipping department. The customer became so angry she told Carlos to cancel her order and slammed down the receiver.

Carlos lost his temper. He called the customer back and said “You had no right

to hang up on me. I deserve to be treated with respect!” The customer hung up again without saying a word. Still angry, Carlos called the customer back, but she refused to answer.

Questions to Discuss:

1. Who is responsible for the confrontation?
2. How could Carlos have handled the situation differently.
3. Is there ever a good reason for showing disrespect to a customer.

 

What is a Bad Attitude?

Think More About It:

1. Give an example of an attitude you have observed at a work place. Was it

positive or negative?

2. Would/do you enjoy working with someone with a bad attitude? Why or why

not?

 

14-16. Business Portfolio

*This week’s purpose is for the students to create a business portfolio. 

Monday

Writing Prompt: (The purpose of this section of the class is to get the students thinking. it can be a question that leads into what you will be discussing throughout the class or something that is reflective for themselves. lastly it can be a fun fact or trivia question. The students are asked to write the prompt down and then answer or respond.) For example a prompt that would work for today would be something like this;

If you could highlight your top three qualities in each section what would they be and why?

1. Academics
2. Work
3. Social

The lesson for the day will be comprised of;

1. What the purpose of a Resume is.
2. What types of Resumes there are.
3. Skills Based
4. Chronological
5. Combination
6. Targeted
7. How you figure out which is best for you.
8. Writing the perfect resume. Learn all the little extra things that will help your resume get noticed.

Tuesday

Writing Prompt: Think about your dream job.  Now in a brief and creative way tell your future employer why they should hire you.
The Lesson today would be comprised of:

1. How a cover letter is formatted.
2. How to write the body of the letter
3. Cut to the chase Your opening statement should explain why you are writing to them and how you heard about the position.
4. What you Like About them, This section should talk about what in their company or organization you like.
5. What they will like about you, This section should talk about the relevant job skills that you have that they are looking for.
6. What else they will like about you , this section should be more personal. Tell them who you are and what makes you stand out from the other applicants. 

Wednesday

Writing Prompt: Even if it is not the one you desire, what do you think is the coolest job in the world?  This prompt is meant to provoke a little more discussion than usual.

Today the students will bring in their finished typed Cover letters and Resumes. and we will have and student exchange to edit them. 

Thursday

Writing Prompt: If you had to describe yourself in 30 Seconds what would you say?

Today The students will learn about how to give a proper interview.

1. Appropriate Dress

2.Preparation

3. Body language
4. Answers to questions they may ask
5. What to bring 

Friday

Today the students will take part in a mock interview they will have to dress and bring the appropriate documents to the interview. If you have a larger class you may need to split this over multiple days.
The writing prompt will be a discussion that the rest of the class can have while students are being interviewed.
Writing prompt:  I would make this prompt one that introduces what we will be talking about.

 

14-17. Public speaking

Goals/Objectives:

• Students will gain an understanding of why learning public speaking is important.
• Students will also learn the causes of stage fright and how to deal with it appropriately.

Materials/resources:

Lesson on The Importance of Public Speaking and Dealing with Fear (see below for printable lesson for students)  Lesson 1 worksheet (see below)

 Step by Step Instructions:

The teacher or facilitator could either read through the content of the lesson or could require the students to read it on their own.

After going over the content, students should answer the questions on their own in writing. When they are finished, the answers can be discussed aloud or could be reviewed by the teacher or facilitator.

Evaluation Method:

Students’ responses to the questions should be graded based on their honest ability to reflect on what the question was asking. Older students will obviously have more complex responses than younger students. Responses should demonstrate that the students have given serious consideration to them.

Optional Follow-up Activity:

Teachers or facilitators could give students a chance to practice the strategies for combating stage fright by assigning a brief speech assignment, such as an introduction speech or a reading of a favorite poem. As part of the assignment, require students to write down the steps they took to combat their feelings of anxiety and to evaluate their effectiveness.

The Importance of Public Speaking & Dealing with Fear

Regardless of who you are and what type of job you currently have or plan to have, there’s a good chance that one day you will be required to make a speech in public. It may be a presentation for your colleagues. It may be a toast at your best friend’s wedding. It may be a statement at a community meeting. Whatever the purpose, you need to be prepared for that day.

Of course, even if you’re never called upon to vocalize your own ideas in front of others, learning how to effectively speak in public will increase your confidence, make you more comfortable with other people, and fine tune your communication – both verbal and written – skills. Before you can achieve those benefits, however, there are two important things that you have to learn first: 1) Why public speaking is important and 2) How to overcome stage fright.

Importance of Public Speaking
Public speaking is not a new trend. Unlike what some people believe, it wasn’t invented by cruel educators who wanted to put children on the spot in front of their peers. In fact, people have been speaking in public since humans first developed the ability to talk.

However, public speaking didn’t become a formal tradition that quickly. The first handbook detailing the how-to’s of public speaking was written in Egypt more than 4500 years ago. Of course, the advice given to public speaking students today isn’t quite that ancient. Most of our rules and techniques, particularly when it comes to the art of persuasion, come from guidelines written by Aristotle, a Greek philosopher in the 3rd century B. C.

Before you dismiss his advice as outdated, you need to realize that every effective public speaker from John F. Kennedy to Martin Luther King Jr. have incorporated Aristotle’s teachings into their presentations. That’s because his methods worked then, and they still work now. Some things simply don’t change much over time.

As I stated in the introduction, public speaking is a skill that everyone needs to learn. Let me give you three reasons why that’s true:

1. Almost every one of us will be involved in public speaking in some form at some point in our lives, so we need to be prepared to do a good job when that time comes.
2. Employers consistently rank public speaking and related communication skills as one of the top skills they look for in employees.
3. Being an effective public speaker gives you the tools to make a difference in your business, in your community, even in the world.

While it may be difficult to feel grateful for the chance to practice your public speaking skills when you are behind a podium and staring out into a sea of eyes, that type of practice is what will help you experience the benefits listed above. 

Dealing With Fear and Anxiety
No discussion of public speaking could continue without first addressing the problem of stage fright.

Two separate studies have found what most of us already knew: people are afraid of speaking in public. One study found that 40% of people claim that public speaking is their biggest fear. According to the other study, 70% of people rank giving a speech as the thing they are most afraid of.

Overcoming Fear
Think for a moment about what those findings are telling us. If a large percentage of people are afraid of public speaking, then that means we’re not alone at feeling scared when we stand in front of an audience. That should be some consolation, at least.

Feeling Fear is Normal
Another thing that should make you feel better about your fear is to realize it’s normal. When the human body gets ready for any big event, it starts sending out signals which cause bursts of adrenaline to be released.

Its the adrenaline which causes all of the symptoms we associate with speech anxiety, including having sweaty palms, feeling flushed, having a pulse rate, etc. Everyone, including accomplished professionals in music, athletics, and politics, experience the exact same thing before a performance.

If realizing that your anxiety is a natural reaction and that millions of people, including the majority of people in your audience, have the same fear you do doesn’t help you to relax, then here are a few additional tips they will lessen your speech anxiety:

Prepare for your speech
If you wait until the last minute, you will be more nervous. The more you practice and prepare the more comfortable you will be with your presentation.

Visualize your success
One of the reasons we fear speaking in public is that we’ve never done it. We always fear the unknown. If you close your eyes and visualize yourself successfully delivering the speech, you will literally trick your brain into believing you’ve done it before and you won’t feel as nervous.

Realize that no one can see your nervousness
Even though we’re extremely nervous, we don’t want anyone in the audience to know that we are and the more we worry that they can the more nervous we become. You need to realize that most of your nervousness is invisible to the audience. To them, you just seem to be calmly presenting your speech.

Understand that mistakes are going to happen
No matter how much you prepare and practice mistakes will happen. While we may be devastated if we screw something up during our speech, the truth is that the audience will only realize that you’ve made an error if you draw it to their attention. Instead of making a big deal out of the error, you should simply take a deep breath, collect your thoughts, and keep moving on as if nothing ever happened.

Hopefully, these tips will help you the next time you have to give a speech. Once you get beyond your anxiety about public speaking, you’ll begin to experience those benefits we talked about earlier. They should make the effort worth it. 

 

15) Avoiding Gangs

16) Academic Roadmap 

16-1.  What Did You Say?

Goal/Objective:

Students evaluate and practice their listening skills.

Materials/resources:

What Did You Say? activity sheet (attached)

colored pencils, markers, passage from textbooks, stories or poems

Step by Step Instructions:

Stress the importance of developing good listening skills.  Tell students that active listening takes practice.  In this activity, they will evaluate their own listening skills – both before and after they listen to another student read aloud.

Distribute the Activity Sheet: What Did You Say? Have students complete it individually.

Divide students into small groups.  Have each group appoint one member as a reader.  Hand out a passage from a textbook, story or poem to each reader.  Ask him or her to read the passage aloud to the rest of the group.  Encourage readers to make the passage sound as interesting as possible.

Ask students to answer the questions on the Activity Sheet again, this time using a different colored pencil to mark their responses.

Find out if students rated themselves as better listeners the second time around.  Have the entire class discuss the following questions – and any others about listening skills that come up:

Did you practice the suggestions on the Activity Sheet when listening to the reader?

Did the suggestions work?

Did the readers do anything to make what they read more interesting?

What Did You Say?

Directions:  Circle the number that best represents your listening skills.  Then add the numbers you circled in each column and mark your grand total points on the rating scale.

The last time I was asked to listen in class, did I…

		Definitely	Sort of	Not at all
1.	Take steps to get ready for listening?	3	2	1
2.	Pay close attention to what I heard?	3	2	1
3.	Show courtesy towards the speaker and the rest of the audience?	3	2	1
4.	Understand the main ideas of speech?	3	2	1
5.	Follow the order of ideas in a speech?	3	2	1
6.	Listen for significant details?	3	2	1
7.	Feel the emotions of the speaker?	3	2	1
8.	Take accurate notes during a speech?	3	2	1
9.	Understand new words in the context of the speech?	3	2	1
10.	Write a short summary of the important ideas after the speech	3	2	1
	Column Totals	+	+	=
					Grand Total

 

Listening Rating Scale:  Mark your grand total of points below:

Superior                     Average                                              Poor

30                    25                    20                    15                    10

After you listen to someone read in your group, rate your listening skills again.  Use a different colored pencil.

If you were the reader in a group, you do not have to rate your listening skills again.  Instead, on the back of this page, write about what techniques you used to get other students to listen.

 

16-2. Self-Assessment: How are you feeling lately?

Goal/Objective:

To assess how each student plans their day and how that affects them.

Materials/Resources:

How I spend my day work sheet

Do you ever feel tired throughout the day?

Are you hungry between meals?

Do you feel stressed and overwhelmed during the day?

Do you have a hard time getting your homework done after school?

Do you wish you had more time to spend with friends and relaxing?

How I Spend My Day

Directions:

Fill in number of hours you spend on each activity listed below.

On the pie, color in the number of hours for each activity.  A single slice equals 1 hour.  Label the activity slices.
Hours spent SLEEPING:____                               Hours spent on MEALS:____

Hours spent at SCHOOL:____                              Hours spent RELAXING (no online activity): ____

Hours Spent on CHORES: ____                          Hours spent on HOMEWORK (outside of school):____

Hours spent with FRIENDS:____             Hours spent WATCHING TV:____

Hours spent on VIDEO GAMES:____                 Hours spend ONLINE (social networking, etc.) ____

Hours spent at PRACTICE: (sports, band, choir, etc.) _____

Hours spent doing SOMETHING ELSE:____ (explain what)

I learned that I spend the most hours…

I learned that I spend the least number of hours…

I need to spend more time…

 

16-3. Note taking Discussion

Goal/Objective:

To discuss good note taking practices for the students.

Materials/resources:

Discussion Points

Taking notes in class

Writing at the speed of speech can be daunting even for an adult. These tips may help your student as he develops his own system:

Start a new page for each new class each day.

Date it. Leave space between topics or ideas so you can scan the page more easily later.

Take down key words and concepts, not sentences.

Develop your own system of abbreviations or symbols (such as w/ for “with” or math symbols such as > or =) to take down key points.

Listen for word clues from the teacher.

Teachers often signal what’s important to note, using phrases such as “the three incidents that led to the War of 1812 were… …”

Review notes after class to make sure they’re accurate and complete.

Doing this just before starting homework in a particular subject can help a student focus on the topic at hand.

Taking notes from reading

Many experts advise students to pre-read a textbook chapter to get an idea about what it is about, rather than simply wading in. Students can grasp the main themes by first reading the introduction text, subheads, graphics, photo captions, summary paragraphs and study questions at the end.

Pay attention to anything the textbook publisher has used typographical features to emphasize

Getting an overview will help students focus on what’s important as she starts to take notes, rather than getting mired in the details.

Accuracy and attribution are essential skills journalists learn in preparing their stories. These skills are equally important to your student when she is preparing to write a research paper or take a test.

Help her learn to summarize information in her own words, rather than copying the textbook. This will ensure that she understands what she has read and help her learn it. Help her get in the habit of putting quotation marks around passages that are direct quotes from an author so she can attribute words that aren’t her own.

Finally, if your student is struggling, she may be having trouble reading. Ask her to explain a chapter she’s read. If you can see that her comprehension is a problem, make an appointment to talk to the teacher or her counselor so you can get her the help she may need

Other topics to cover in this section:

Reading, including how to skim a text for main ideas and supporting points

Studying, including developing a personal study routine using different study

strategies and techniques

Organization, including how to break large projects into smaller assignments that are easier to manage and complete

Time management, including how to use a daily planner to prioritize and set deadlines, and complete homework assignments and long-term projects on time

Test-taking, including strategies and techniques for tackling tough questions and reducing test stress.

 

16-4. Goal Setting

Goals/Objectives:

Students will learn how to set realistic personal, educational, and career goals and to use goal setting techniques to establish and reach life goals.

Materials/Resources:

Guidelines for Goal Setting handout (attached)

Personal Action Planner worksheet (attached)

Step by Step Instructions:

Begin the session with some general statements and discussion about planning and goal setting. Goal setting techniques help to identify factors that will help students to achieve goals, identify barriers that stand in the way, and strategies to overcome these barriers.

Explain the process using the example of. a trip to Japan. Post the steps listed on the Personal Action Planner on the board. As a class activity, ask students to provide the information for each step of the trip.

Distribute the Goal Setting Guidelines and the Personal Action Planner. Go over the Guidelines and ask the students to set a goal and list all the steps they need to take to reach this goal.

Have the students share goals and action steps with the class.

GUIDELINES FOR GOAL SETTING

To set effective goals, it is important that one observe the following guidelines. A goal must be:

CONCEIVABLE -You must be able to state the goal so that it is understandable and then must be able to identify clearly what the first step or two would be.

BELIEVABLE -In addition to being consistent with your personal value system, you must believe you can reach the goal.

ACHIEVABLE -.The goals you set must be accomplishable with your given strengths and abilities.

CONTROLABLE -If your goal includes the involvement of anyone else, you should first obtain the permission of the other person or persons to be involved.

MEASURABLE -Your goal must be stated so that it is measurable in time and quantity.

DESIRABLE -Your goal should be something you really want to do. Whatever your ambition, it should be one that you want to fulfill, rather than something .you feel you should do.

STATED WITH NO ALTERNATIVE –You should set one goal at a time. Even though you may set out for one goal, you can stop at any time and drop it for a new one. But, when you change. you again state your goal without an alternative.

GROWTH FACILITATING –Your goal should never be destructive to yourself, to others, or to society. If someone is seeking potentially destructive goals, an effort to encourage her/him to consider a different goal should be made.

PERSONAL ACTION PLANNER

GOAL:

(write it down)

ACTION:

(steps to take to reach goal)

RESOURCES: (what is needed?)

BARRIERS:

(what is in the way?)

WHEN: (state a time)

NEXT STEPS:

(what comes after the first step?)

EVALVATION: (assess your progress)

 

16-5. What Would You Do If…..

Goals/Objectives:

Students describe their feelings when confronted by specific situations.

Materials/Resources:

List of questions in the “What if…” style (attached). Cut the scenarios into individual strips.

Step by Step Instructions:

This lesson provides students with an opportunity to practice decision making, self management and conflict resolutions skills when confronted with specific situations.

Divide students into groups of four. Have each group select one scenario to discuss and role play for the rest of the class..  Have them lead a class discussion on how each situation was handled.  Have them also discuss alternatives.

As a wrap-up activity, lead a large group discussion, using the following questions to encourage participation in the discussion:

What did you learn from these scenarios?

How can you apply them to your life?

 

16-6. Assignment Check

Goal/Objective:

Students will learn to take responsibility for their own learning.

Materials/Resources:

Assignment Check worksheet (attached)

Step by Step Instructions:

Hand out Assignment Check worksheet and have students complete it individually.  Students are to give honest and accurate responses.

Place students into small groups to compare answers and goals for success.

With the entire group, compose a class Assignment Check to identify the most common responses.

Have all students set a goal to improve their own personal work skills and then ask for volunteers to share their responses.

Assignment Check

Directions:  For each statement below, check the responses that apply to you most of the time.  If none of the statements apply to you then check the blank that reads “other” and explain your reasoning.

When I read an assignment in class……..

_____I read it carefully and study it thoroughly.

_____I change the way I read, depending on what the teacher says  the

intent of the reading is.

_____I take notes as I read in order to study later

_____I read it, but often don’t remember it later

_____I never read, because I am not a very good reader.

_____I read as fast as I can just to get it done.

_____I often finish first.

_____I rarely finish on time.

_____I usually just read the first few paragraphs.

_____I wait until a friend is done and ask what it was about.

_____I read it slowly and do not learn a great deal.

_____Other (explain)_____________________________________________________________

______________________________________________________________________________

 

When I have homework assignments that are due in the future……….

_____I wish they were due sooner because I often need pressure to make me finish my work.

_____I usually forget to complete them.

_____I simply copy them so it does not matter when they are done.

_____I finish them as soon as possible to get them done.

_____I enjoy them because I have more than enough time to do them at my own pace.

_____I put them off until the last minute and hurry through them at the last minute.

_____I put them off and spend much of the time worrying about them.

_____Other (explain)_____________________________________________________________

______________________________________________________________________________

 

16-7. Goal for Grades

Goals/objectives:

Students will demonstrate skills for goal setting and planning by writing a specific goal for each academic course and a grade they want to earn each quarter.

Materials/Resources:

Quarterly Goal-Setting-Academics handout (attached)

Step by Step Instructions:

Allow time for students to think about and write goals, assisting with the following:

Keeping students focused on their plan.

Encouraging them to reflect on and update their goals.

Connecting with individual advisees and talking with them about their specific goals.

Have students write down their goals as they think about the following:

What grade do you want to earn in math?  What skills do you want to work on and what would you like to learn about?

What work habits can you improve and use?

What goals relate to school activities?

What’s a specific goal you can work on in your personal life?

Explain to students that specific goals will be able to answer these questions:

I want to … by the end of each quarter.

To meet my goal what will I need to do?

How much time will it take me to accomplish each part of my goal?

Who and what will help me reach my goal?

How can my advisor help me with my goal? My teachers?  My parents?  My friends?

How will I know I’ve reached my goals?

Ask students to share their goals with a classmate, or the entire class.

Quarterly Goal-Setting-Academics

Name________________________________

Quarter (or Trimester) from ____________ (date) to ______________ (date)

Academics Goals:  Choose a academic goal for each of your courses-a quarterly grade you want to earn; specific skills you want to use and improve; something you want to learn how to do well, or content knowledge you want to master.

Name of Course
By the end of this quarter I will…
Why does this goal matter to me?
Three steps I will take to achieve this goal
Two obstacles and what I can do to overcome them
Three indicators that I’m on my way to reaching my goal
Who will I talk with about my goals?  What support do I need?

 

Comments during the quarter: ________________________________________________________________________________________________________________________________________________

Results at the end of the quarter: ________________________________________________________________________________________________________________________________________________

What worked?  What didn’t?  What will I do differently next quarter? ________________________________________________________________________________________________________________________________________________

What did I learn about myself? ________________________________________________________________________________________________________________________________________________

If I could choose a couple of behaviors to improve on , I would……._______________________________

 

16-8. Memorization Tricks

Goals/Objectives:

Students will demonstrate linking as a method for memorization; practice the linking techniques; and share their memorization links with the class.

Materials/Resources:

Memorization Tricks-Linking worksheet (attached)

Step by Step Instructions:

Ask the students how many of them have a great memory.  Tell them that today they will learn a simple trick called linking that will help them be better at memorizing.

Explain the linking process using the examples found on the following pages.

Ask the students to pair up and complete the Memorization tricks-linking worksheet.  After completing the sheet, ask students to share their answers with the group.  All answers are correct as long as they help the students remember.  After each example, ask the class to identify whether the students have linked the term with:

A more familiar word

A sentence

A mental image

MEMORIZATION TRICKS-LINKING

INSTRUCTIONS: WITH A PARTNER, WRITE: A LINK FOR EACH ITEM TO BE MEMORIZED.

MACEDOINE (mas –‘dwan) -a mixture of fruits or vegetables served as a salad.

_____________________________________________________________________________

 

KAKAPO (kak –‘po) -A chiefly nocturnal parrot from New Zealand that burrows

_____________________________________________________________________________

 

SETTEE (se-‘te) -a medium sized sofa with arms and back

_____________________________________________________________________________

 

BALOO (b -lu) -a bear

_____________________________________________________________________________

 

“DIAPHRAGM”- SPELLING

______________________________________________________________________________

 

SYSTOLIC before DIASTOLIC -The order in which the two blood pressures are stated.

______________________________________________________________________________

 

MRS. LAMB -the name of Indian Creek’s new counselor

______________________________________________________________________________

The chronological order of the following events (given in, order):

GROUNDHOG DAY

LINCOLNS BIRTHDAY

VALENTINE’S DAY

WASHINGTON’S BIRTHDAY

ST PATRICK’S DAY

EARTH DAY

SECRETARY’S DAY

 

16-9. Test Preparation

Goals/Objectives:

Students will learn key strategies for test preparation and study.

Materials/Resources:

Test Preparation activity sheet (attached)

Test Taking information sheet (attached)

Art supplies:  Colored pencils or markers, poster paint, and construction paper.

Step by Step Instructions:

Discuss the common fear of taking tests.  Suggest that this fear can be minimized if students learn good study skills.  Ask students how they study for tests.  Do they “cram” all of their studying in the night before the test? Do they “freeze up” or get “butterflies” when they take the test itself?  Show the Test Taking Information Sheet on an overhead projector and discuss the tips.  You may also wish to hand out copies of the Information Sheet.  Suggest that students learn the important tips by memorizing the acronym SCORER.

Distribute Test Preparation Activity Sheet and have students complete it individually.  Encourage them to fully explain their answers on the back of the Activity Sheet or another sheet of paper.

Divide the class into small groups of four or five.  Have each group choose one of the eight test-preparation hints from the Activity Sheet, or assign a different hint to each group.  Ask the group to plan a presentation about their test-preparation hint:  Why is this skill important?  What good things happen if they practice this skill?  What bad things happen if they don’t?  Suggest that the groups make posters, prepare skits, or create a booklet of ideas that other students can read.

Have each group make their presentation to the class.  They can role play their skits or explain the posters, books, or other art projects they created to the rest of the class.

Test Preparation

Directions: Read the eight hints below. Answer the questions about how well you follow each of these hints. Use the back of this page if you need more space.

Hint 1: Have a regular time to study every day.

Do you always study at the same time?

If yes, when is that time?

If no, list all the times you study.

Hint 2: Review your work regularly.

How often do you review your work?

How much do you remember” about something you studied the week before?

Hint 3: Outline and summarize your work.

How often do you outline your work?

What kind of work do you usually outline?

What are the different ways to outline and summarize your work?

What way works best for you?

Hint 4: Get help from your teacher.

How many times in the past week have you asked your teacher for help?

When is the best time to ask for help?

Hint 5: Make a test study schedule and stick to It.

How far in advance do you start preparing for a test?

Do you make a study schedule for each test?

If yes, what is your usual schedule?

If no, how do you study for a test?

Hint 6: Keep yourself in good physical health.

Are you in good health now?

If yes, what do you do to stay that way?

If no, what can you do to get in better shape?

Hint 7: Strive for good mental health.

How do you usually feel when you take a test? Do you like that feeling?

How would you rather feel?

Hint 8: Review briefly before a test.

How much time do you spend reviewing the night before a test?

Do you concentrate on what you don’t know?

If yes, how do you determine what you need to study most?

If no, how do you review for a test?

Circle the hint you think will help the most in preparing for your next test.

R.A.P @ Dale Seymour Publications

Test Taking

1 .Know how much time you have to take the test.

2. Know the point value of each test question.

3 Follow the directions carefully.

4. Note all key words in the directions.

5 Re-read all questions and directions.

6. Look over the entire test before answering any questions.

7 Answer questions you know first.

8. Put a check next to questions you want to come back to.
9. Return to checked questions.
10. Make an “X” on the bottom of each page when you complete it.
11. Review all of your answers,
12. Memorize this code word:

SCORER

Schedule your time.

Circle key words

Omit difficult questions.

Read carefully

Estimate your answers

Review your work.

R.A.P e Dale Seymour P

 

16-10. Skills You Can Use

Goal/Objectives:

Students will identify how skills they have learned in the classroom can be implemented into careers.

Materials/Resources:

Transferable Skills Activity Sheet (one per student)

Introduction

Have students trace their hand on a piece of paper. Ask students to label each finger with a skill that they have learned in school. In the palm of their hand have students list a career or multiple careers that would match these skills. Ask for volunteers to explain their drawings.
·What skills did you choose?
· Why did you choose these skills?
· How did you acquire these skills in school?
· What career matches these skills?
· Why would you need these skills?

Instruction

Hand out the “Transferable Skills Activity Sheet.” Ask students to complete it individually.

 

Discuss each skill as a class after each student has completed the activity. Ask for specific examples.

When do you use this skill in school?

When would this skill be used in a career?

Why do you think this?

How else could this skill be applied in community involvement?

 

Transferable Skills Activity Sheet

 

16-11. Time & Task Management

Goals/Objectives:

Students will demonstrate time and task management skills.

Materials/Resources:

Handout 1 (Time Management) & Handout 2 (Time Management Strategies) – See ComNex Internet site,  http://www.hcboe.net/main/hcboe/connex/level4-2.htm

Level 4 Time Management referenced in TAA binder

two-pint jars

half cup of uncooked rice

6-8 walnuts in the shell or small rubber balls about the size of walnuts

Step by Step Instructions:

Introduce the lesson by telling students that today’s lesson is on better managing our time. Introduce the lesson, by conducting the following demonstration.

Place the rice in the jar and tell students that the rice represents things we want to do—watch TV, talk on the phone, visit with friends, go to ball games, etc.  Then attempt to place all the walnuts or balls in the jar on top of the rice.  Tell the students that these walnuts represent our priorities – things we know we should do. When we do      what we want to do first rather than what we should do, we are not able to fit in everything that we need and want to do in a day.  Remove the walnuts from the jar and place them in the empty jar.  Slowly pour rice over the walnuts.  (You should be able to get both the rice and walnuts to fit.)  Tell students that identifying goals and setting priorities is an important step in time management.  If we put our priorities (like the walnuts) first, then it allows us the extra time we need to do special things we want to do.  Time management helps us organize each day and our lives.

Lead the following discussion:  Time is a resource that everyone has available.  It is a unique resource, because everyone has the same amount of hours in each day.  Some people use their time wisely; others do not.  Time management involves organizing your day to accomplish the things that need to be done.  It is an important organizational skill.

Ask students, “How can you judge if time is being used effectively?”  Explain that a person might be busy every minute of the day, but not be using that time wisely. Effective time use is an individual matter.  Go on to explain that each of them, as individuals, have certain goals they wish to accomplish.  Some goals are more important than others, so we need to set priorities.  When a person uses his/her time effectively, it is being used to accomplish the most important goals of that day.

For most people, much of their time use is predetermined.  For instance, as a high school student, an average 24-hour day involves school from perhaps 8:00 to 3:00, then time for personal grooming, homework, thinking, planning, creating, sports activities or other extra-curricular activities.  The way you use your time is constantly changing as you develop new interests and assume new responsibilities.  Your use of time as a seven-year-old was certainly different from the way you use your time now.

Explain to students that one of the first steps in improving time use is to keep a record of how you presently use your time.  A time record or log can be helpful in identifying time wasters.

Distribute the Time Management handout #1.  Read the directions to students and have them calculate the hours spent in the listed activities.  This will determine their free time.

Explain that when a resource is limited, careful planning for the use of that resource becomes very important.  For the parent who works outside the home, time becomes a very limited resource that must be managed carefully.  There are meals to be prepared for the family and cleaning, shopping and laundry to be done.  In contrast, for a child who has few tasks to assume, time is not such a limited resource.  Therefore, the child does not feel the pressure to manage time as well.

Distribute the Time Management Strategies, handout #2.  Read Handout 2 to students, and ask them to complete.  Allow at least five minutes for them to complete both handouts

Distribute the Time Management handout #1.  Read the directions to students and have them calculate the hours spent in the listed activities.  This will determine their free time.

Explain that when a resource is limited, careful planning for the use of that resource becomes very important.  For the parent who works outside the home, time becomes a very limited resource that must be managed carefully.  There are meals to be prepared for the family and cleaning, shopping and laundry to be done.  In contrast, for a child who has few tasks to assume, time is not such a limited resource.  Therefore, the child does not feel the pressure to manage time as well.

Distribute the Time Management Strategies, handout #2.  Read Handout 2 to students, and ask them to complete.  Allow at least five minutes for them to complete both handouts

 

16-12. Know The Workload

Know What It Takes For The ‘A’

One of the scariest things to a new college kid is the sheer volume of work that needs to get done. You pick up your stuff and your stress level is already going up. You have to read it AND understand it. Not having enough time is bad enough, but having too much to do with no time makes it even worse.

Your brain is looking at it as one monstrous pile of work. It has you worried. Very worried.

So relax, take a deep breath, and give some thought to exactly what you need to get done each day. Break it down into nice, less stressful, manageable chunks.

Parents – Their goal is success in college. The problem is that you launch your kids without any planning or analysis of what it is going to take to achieve it. So why the surprise when they don’t make grades?

They have an idea of what they need to get done, but they never systematically break it down and determine what needs to be accomplished each and every day to stay ahead of the game.

Without a plan for how you are going to get good grades.

How much work needs to get done

You need to know your numbers – the work you need get done each day to stay consistently and comfortably ahead.

Falling behind is the death of good grades. It causes a cascade of problems that become almost impossible to fix.

You try to study material too quickly, you stay up too late, you cram for exams and otherwise cut corners. You fail to concentrate and really learn the material. One class is the foundation for the next one. When you don’t learn, and I mean really KNOW the material, the problem compounds next semester.

Continually playing catch-up is a recipe for stress and frustration.

To prevent this, you need to know at the beginning of each semester exactly what you have to do to get the A. Just like you created a view of your time, you need to create a view of your study workload. You can’t get to where you need to be without knowing what you need to do to get there.

You have that huge pile of books and other stuff to do. When you look at it all in total, it is enough to scare you half to death.

The best way to lower that stress is to look at it in terms of what needs to be done each day. Your best time to do that is on Day 1. You’ll stop thinking in terms of big piles and start thinking in terms of small bites each day.

You need to have a number fixed in your head. That number is the average amount of time that is required each day to accomplish your tasks for each class, each semester. That can be calculated that with pretty good accuracy. This is a simple exercise that takes only minutes.

Every class is different in terms of the material used and the assignments required. It may be as simple as reading your textbook, going to class lectures, and taking a few exams. However, it will likely include all kinds of other activities – labs, problem solving, workbooks, other reading materials, research, writing papers, doing interviews, attending events, volunteering, and who knows what else.

On the first day the Professor will go over all of the requirements for class. You’ll cover the textbook, the extra reading, the activities, the workbooks, the labs, the pop quizzes, the mid-term exams, the final exam. You’ll set your expectations. Take careful notes. Ask questions. Understand fully each and every thing that is discussed.

Now make a list – how many pages do you need to read, how many quizzes and when are you given, workbook problems, papers, mid term exams, final exams. You need to know each and every thing that you have to do from the beginning of each class until the end to get good grades. What is required to get to Grade A?

How long will this take

The same way you got a high level overview of WHEN you need to do things, you also need a high level overview of HOW LONG.

Your goal is to estimate how long it will take to cover the material in each and every class.Look at that textbooks. Reading is usually the biggest item on the list. Find out EXACTLY the number of textbook pages you are going to be reading this semester in each class.

Identify any other outside reading, the research, and the papers you need to write.

If there are workbooks or math problems or whatever, ask how much time a student would be expected to spend each week doing these additional assignments.

You need to find out. Go see the Professor. Ask about everything. What do you have to do, how much is there, when is it due, and how long will it take?

Do Some Simple Math

There is a lot to do, but you don’t have to do it all at once. Break it down into smaller pieces. It’s a whole lot less stressful when you look at it that way. Again, you just need to think about what you have to get done each day. Then we’ll make a plan to get it done.

Let’s say classes start August 23. Finals end December 17. There are 116 days between now and the final.

What is the average number of pages per day that you need to read? How many before each class? How many each week? Know that number.

Plant This Number In Your Head

I know, there is no way to know exactly how much time things take, but you can make a pretty good guess – and you’ll get better over time.

Time yourself. Don’t rush it. College isn’t about speed reading, it’s about learning. It’s going to take time to do it right. You need to know how long it takes you to read and fully understand each and every page.

Don’t do it over just a few pages. You need to average it out over a longer period. Look at your watch and then just do your reading and highlighting at a normal pace for one hour. How many pages did you cover?

Do it for each class. The pace in Physics may be very different from the rate in English. How long to do the math problems in your workbook? How many hours to pull your paper together?

Now do the same for the other material you have to do. How long will the paper take. What about the workbook or other problems? Do a rough calculation of the amount of time you think it is going to take to cover all of the material.

Pretty soon you’ll know almost exactly how long it takes you to cover almost anything.

Again: every class – list all of the materials you need to cover. How many pages? How many problems? How many papers? How much time? How many days to cover it? How much on average each day to get it done?

Total up the time estimated to complete all tasks for the semester. Divide it by the number of days to get an estimate of the daily time commitment per class.

Plant that number in your head. It should echo inside your skull daily. Live each day by that number. There is nothing that says you can’t do more each day. NEVER DO LESS. Don’t get behind – ever. Falling behind is the death of good grades. Try to do too much, you’ll burn out. Do too little, you just get burned.

KNOW the daily workload for each and every class, every semester. You’ll discover it’s very manageable. You’ll lower your stress.

 

16-13. Study Tips–In Class

What You Must Do In Class

Go To Every Class

This should be a no-brainer, but it is amazing how many college students skip classes. Remember, that is why I call this committed time. You can’t take notes if you don’t show up.

NEVER miss a class for any reason. Not one. Don’t be sick, don’t sleep in, don’t take a road trip, don’t go to a sporting event, don’t do anything that causes you to miss a class. I never missed a single class in college – ever. Not one. Your parents are paying a bucket of money for you to go to those. You have to show up.

Sit Front and Center In Every College Class

This is one of the most important things you can do. You’ll resist it, but it is critical.

Walk to the front and sit youself down in the front row, directly in front of the lectern. Each and every class. Same spot.

Nothing focuses your attention more than sitting at the front of the class. It is a surefire cure for daydreaming, fiddling, doodling, or otherwise muddling your way through the class.

You won’t be on facebook. You won’t be texting. You won’t be ogling your secret crush in the seat in front of you.

You’ll be attentive, undistracted and totally engaged. Complete clarity.

The only reason you want to sit in the back is fear of getting called on, which is really a fear of not being prepared. That isn’t going to be an issue for you anymore.

Turn Off Your Cell Phone

Sitting at the front of the class usually solves this problem, but just in case, we’ll cover it.

I’m an old guy, but I’m also definitely a tech guy. I use all of the same stuff you do. There are all kinds of amazing applications for taking notes, recording lectures, planning your homework and class schedules and other things. Great stuff – but also a curse.

I recently audited a college class. I sat in the back and observed. What I noticed most was the distraction that technology brings to class. Everyone had a laptop. Many were taking notes. However, a huge number of people had other stuff on – facebook, chat windows, web browsers. Many were texting on their cell phones.

You have to turn this stuff off. I can’t emphasize this enough. It is a crime that colleges even allow it, but you are supposed to be adults now. You aren’t. You still waste your time and your money by not having a total focus in your class.

I know that every kid has a laptop now. I think those should be shut down completely during class. I’ll tell you why shortly. I realize that kids will use you anyway, but if you do, you need to shut down everything else except your word processor and calculator of choice. Everything – Turn it all off.

This Is How To Take Notes In College

First let’s talk about taking notes by hand. There is a fancy name for this: The Cornell Note-Taking System. Google it if you want, but we’ll keep it simple.

Go out and buy a standard bound notebook, then do this:

Draw a line down each of the pages about a third of the way over. Use a ruler or just draw a sloppy line down it like this with your pen. It doesn’t matter. The point is to separate the page into two sections so it looks something like this. You’ll be taking notes on the right side and writing test questions on the left. I’ll explain that later.

Take Notes On EVERYTHING

You are going to take all of your class notes on the right side of the line. You need to write down EVERYTHING. Fast and furious. Don’t try to figure out if it’s important or not. Yeah, I know, you saw it in the textbook so there is no need to take notes. Wrong answer. Keep writing. Try to capture every word of every lecture. The professor is saying it, so it must be important and you can bet it is going to be on the exam. Capture it all. Drill it in. You’ll need you all. (More later).

Use a Pen

I like a pen and not a computer for taking notes. Why? I’m sure I can type way faster than I can write, but writing by hand is much more flexible. Not many lectures involve just taking text notes. You’ll need to diagram or graph, or draw stuff. You may need to jump back.

Things will be moving so fast you actually may not be able to keep up typing. You’ll need to use your own form of shorthand and abbreviate when you get behind. You can come back and fill it in later.

More importantly, there is something about writing that just helps remember it better. It’s fast, it’s furious, it’s focused. That’s why it is my preference over a computer. My advice is get a notebook, divide it into thirds and grab a pen.

OK, If You Must, Use a Laptop

OK, I realize you have the fancy laptop. I’m a total computer guy myself. I get it. I realize that I am probably not going to win this pen argument, so if and when you do use a laptop to take notes, I want you to set the left margin to a 3 and move the right margin over to an 8. Type the notes on the right side, but leave plenty of room on the left. Everything else is the same. Capture it all. Don’t decide what’s important or what isn’t. Don’t say it’s in the textbook. Get it all.

If you are using your computer, you need to TURN EVERYTHING ELSE OFF. Everything that keeps you from focusing on class – turn it off. facebook, IM, the browser. It’s a sure recipe for failure. Turn off everything but your word processor.

Make Sure You Understand Everything

I know this sounds like an odd one, but it is amazing how many people say ‘well, I kind of get it, or, I’ll figure it out, or, it’s in the book’ or some form of ‘I’ll worry about it later’.

STOP. If you don’t understand something, you need to raise your hand right now and get it clarified. If it isn’t the right time to break a chain of thought, make a note in the margin and wait until after class. Then….

Ask The Professor

You should not leave that class until you understand the concept completely. Kids often think if you just keep going things will become clear. Sometimes it does. Usually it doesn’t. The confusion just grows. Get it clarified immediately. If you have to leave, you need to get to the Professor’s office as soon as possible. Don’t wait until the next class. You need to know it NOW. Have sense of urgency. Do it in person, not by email.

What To Do After Class

OK, you just left class. You could go back to the dorm and take a nap. You could go to the quad and throw the Frisbee or hang out with friends. You aren’t going to do that. Really. We’ll cover this more in detail, but no, not you. You are going to get a couple of things done right away while that last class is still fresh in your mind.

Review Notes Immediately

The time to review notes is immediately after you are taken. You were frantically writing. Lot’s of new concepts. Lot’s of abbreviations and shorthand. While they are still fresh in your mind, take a scan through the notes. I’m talking 10 minutes here – max. You’ll remember what you got and what you missed. Stop and fill in those areas. Do you need to see the Prof? The longer the time between class and clarification, the less you’ll remember. Wrap up each set of class notes before moving on to the next one.

Do Your Next Assignment – Immediately

When you left class, you probably got your next assignment. Now is the time to get on it. This is where time gaps come into play. Use the hour before the next class to get started on the next assignment. Every new assignment logically follows what you just did in class so the sooner you read it the clearer it will be.

Every minute matters. They add up to hours by the end of the day.

The Best Way To Prepare For Exams – Write The Test Questions

Wouldn’t it be great if you knew all of the test questions in advance of the exams? Kind of like breaking into the Professor’s office or hacking his computer to get your hands on those test questions?

Too much trouble. Just write them yourself. You’ve taken a lot of great notes. You know that stuff is going to be turned into test questions, so write the questions yourself.

That is what the left side of that notebook is for.

You are going to look at the notes on the right side and you are going to write a test question to the left. Yes, yet another review of those wonderful notes. See, you are studying already!

Now you are starting to look at the material in terms of how it might appear on you exam. Exams can be given in all kinds of formats from multiple choice, fill in the blank, problem / solution, to essay. The possibilities are endless. Also, the content and concepts of your notes could be in many different forms. Just write a test question in a way that makes sense for the material you are looking at.

Formulate the questions as you think you would most logically appear on the exam.

For example….

Define the meaning of…..

What are the three things that…..

Explain the concept of…

What are the 5 components of…..

Which is most important? Why?

I can’t begin to cover every possible form of test questions. Professors often give concepts and then give questions designed to come at the topic from a different direction. Look at the content and think about the ways it could be tested on. You may need to write a question in more than one way.

Ask the Professor – ‘what is the format of the test?’ He’ll let you know. For now, just write. We’ll talk about how to review later.

DON’T WAIT TO DO THIS. Write your test questions as soon as possible after the class is over. Don’t wait until you are starting to prepare for the exam. Do this as soon as possible after the class is over. That is when things are fresh. Review your notes. Clean you up, complete you and clarify you, then form the test questions.

If you took notes with the computer, you can print out the pages and write test questions on the left side. OK, I guess you can just set two columns and type the test questions too if you want.

The key is to make sure that you write a test question for every single concept in your notes.

Let’s review:

Benefits Of Writing Test Questions

Writing your own questions forces you to complete and clarify your notes right away.

Secondly, it forces you to start thinking about the material in the way that it will likely appear on the exam.

Third, it forces you to better retain the material. By reading the questions and answering you by heart, you will have far greater retention than if you just read and re-read the material.

Lastly, it saves time because you focus your attention on what you DON’T know instead of what you DO. When you are confident that you know the answers to the questions, you simply cross each of them off. You can quickly scan down your pages and focus on those questions that have not yet been crossed off. You won’t be spending your time continually looking at material that you already know.

More on that later.

Nothing speeds preparation for exams better than writing the test questions.

Textbooks

Read Everything In Your Textbook

Reading everything you have been assigned may sound obvious, but whole industries have been created for cutting corners in college – including reading textbooks. Kids often try to gloss over their textbooks.  There’s a lot to read and they want to save time. Big mistake.  Don’t worry, we’ll show you how to make that effort pay off.  You are going to read every word assigned to you.

Don’t plan on using any Cliffs Notes or websites or other shortcuts of any kind. I’m sure that there is every kind of summary for about every textbook ever published by now. Don’t bother looking for any of them.

Look, I realize a lot of guys play sports or have jobs.  Maybe you just can’t read everything, but if you aren’t you’re selling yourself short.  I had a job and I read every last word of every book that was ever assigned to me in both college and law school. Ever see the size of the average law book? I read them all and so can you. No problem. You’ll have time.

You HAVE To Highlight

In high school kids weren’t allowed to highlight their textbooks. That’s a big mistake. Nice for saving money, but bad for learning. In college, they have to. Here’s why:

Concentration

Let’s face it, students have all kinds of distractions. It’s hard reading new and often complicated material. When you highlight, it forces you to concentrate. It forces you to think and find the most relevant material in each and every paragraph. You have to ask yourself each and every sentence if what you are reading is critical and likely to appear on the exam. You start thinking in terms of your exams.

Retention

Concentration improves retention. You are trying to LEARN new material. You want to force it deep into your brain so you can build on it. If you aren’t concentrating, you aren’t learning.

Review

The most important reason to highlight your books is to speed review. This is where hours are saved. Remember, studying in college is all about time management. You need to save time wherever you can find it and textbooks can consume a huge amount of your time.

If you didn’t highlight and isolate the critical concepts in your textbook, how do you know what to review for your exam? You will waste literally hundreds of hours during your college career reading and re-reading irrelevant material. You will be skimming back through page after page trying to identify the key points that you already covered days and weeks before. Hundreds of pages and paragraphs of text.

Sooner or later you’ll find it. It will just take you 3 times as long. Why not just identify the good stuff the first time through.

You need to be focusing on the concepts that you DON’T know. Isn’t that what’s important for the test? Highlighting by definition will key you in on only those points that your brain tells you that you need to review the most. You’ll automatically ignore the rest.

Isolate What Matters

I know those text books are expensive and you want to trade them back in looking like new, but it isn’t going to happen. Kiss them goodbye. Unlike high school, you are going to destroy them. You paid a fortune in tuition. They’ll need to be sacrificed to get you that A.

So what is highlighting? It doesn’t necessarily mean a yellow highlighter. You can use a pen, a pencil or a yellow highlighter. Some use multiple colors for different things.

I always used a mechanical pencil. I recommend it because you can’t remove pen or marker. Many times you start reading and highlighting only to find out that the very best stuff was in the next paragraph. I also like a pencil because you can write notes, question marks or other comments without stoping.

To those of you used to highlighting, this is going to sound simplistic. However, bear with me here again because the fact is that most students just don’t highlight their books. They simply read them. That isn’t going to work in college. You can’t possibly remember what the key points are and you most certainly won’t find them again in that sea of words when it’s time to review.

You have to be very diligent about clearly identifying the most relevant content in each paragraph. This is the tough part. There are several ways you can go about doing this. I won’t detail them all here. I do that in a site for students.

Most books contain way more words than you are ever going to need for the test. They are filler. I am not saying they aren’t important, because they are. That is why you must read everything that is assigned to you. However, most words in a paragraph give context – they are background info, explain the reasons for something or set the stage for the central point that the paragraph is trying to make. Most sentences need a lot of extra words just to be grammatically correct sentences.

You don’t care about that. You are looking for the salient and most critical points in each paragraph and each sentence. Yeah, sometimes you just have to highlight the whole thing, but usually you can pick key words and phrases and highlight them to understand and remember the concept without having to underline the extraneous stuff. With practice you’ll make whole sentences that make perfect sense using words spread across the paragraph. There is an art to pulling the most from the least words and still making it readable. I am not going to cover it all here, but sign up for my mailing list and I’ll show you how. You’ll get better and better every week.

Highlight every page of every textbook. No exceptions.

Understand Everything.

Reading it is good. Understanding it is better. You need to understand everything that you read in college. Everything. That includes the definition of every word and every concept in every book. I know this may be stating the obvious, but I am always amazed by how many people just read over things that they don’t really understand. They hope they’ll get it later or they think it is too insignificant to worry about. If it is in the book, assume it is on the exam.

The first thing I did when I sat down in the library was pull a dictionary off the shelf and put it on the table next to me. If you see a word you don’t understand it – stop and look it up. If you don’t understand a concept in your textbook, put a question mark in the margin and then….

Talk to the professor!

You pay a lot of money to learn from these guys, so take full advantage of them. Professors like talking to students. They also like students who care and who take initiative. If you don’t understand something in your book, go to the professor’s office and meet them. Don’t email them. Go and see them face to face.

I can’t count the number of times when talking to a professor over a concept where they say ‘you won’t need to worry about this’ or conversely ‘you’ll need to know this’ or some other hint about what you need to focus your attention on. They are there to help you learn and guide you over the next 4 years. You need to meet them as soon as you can. You’ll have an advantage that others in the class won’t.

Write The Test Questions.

OK, so you have read every word. You have highlighted the salient points. You have clarified everything with your professor. Think this stuff might be on your exam? You are smart, aren’t you?

So now, just like with your notes, it is time to write some test questions. I can’t emphasize this enough. This is where your highlighting really pays off. Writing the test questions is one of the most useful study techniques you can use. Go back over each page of your textbook and look at each of your highlighted paragraphs. If you thought it was important then, you can bet it the professor will too. Ask yourself how they would likely ask about this content on the exam and WRITE THE QUESTION.

If you have done a good job of highlighting, you’ll have it pretty well narrowed down. Write the test questions sideways in the margins if you can. Some books don’e have room. If you don’t have room in your book, open your class notebook and use it.

Use a page that is near your related class notes or flip the notebook over and upside down and start at the back page. Write a reference – Chapter 1, Page 3: Test Questions…. Just like from your class notes. You won’t need a line down the page. Just write the question and reference your highlighted textbooks for the answers. We’ll talk about how to review them later.

Writing test questions will dramatically reduce the time that you need to study for the real thing. Form a test question for every concept in your textbook and write it down.

 

16-15. Where to Study in College

Dump Your Dorm Room Desk

Remember when you checked your kid into the dorm? The first thing you probably noticed was how little space there was.

Solution – get rid of the desks.

Desks have absolutely no place in a college dorm room. It would be great if you could replace them with a couch or a chair. Unfortunately, they won’t let you get rid of them.

If you can’t get the desk away from you, you need to get yourself away from the desk.

Dorms Are Time Wasting Nighmares

Do NOT study in a dorm. Seriously. Very seriously. Under absolutely no circumstances should you ever even attempt to study in a dorm room. You can kiss your ‘A’ goodbye. If there is only one study tip you can manage to follow, it should be this one.

Why? You will muddle on the Internet. You will text. You will talk on the phone. You will text. You will listen to music. You will text. You will watch TV. You will lay on your bed. You will read everything but your assignments.

Worst of all, you will have an endless stream of procrastinators and time wasters pulling you down with them. Their schedule becomes yours. Your friends and perfect strangers will be parading into your room without end. Close your door and you’ll still hear them outside. You’ll pile up a mountain of unproductive time.

Leaving your dorm should be your first priority in the morning. Take everything you need for the day. Coming back to it should be your last priority in the evening. If you have to go back during the day, move quickly and with stealth. Pretend is infected with Bubonic Plague, only worse. Get out of there as fast as you possibly can.

You cannot study effectively in a dorm. It is impossible.

I LOVE Dorms

Think I don’t love dorms? I do. In fact, I think you should live in one for all 4 years. They are a blast. Some of the best memories and best friends you will ever have will be made in that dorm. Savor every minute of every year living in one. That is my point.

Your dorm should be a social place. It’s home, not work. It is your refuge from a hard productive day of class and studying. It should be a place to relax, rest and enjoy. Done for the day.

Go ahead – text, watch TV, muddle on the Internet, text some more, talk on the phone, laugh with all of your friends on the floor. Be that jerk who bothers everyone else who was stupid enough to study in their dorm.

Just don’t ever study in yours. Ever. You must separate study from dorm life. Go elsewhere.

Where, do you ask?

The Only Place Where You Study – EVER

I love libraries. They are the best places to study. Why?

The library creates a complete separation between your personal life and your academic life. Work vs. Play.

Libraries bring focus to your college study time. Cold, efficient, get it done, sink it in deep – uninterrupted and highly effective study. The kind that gets you A’s and lots of them.

Everyone in the library has a big bubble around them that protects them from annoying outside influences. ‘Shut up and don’t bother me’ is thick in the air. The silence there is deafening. Learning Perfection.

Libraries are one of the few remaining places on the planet where even the most obnoxious of goofballs will respect quiet. It is the last place on the campus where your friends are going to come in and chat it up.

Studying in the library is the pinnacle of good study habits. Nothing is better. It brings focus like nothing else.

Libraries are also beautiful places. Colleges invest millions of dollars in their libraries. They are among the most special buildings on campus. They have great big wood tables to spread your stuff out on.

Libraries are where the research stuff is – the books, the magazines, the online resources, the journals. Everything you are going to need for your A – all right there, and only a quick question away.

Hey, I’m not saying you should sit in some dark isolated corner for 4 years. Find a nice bright table right out where you can see everyone coming and going. Be near the newspapers and magazines so you can take a break.

Go to the library. Nowhere else.

When you get there……

Turn That Thing OFF!

I’m going to beat a dead horse here. Brutally. This is very important.

You have to stop texting when you study. There is nothing, and I mean nothing that is more detrimental to you getting an A than texting. I know I mentioned all of that other electronic stuff too, but texting is the worst of all. In don’t think you realize how much time you spend doing that. Add them all up sometime and see.

Minutes matter. Pound that into your head – MINUTES MATTER. Your studies require your undivided attention. You break your concentration every single time you get a text. Then you get another and another and another. You start thinking about your text topic and not your textbook topic.

You cannot begin to learn or study effectively if you are constantly distracted by texting.

I cannot over emphasize the importance of this. Every time you are studying – turn it off.

If you don’t get an A, there’s a good chance the reason is right there in your pocket.

When

When To Study In College

Remember when you had that summer job? Remember when the boss said you had to show up between 8:00 and 5:00? You couldn’t text anyone and you actually stayed there and got stuff done? College? Same plan. Bigger reward.

I am going to say it again. You have to treat college like it is your business. Repeat that. College is NOT your job. You own it. Business owners don’t clock out. They take care of everything that needs to get done regardless of what it is. They also reap the fruits of that labor.

They get up early and use your time effectively. You will too.

Establish A Consistent Daily Study Routine

So what time should you get started? Earlier is better. Early is when the world works and you should probably get used to it, but frankly, I don’t care. Just do it the same way every day.

College is your business. You need to open at the same time every day. It is critical for you to establish a consistent weekday routine. You can sleep in on the weekends.

You might have a class at 8:30 on two days and others you don’t start until 11:00. Doesn’t matter. Get up and open for business – same time EVERY DAY.

The typical college kid says ‘great, no class until 11:00. I’ll stay up late tonight, drink 4 extra beers, and sleep in tomorrow’. A recipe for failure. When you stay up late, you can bet you aren’t studying. When you sleep in, I guarantee you aren’t studying. Worst of all, varying your sleep times creates a roller coaster of sleep deprivation and poor time management.

Go to bed and get up at the exact same time every weekday. I don’t care what time class starts. I’ll say it again: your success in college is NOT determined by the time you HAVE to do things – it is determined by how well you use the time when you DON’T have to do things.

You are a business. You need to open at the same time every day regardless of your class schedule.

Now it’s time to talk about time.

You MUST Plan Your Week

You know what you have to do. You know when it’s due. Why don’t you just do it? Procrastination. It’s a problem with college students. In fact, its THE problem with college students. You put stuff off. Then you put it off again, and then again. You say you’ll do it, but you don’t. (Don’t feel bad, adults do the exact same thing).

There is only one cure. Once a week, every week, you must plan your week. Religiously.

It’s easy. you’ve taken the time to know exactly what you need to do. Look at the blocks of time on your calendar. Look at the work you have to do. Match your up and make your happen. The fact is that when you live by your planner and write things down, the discipline will follow.

You can’t just wing in and think you’ll do it. You have to treat study just like you do class, the lab, the date or the frat party.

Big Time Blocks. Mandatory

You know how to block your time. You know what you have to do and when. Now it’s time to put it to use. Let’s plan your study time.

First, find your big time blocks. This is your extended study time. This is easy. This is your evening library time. This is when everyone else is studying. Treat that just like class time. It is mandatory.

You need to get there immediately after dinner. NO delay. Eat dinner as early as possible – 5:00 or 5:30, then head to the library. Just like you can’t miss a single class, you can’t miss a single study session either.

You need to get into your spot of choice, do your last texting and then shut everything off. No distractions. Everyone should know that you can’t be bothered. Hit it and hit hard. This is your serious, dedicated time for getting things done.

You need to have at least 2 or 3 solid focused hours of study. Finish up by 8:30. No later than 9:30. Usually you can. Sometimes you can’t. It all depends on how well you use the smaller blocks of time in rest of your day. That’s were the A’s are made.

Use The Small Blocks Every Chance You Get

Story: My kid went off to her freshman year in college. She calls me the first Saturday she was there. (Actually she texted me – kids don’t call anymore).

She says: ‘I’m waiting for everyone to wake up.’

My brain says: Wow, nice that you’re up early, but —- you’re waiting? WAITING? For them to WAKE UP? Hey, I’ve got an idea! While you are ‘waiting’ for your time wasting, procrastinating, stay up too late, sleep in, and sober up friends to finally attain consciousness, why don’t you take that probably 2 hour long period of time and go read something from that huge stack of books you (actually, I) just bought. (No, I actually didn’t say it to her – too much to text. I’ll send her this instead).

Add THIS Up!

I’m saying it again – Minutes Matter. You need to beat this into your brain. Remember all of those small blocks of time? That’s where the A’s are made. In fact, when you use that time, you actually have more time to relax and have fun. It’s the small blocks that make the difference.

Repeat: the most critical time you have to study in college is not the big blocks of time where you have to do things – It’s your extra time that will make the difference between the difficult B and the easy A.

Go back to that Time page and take a look at my sample time plan. Now look at those green arrows. Those are the gaps in the day. Some are longer, some are shorter.

Add up the time each day where you see those green arrows. Estimate – Monday 2.5; Tuesday: 4; Wednesday – 1.5; Thursday – 4; Friday – 3.5.

Total: 15.5 hours. That’s without the weekends!

That is a huge amount of time. It is literally equal to or greater than your evening study time.

How and where you put those gaps to use is critical to your success in college. Most kids pay no attention to those gaps. You don’t have class until 11:00, so you sleep in.

When kids finally do use them, it’s usually because you are in a panic from procrastination. Start using your each and every day. Make your part of the plan. When you do, you’ll need your less than you think.

Think about it – even one hour is a HUGE amount of time in college. It’s 20 pages read, it’s time to see the professor, it’s time to organize your notes, it’s time to write test questions (more on that later); it’s time to start studying for your exam. All in one hour. What if you have three hours? That is a lifetime.

Every hour that you can use in those free blocks is one hour less that you have to do at night and on the weekends. THAT is where you want your free time. That is where you have fun, go to the games, deal with your personal issues and relax.

Schedule Your Minutes

When you were a kid, adults planned your day for you. Everything you had to do was scheduled. Now you are on your own. You need to do the scheduling. You need to treat it like those times you couldn’t miss.

You are going to start scheduling those small blocks of time. You are going to plan your into your day – relentlessly. You won’t stress about it. You won’t even think about it. You’ll just do it.

I know what you are thinking – ‘There is no way my kid is going to spend 14 hours a day studying!’

Let’s back up. Earlier you went through an exercise. I had your do a calculation of how much work you needed to do over the next 116 days.

You’ve got 30 pages to read for one class. You’ve got 60 pages to read for another class. You have 10 pages of problems to do. The paper is due in two weeks. You have a test next Wednesday. No problem. You KNOW how long it is going to take you. You aren’t stressed. You’ve been here before. You’ve been recording the time it takes to get stuff done. You don’t even have to think about it.

So you don’t want to study 14 hours a day? I understand that. I am NOT saying you HAVE to use that time. I am saying you need to make your part of your study plan. You need to PLAN to use your each and every day. You need to stop thinking only in terms of ‘I have class from 1:00 – 2:00′, and start thinking ‘I have extra time between 9 and 10 – what can I do to stay ahead?’

These gaps MUST be included in your schedule. You need to have a sense of urgency about utilizing each and every one of your – early and often. You have 20 pages to read. No sweat. Done between 9:00 and 10:00. Next two things? Start review for the exam. No problem. Done between 2:30 and 3:00. Next two things?

Guess what? You won’t NEED to use them. You WILL be caught up when it counts. No staying late in the library. No cramming in your dorm for exams. No stressing out on weekends when you want to relax. You’ll be confident that you are ahead of the game.

Pretty soon you’ll have a two hour block and you’ll think – wow, I’m not going to do anything! I’m hitting the quad and play some frisbee. I’m taking a two hour lunch. I’m doing an extra workout. I’m talking with my friends for an extra hour. I’m taking the road trip. You won’t worry about it, because you really, truly are ahead of the game and not just procrastinating. You’ll know EXACTLY where you are.

Use A Daily Planner

The high level time plan that you did is not a substitute for a daily planner. You used that to identify your classes, but more importantly to identify that extra time that we just talked about. Remember the workload exercise where you identified the amount of work that you needed to do each day in each class? This is where you match the two of your up. Every kid should have a daily planner of some kind. This is also at the top of any list of good study habits. You simply cannot use your study time effectively if you don’t schedule it.

Match up your assignments with your smaller time blocks and schedule your in. This is what separates the A’s from the B’s, or worse. If you write it down, you are more likely to do it. That’s just the way it is.

Pick a daily planner that works with your phone, iPad, laptop or whatever technology, but carry it religiously. Filling in your daily planner is a good use of your Sunday evening time. Start matching up the small tasks with the small times that I just discussed above. Write your down. Make your part of your day. You’ll get your done and you’ll stay ahead.

Always Be Asking – “Next Two Things?”

When I was learning to fly, my instructor taught me to always be repeating these 3 words: Next Two Things.
I say it dozens of times in my head on even a short trip. As soon as I am done doing the two things I thought of, my brain fires again: ‘Next Two Things’. Got those done – Next Two Things. It forces me to continually look at what is coming up well in advance. It keeps me ahead of the airplane and ahead of the danger curve.

When you are finishing class, walking across campus, finishing lunch, keep repeating – Next Two Things – what are the next two things that can be done to stay ahead of the workload?’

Have a sense of urgency about using small time blocks – “I’m going to sit down and clean up these notes.” “I can get these 10 pages read after the next class.” “I’ll write up these test questions right after breakfast; I’ll start reviewing my test questions for the exam in two weeks.”

You don’t have to get it all done at once. Everything you do during the day is one thing less you have to do at night or on the weekends.

Minutes matter.

Only time you DON’T Study in the Library.

I know that I said that you should always study in the library. The exception to that is your small time blocks. If you can get to your ‘spot’ in the library, go there. However, you don’t want to waste small blocks of time walking around. You need to find alternate, quiet, and private places to get things done – quickly. Hide out and stay away from your friends.

Scout out the buildings around campus along your daily routes. There are spots for study everywhere. When I did campus tours with my daughter I made a point of looking for study areas. There were dozens of amazing spots all over the campus. You need to identify yours. Hit your fast and knock something off, even if it is just a little piece of a big assignment.

Just one more very important thing….

Weekends / Holidays – Bonus Time

Friday.

I call Friday because it most certainly starts it. However, please don’t start your partying at noon. You’ve got to block in something on Friday, but nothing too late. Get an hour or two in and you’re done. Go do a workout, close the books and forget school. Head to the party.

Saturday.

If you look at that calendar, you’ll see I put nothing in for Saturday. Saturday is fun day. You’ll travel, go to away games, have friends visit, sleep off Friday night. That’s why I left it open. If you were using your small blocks of time you may not need Saturday. You’re ahead of the game and you’ve got no worries. Just what the weekend should be.

Just realize that Saturday truly is Bonus Time. It has HUGE potential for getting ahead. The football game doesn’t start until 1:00. (I should say the tailgate party doesn’t start until 11:00)

Get something done. One or two hours. No home game? Make it 4 hours. Do the paper. Write your test questions. Read the assignments.

You can get a lot done and not interfere with your day at all. By the time your drunken friends get out of bed, you won’t even know you were busy getting ahead of your. It will pay a big dividend.

It amazes me just how much Saturday time is wasted just sitting around staring at the wall or ‘waiting for your friends to wake up’. Yeah, I know, you need some downtime, but just dig deep and get a couple of hours in. Make it part of your routine.

Saturdays: Open For Business.

Sundays (and holidays)

Like Saturday. Sleep in. Do your personal stuff here. Run your errands. See the family. Relax. If you’ve worked your week, you can. You are way caught up.

Even so, it’s another huge block of bonus time for you. This is where easy A’s are made. Get some library time in the evening when you get back. Think about what is coming up and make a plan for the coming week. Know what you need to get done and when you’ll use your extra time. Use Sunday to get a head start on the week. Figure out which small time blocks you’ll need to use.

Nothing says you can’t be an assignment ahead on your reading. Take advantage of it.

Do Your Own Calendar.

You’ve got to know where your time is. Print off the weekly calendar. Think it out. Slowly and carefully, and then fill it in. Decide on a wake up time and be up each and every day regardless of your schedule. Use your small blocks of time relentlessly. Stop winging it. Match up your tasks with your small blocks of time. Use minutes during the day to save hours at night.

Go Have Fun

OK, I’ve beat this time thing to death. At this point you probably think I’m trying to torture you. You’re thinking that there’s no way you can possibly get up early every day and spend every waking minute studying.

I’m not suggesting being a study robot. College should be a blast, but here’s the point – it isn’t fun when you are stressed out all the time. The way you have less stress by staying ahead of your workload. How much you actually need to use these small blocks of time is up to you. It’s going to depend on your schedule and what’s coming up.

The beauty of doing it this way is that you WILL be ahead of your workload. You will be completely amazed at how little you have left to do at night and on the weekends. Isn’t that really when you want to relax anyway? Why don’t you arrive there knowing that you are fully caught up?

Use minutes now. You’ll have hours later.

Exams

You Already Know The Questions

No hacking into the Professor’s computer; no seducing the secretary; no late night break-ins. Not for you.

From where you are now to an A is actually going to be pretty easy. You’ve been preparing with this day in mind.

You’ve taken copious notes. You’ve highlighted your textbooks. Best of all –

You wrote the test questions.

All of your information is broken down into carefully defined blocks of information.

Each of those blocks of information are represented by test questions that you wrote on the left side of your notes and in the margins of your textbooks.

You are now going to simply take the test in advance. The test question makes sure that you know each block of material by heart. It gets you thinking like the exam. In fact, it is the exam. Why wouldn’t it be? It’s everything in your notes and your textbooks. You probably already know it all – but if you don’t…

Stop Reviewing What You Already Know

Ever watch a high school kid study for an exam? Actually, in college it is pretty much the same. They look at each page of their class notes and textbooks, then turn to the next, and review the next one – over and over again, often for days.  Actual conversation:

What are you doing?
I’m studying for the exam.
Really. Do you know all of that stuff?
Yep, I think so.
If you know it, then why do you keep looking at it?

Hey, here’s an idea – how about spending your precious remaining time before the exam looking at the stuff you DON’T know!

You probably spend hours upon hours looking at stuff you already know. You do it repeatedly. Why? Because you have never separated the material that you KNOW from the stuff you DON’T KNOW.

The only way you are able to find the stuff you don’t know is to keep paging through the same material until you notice something that you think you don’t know. Then you stop and spend some time on that, and then start looking again. Page after page after page. Then you repeat it again tomorrow. You are constantly looking at pages of material that doesn’t matter. A MONSTROUS WASTE OF TIME AND EFFORT.

Worse yet, you just scan it. You never really PRACTICE it, which is what you need to do for it to really sink in.

What if instead you could focus your complete attention on only the things you DON’T know instead of constantly paging over the things you do know. That’s where the test questions come in.

Remember? You took the time to write those test questions on the left side of your notebook and in your textbooks.

Writing the test questions segmented all of the material into logical blocks. One topic, one test question.

When you are sure you know each question, you simply cross it off. The next time you look down your notebook pages, you can skip right over the material. You know it.

You can stop looking at things you already know and focus all of your attention ONLY on the material that you DON’T know.

Less time. The right stuff. Concentrated. Efficient.

Begin One Week Before

Don’t Wait! You need to start studying at least one week before the exam – better yet, two weeks.

But really, when you think about it, you already have been studying.

You were studying when you carefully took those notes. You were studying when you carefully and thoughtfully underlined the salient points in each paragraph of your textbook.

You were really studying when you looked at the material and thought about how the professor would ask the question about each particular concept.

You were studying when you wrote out the specific test question.

You really are almost there.

Do A Complete Review

You may be eager to start your self test, but slow down.

The first thing you need to do is do a complete review of your materials – the class notes and your textbooks.

You’ve covered a lot of ground. Time to go back and take a high level view of everything that is going to be covered on the exam. Do you remember it all? Do you recognize all of the concepts? Miss anything? Any more clarification needed? Do you need a quick trip to see the Professor? Take some time to review, refresh and confirm.

Don’t worry, it won’t take long. The beauty of the work you have done so far is that you can speed through your review.

Now its time to self test.

Read The Questions, Say The Answers

No multiple choice crutches for you. You are going to know it all – by heart.

Now start looking at those test questions.

You’ll cover the right side of your notebook with a piece of notebook paper. No peeking.

Scan down the left side and slowly and carefully read the next test question that is not marked off. Now say the answer as a complete sentence. Remember, no shortcuts here. I want you to say the answer as if you were explaining this to someone who doesn’t have any idea what the question is.

Why? Who knows. It just worked for me. Maybe I was just stupid. I had to really think about things and say you to make sure I got you. But really, it makes sense. Slow it down, think about it, say it, and you’ll learn it.

The only problem is that everyone will see you talking to yourself. They’ll think you’re crazy. Let ‘em. You’ll get an A.

Cross Off The Questions

When you know the answer to each question, then cross it off. Just a simple thin line diagonally through it. As you scan down the left side of your notes, you can skip over all of those questions that you crossed off. You won’t waste any time continually looking at stuff that you already know.

You can now focus ONLY on what you don’t know. Isn’t that where your time should be spent?

When all of the questions are crossed off, you just took the test – and guess what – you just got an A.

Final Review

The night before your exam, all you need to do is take a quick glance down the test questions and review the few remaining difficult concepts. Then call it a night. You won’t need to cram. You’ll be ready for exams way ahead of time. I don’t remember ever studying for any exam past 8:30. My goal was to be completely confident that I knew everything days before.

My ritual the night before an exam? I went to the bar. (The drinking age was 19 then) I didn’t even think about school. At night I would always notice all of the lights on under the doors. Everyone was up cramming, probably on the wrong things, and not really learning it anyway. Crazy. Inefficient. Ineffective.

YOU WILL get A’s. You’ll do it easier than ever before.

 

16-16. Applying to College: FAQs

Here are answers to a few of the most commonly asked questions about applying to college.

When should I start?

The summer before your senior year is the best time to start. Most students do the majority of their application work in the fall of their senior year.

How do I begin?

Find out what goes into an application and begin collecting the materials you need. Create a folder for each college you are applying to. At the front of each folder, put a checklist of what you’ll need for the application and when it’s due.

How many colleges should I apply to?

Five to eight colleges is the recommended number. They should all be colleges you’d be happy to attend. It’s good to apply to some colleges that are a bit of a stretch for you and some that you feel will likely admit you. But most should feel like good, realistic matches.

Should I apply early?

It depends. If you are sure about which college you want to attend, early decision or early action might be the best choice for you. If you’re not sure, keep in mind that some early application plans require you to commit early. You may want to keep your options open.

Should I use an online or a paper application?

Check with the college to see which is preferred. Most colleges prefer online applications because they are easier to review and process — some even offer a discount in the application fee if you apply online. Applying online can also be more convenient for you — it’s easier to enter information and correct mistakes. Whichever method you choose, be sure to tell your school counselor where you have applied so your school transcript can be sent to the right colleges.

Should I send additional material?

It’s best if you can express everything about your qualifications and qualities in the materials requested. Colleges spend a great deal of time creating their applications to make sure they get all the information they need about each applicant. If you feel it’s absolutely necessary to send additional material, talk to your counselor about it.

Some arts programs may require portfolios or videos of performances. Check with the college to find out the best way to submit examples of your work.

Is it OK to use the same material on different applications?

Definitely. There’s no need to write a brand-new essay or personal statement for each application. Instead, devote your time to producing a great version of basic application parts.

What is the Common Application?

The Common Application is a standardized application used by more than 525 colleges. Instead of filling out eight different applications, you can simply fill out one and submit it to each college.

Be aware that you may need to submit additional or separate documents to some colleges. You also still need to pay individual application fees for each college.

Should I apply to colleges if my admission-test scores or grades are below their published ranges?

Yes. The admission scores and grades that colleges show on their websites are averages or ranges — not cutoffs. There are students at every college who scored lower (and higher) than the numbers shown.

Remember that colleges consider many factors to get a more complete picture of you. For example, they look at the types of classes you take, your activities, recommendation letters, your essay and your overall character. Colleges are looking for all kinds of students with different talents, abilities and backgrounds. Admission test scores and grades are just two parts of that complete picture.

Should I even bother applying to colleges I don’t think I can afford?

Absolutely. Remember that after financial aid packages are determined, most students will pay far less than the “sticker price” listed on the college website. You don’t know if you can afford a college until after you apply and find out how much aid that college will offer you (if you’re accepted). Fill out the FAFSA as early as possible after Jan. 1 to qualify for the most aid. Even if the aid package the college offers is not enough, you have options. Many colleges are willing to work with students they have chosen for admission to ensure that those students can afford to attend.

 

17) Scholarship/Financing College 

17-1. Get Organized for College Scholarship Applications

By SCHOLARSHIP AMERICA

January 5, 2012 RSS Feed Print

February 1 through the end of April is the busiest season for college scholarship applications. That means if you’re planning to head off to college next fall, you’d better get cracking. Follow these tips to stay organized and ahead of the game during scholarship application season.

1. Search for scholarships in a variety of places:We’ve posted about scholarship search engines in the past, as well as other places to look, but here’s a refresher:

• Check in with the counseling office/career center at your high school, and let your counselor know you are interested in going to college and finding available scholarships.
• Ask your local Dollars for Scholars chapter or other community foundations about scholarship resources. Often, scholarships go unclaimed simply because eligible students are not aware of them. (Your local Chamber of Commerce, United Way, or volunteer center can be helpful assets, as can local service clubs and organizations: churches, Elks, Junior League, Kiwanis, Lions, Rotary, Soroptomist, YWCA, Zonta, etc.)
• Consult with postsecondary institutions you are considering attending. The financial aidoffice might be able to suggest local and institutional scholarship sources.
• Last, but not least, you can do a scholarship search on the Internet. One word of caution: investigate the source, especially if it charges a fee for its scholarship search and referral services. Scholarship America’s Resources for Students pagelists a wide range of reputable and useful services.

[Learn more about paying for college.]

2. Prepare early:Begin your scholarship research early, even as early as your sophomore or junior year of high school. But even if you’re already halfway through your senior year, you still have time!

• Make a list of all the scholarships for which you want to apply.
• Apply for as many scholarships as you are eligible for; several smaller scholarships can add up to a lot of money.
• Make special note of application deadlines—they can vary from late summer to late spring.
• Work hard to get good grades. Don’t sweat one bad grade, but always strive to do your best.
• Get involved, and stay involved, in extracurricular activities. Sports, clubs, drama, band—they often count toward a student’s overall scholarship application evaluation. Paid work experience may, too.
• Check back to The Scholarship Coachweekly for timely advice and information about new scholarships and scholarship deadlines.
• Use social media to find up-to-the-minute information on scholarships. On Twitter, search regularly for tweets that contain the hashtags#scholarshipand #scholarships.

[Read more about making your extracurricular activities pay off.]

3. Be thorough in your application process—and don’t rush! Rushing can lead to mistakes that will take you out of the running for the scholarship award. Write down everything you can think of for each question, and then set the application aside for a day before finishing. In addition:

• Read the supplemental materials with the scholarship application to better understand the program’s focus (community service, academics, subject interest). Then, answer the questions with the focus area in mind.
• Answer questions as they are asked. Don’t go off topic.
• If there is a financial component to the application, make sure you get accurate and complete information from all appropriate sources to assure your eligibility.
• Don’t wait until the last minute to complete your application, especially if you are applying online. Computer systems can get clogged with the large volume of applicants hoping to submit their qualifications during the last few days and hours before a deadline.
• If a third party has to complete a portion of your application, such as provide a letter of recommendation, be sure to follow up early and as often as necessary to assure they provide you with the necessary materials.
• Finally, review your application with your parents to make sure you haven’t left out something important.

            FAQ’s

What kinds of scholarships are available?

Some scholarships for college are merit-based. You earn them by meeting or exceeding certain standards set by the scholarship-giver. Merit scholarships might be awarded based on academic achievement or on a combination of academics and a special talent, trait, or interest. Other scholarships are based on financial need.

Many scholarships are geared toward particular groups of people; for instance, there are scholarships for women or high school seniors. And some are available because of where you or your parent work, or because you come from a certain background (for instance, there are scholarships for military families).

A scholarship might cover the entire cost of your tuition, or it might be a one-time award of a few hundred dollars. Either way, it’s worth applying for, because it’ll help reduce the cost of your education.
How do I find scholarships?

You can learn about scholarships in several ways, including contacting the financial aid office at the school you plan to attend and checking information in a public library or online. But be careful. Make sure scholarship information and offers you receive are legitimate; and remember that you don’t have to pay to find scholarships or other financial aid. Check out our information on how to avoid scams.

Try these free sources of information about scholarships:

the financial aid office at a college or career school

a high school or TRIO counselor

the U.S. Department of Labor’s FREE scholarship search tool

federal agencies

your state grant agency

your library’s reference section

foundations, religious or community organizations, local businesses, or civic groups

organizations (including professional associations) related to your field of interest

ethnicity-based organizations

your employer or your parents’ employers
When do I apply for scholarships?

That depends on each scholarship’s deadline. Some deadlines are as early as a year before college starts, so if you’re in high school now, you should be researching and applying for scholarships during the summer between your junior and senior years. But if you’ve missed that window, don’t give up! Look at scholarship information to see which ones you can still apply for now.
How do I apply for scholarships?

Each scholarship has its own requirements. The scholarship’s website should give you an idea of who qualifies for the scholarship and how to apply. Make sure you read the application carefully, fill it out completely, and meet the application deadline.
How do I get my scholarship money?

That depends on the scholarship. The money might go directly to your college, where it will be applied to any tuition, fees, or other amounts you owe, and then any leftover funds given to you. Or it might be sent directly to you in a check. The scholarship provider should tell you what to expect when it informs you that you’ve been awarded the scholarship. If not, make sure to ask.
How does a scholarship affect my other student aid?

A scholarship will affect your other student aid because all your student aid added together can’t be more than your cost of attendance at your college or career school. So, you’ll need to let your school know if you’ve been awarded a scholarship so that the financial aid office can subtract that amount from your cost of attendance (and from certain other aid, such as loans, that you might have been offered). Then, any amount left can be covered by other financial aid for which you’re eligible. Questions? Ask your financial aid office.

 

4. how to write a scholarship essay

It’s not easy to separate your scholarship application from the crowd. After all, even if you fit the criteria to a “T,” you’re still likely to be one of a number of applicants with similar grades, goals, activities, and aspirations.

That’s where a great application essay comes in. The essay is your best chance to make the case for why you should receive the scholarship; it helps the scholarship provider learn about the person behind the application, and gives them a much more detailed look at your school and home life.

If you use them right, those few paragraphs can help your application stand out—and could mean the difference between getting a “thanks for applying” E-mail and an award check.

[Find out why you should be applying for scholarships.]

Of course, putting so much emphasis on an essay may make it seem like a daunting task, especially if you don’t consider yourself a great writer. By following these four tips, just about anyone can create a standout essay.

1. Know your audience:Although we’re looking at scholarship essays as a whole, it’s important to realize that every scholarship provider is looking for a specific student who meets unique criteria. When you get your application, look closely at the questions, the organization giving the scholarship, and any past recipients you can find.

Are they emphasizing classroom performance? Looking for someone who’s dealt with adversity at home? Interested in character or community service more than grades? Whatever the answer, your research will put you a step ahead of applicants who are copying and pasting “one-size-fits-all” essays.

[Organize your scholarship search with these steps.]

2. Plan far in advance:You can also avoid the “one-size-fits-all” essay by getting an early start on each application. Begin your research and planning a week or so before you think you should, and you’ll be able to take enough time to turn out something great.

This will also give you time to craft an outline, which can help your essay stay concise and on target. Think of two or three main points you want to make in response to the essay question, add some supporting information under each of them, and consider a sentence or two of introduction and conclusion. Before you know it, you’ll have built the structure and thesis of your essay, and you won’t have to rush to write it.

[Check out places to start your scholarship search.]

3. Make it personal and passionate:When you do start writing, don’t forget that the main purpose of your essay is to convince the scholarship provider that you’re the student they’ve been looking for. Answer the questions you’ve set out in your outline, but make sure every point you make is illustrated with a specific detail that shows you care about the subject.

Don’t just mention that you work with disadvantaged kids; tell them how your love of soccer got you into coaching those kids. Don’t just tell them about your acting awards; show how the stage helped you conquer your shyness. Putting your unique interests and perspectives on the page will go a very long way toward creating a memorable essay. In the end make sure you say who you are, where you come from, what you are doing now, where you want to be in the future and how you are going to give back once you get there.

4. Find an editor:Last but not least, make sure you have time to run your essay by a good editor, whether it’s a parent, teacher, or grammar-nerd friend. Even a well-researched and passionately written essay can be derailed by spelling mistakes or awkward sentences, and if you’ve spent a lot of time looking at your words, it’s easy to miss basic mistakes.

A few minutes of proofreading by a trusted editor can make a huge difference. I also recommend reading your essay aloud to yourself, so you can hear how it flows.

[Avoid these common scholarship essay errors.]

Scholarship essays are a big component of your applications, and can be a major headache, too. But by starting early, answering the right questions, and describing what makes you unique, you’ll be writing standout essays without the stress.

5. Fafsa

See Power point for what you need to know about Financial Aid. See  FASFA

6. What to look for in a potential college

Decide What You Want in a College

Ask yourself what’s important to you, where you want to be and who you want to become. Then you can figure out what types of colleges will allow you to reach your goals.

Here are some aspects to consider:

Size

Location

Distance from home

Available majors and classes

Housing options

Makeup of the student body

Available extracurricular activities

Campus atmosphere

Cost (in state vs. out of state

Which of these aspects are things you feel you must have to be comfortable at a college? Which things are you flexible on?

Also, think about what you want to accomplish in college. Do you want to train for a specific job or get a wide-ranging education? If you have a major in mind, are the colleges you’re considering strong in that area?

7. How to apply for college

 

17-2. How to apply For FAFSA

Look at the all you need to know about FAFSA Power point at www.youthdiscovery.org/FASFA

 

18) GPA 

18-1. Grade Point Average

Goal/Objective:

Students will explain the importance of their high school Grade Point Average and will calculate their personal GPA.

Materials/ resources:

Each student’s most recent progress report (report card)

Calculating Your GPA worksheet (attached)

Calculator

Step by Step Instructions:

Explain to students their importance of their grade point average (GPA) in high school.  GPA’s are used to: calculating Honor Rolls, for  Post High School Admissions and for Scholarship applications and Awards.

Hand out the activity sheet-Calculate Your GPA.  Read the activity sheet to students as they work through it. Encourage students to set GPA goals for each grading period.

As a concluding activity, ask students to journal their response to the following prompt:  My grade point average is important because…….

CALCULATING YOUR GPA

INSTRUCTIONS:

Using the grades you obtain on your progress report, fill out the chart below, and then answer the questions. If some grades are missing on your Report Card or Progress Report. make your best guess about that grade.

QUALITY POINTS:              A=4     B=3     C=2     D=1     F=0

CREDITS:                             All courses receive one credit in figuring the GPA.

EXCLUDED COURSE:                  P.E. is not used in calculating your official GPA.

 

COURSE               CREDIT                     GRADE            QUALITY  POINTS                ATTEMPTED

1. ________________________ _______    _______         ________
2. ________________________ _______    _______         ________
3. ________________________ _______    _______         ________
4. ________________________ _______    _______         ________
5. ________________________ _______    _______         ________
6. ________________________ _______    _______         ________

TOTALS:                        _______         ________

To figure your GPA, divide the QUALITY POINTS by the AITEMPTED CREDITS. Carry your answer to three decimal places:

________________  ÷  _______________   =  ________________________

QUALITY                   ATTEMPTED                        GPA

POINTS                                 CREDITS

EXAMPLE:   COURSE                   GRADE                         QP               CR

English                                               B                        3                  1

Algebra I                                             C                        2                  1

Geography                                         B                        3                  1

Biology                                                A                        4                  1

Keyboarding+                                                C                        2                  1

Spanish I                                            B                        3                  1

Survey of Business                                      B                        3                  1

TOTALS                                                                        20                 7

 

GPA=     20 / 7   =  2.857

 

 

18-2. Last Term’s Report Card

Goal/Objective:

Students will evaluate their report card and set goals for the new semester.

Materials/ Resources:

Last Term’s Report Card

How I Feel About My Last Term’s Report Card handout (attached)

Step by Step Instructions:

 

1. Introduce this activity by stating that looking back at last term’s report card will assist students in making better grades in the coming quarter (semester).
2. Hand out the How I Feel About My Last Term’s Report Card sheet and emphasize that no one will be required to share his/her information with the group.
3. Allow time for the students to complete the worksheets individually.
4. Invite feedback from students willing to share by asking:

Are there differences between parents’ reactions and students’ reactions?

If so, why do you think these differences exist?

Are there differences between what you think and what your teacher thinks?

5. Have the students write specific goals for the new quarter (semester) regarding improvement for the next grading period.

HOW I FEEL ABOUT MY LAST TERM’S REPORT CARD

1. The first thing that comes to mind about my report card for last quarter is _____________________________________________________________________________.
2. I think the grades on my report card were _____________________ (fair, not fair) compared to what I learned.
3. I liked _______________ better than all my other classes.
4. I liked _______________ less than all my other classes.
5. I learned best when I _____________________________________________________________.
6. I learned least when I ____________________________________________________________.
7. If I had the whole quarter to do over again, I would change the way I _____________________________________________________________________________
8. This quarter I decided to ____________________________________________________ so that I’ll be satisfied with my report card.
9. I care more about ____________________________than the grades on my report card.
10. My parents seem to care more about _________________________ than the grades on my report card.
11. At the end of the quarter my report card _____________________( is, is not) the main thing that tells me how I did. If not what is?
12. Last quarter I studied too much enough          not enough
13. Last quarter I socialized too much enough          not enough
14. Last quarter I worked too much enough          not enough
15. My parents think I studied too much enough          not enough
16. My parents think I socialized too much enough          not enough
17. My parents think I worked too much enough          not enough
18. I think I did my best last quarter. true false
19. My parents think I did my best. true false
20. My teachers think I did my best true false 

19) Study Habits 

19-1. Study Habits Assessments

Goal/Objective:

Students will complete several study habits assessments and discuss the results of these inventories to learn more about how to succeed in high school.

Materials/ Resources:

What Are My Learning Habits? assessment (attached)

Discover Your Attitude Toward Studying assessment (attached)

Study Habits Inventory (attached)

Step by Step Instructions:

1. Choose one or more of the above inventories and administer to the students.

Discuss the results of each inventory with the students.

Have the students keep these inventories in a portfolio.

WHAT ARE MY LEARNING HABITS?

Directions: For each of the items, you will find a line with numbers under it. Above each line will be descriptions of learning styles. Circle the number which most closely describes how you see yourself. Then, put a square around the number which most closely describes how you wish you were… if your learning habits on that particular topic are just as you want them to be, then you would have a circle and a square around the same number. If you would like your habits to be different than they are, the circle and square will be on different numbers. There are no “wrong” answers to these. This sheet will be of help to you only if you honestly think about “Where You Are” and “What You Would Like To Be.”

1. Teachers Directions:

I am totally dependent on a teacher for direction to be told what to do.

I need a teacher to direct me part of the time, but take the lead with some activities.

I can work independently and I need a teacher only some of the time.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

2. Independent Thinking:

I usually try to find answers to questions without teachers assistance.                              I try to find some answers to questions on my own but sometimes rely on the teacher.                               I rely on the teacher and the textbook for answers to most questions.

 

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

3. Use of Class Time:

I frequently waste class time and seldom complete assignments.                                                             I usually use class time to do my    assignments but sometimes my mind wanders.                                I almost always spend class time working on assignments:  I have little, if any, wasted time.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

4. Work Schedule:

I independently set up an efficient plan for completing my work each time I begin a new task.

I develop a plan to complete some learning activities usually when I am told to do so.

I do not develop a plan for my work. I have no set pattern for beginning and completing an assignment.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

5. Study Skills: (Taking notes, reading, outlining, listening, talking, writing, identifying major topics, using a dictionary)

I do not use basic study skills.       I don’t know why?

Sometimes I use basic study skills, usually when I am told to do so.

I use basic skills automatically as part of my work habits.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

6. Curriculum Material and Packets: 

I usually go through learning materials or packets without assistance from a teacher.

I can follow learning materials or packets but need some assistance from a teacher.

I do not use learning materials or packets without constant help from a teacher.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

 

7. Adapting Curriculum

I never skip an activity and/or an assignment.

I sometimes skip activities and/or assignments that deal with goals I have already mastered..

I always skip activities and assignments that deal with goals I have already mastered.

 

______________________________________________________________________

 

1                                  2                                  3                                  4                      5 

8. Pace of Learning

I always work at a pace or rate equal to my ability.     I usually work at a pace or rate equal to my ability.     I work at a pace or rate well below my ability.

______________________________________________________________________

 

1                                  2                                  3                                  4                      5

 

DISCOVER YOUR ATTITUDE TOWARD STUDYING

To learn and apply time-saving skills, you must have a positive attitude.  Your attitude and motivation will make all the difference.  To measure your attitude toward studying, complete this exercise.  Read the statement and circle the number that best describes how you feel.  For example, if you circle a 5 you mean your attitude could not be better in this area:  if you circle a 1 you mean that your attitude needs considerable improvement.

High                                                   Low

If I fail a test, I increase my efforts and get                      5              4               3                 2        1

help from somewhere; a teacher or tutor.

My Concentration is strong.  I am not easily                   5              4               3                 2             1

distracted.

The challenge of reading a difficult textbook                 5               4               3                 2        1

does not throw me.

Although busy, I always manage some time to 5                4               3                 2            1

study.

When I have a boring instructor, I work harder  5                4               3                 2        1

to make the materials interesting.

I have a reason for going to school and know that        5                 4               3                 2       1

studying will get me closer to my goals.

 

My moods seldom prevent me from completing 5                4               3                 2                    1

my work.

I attend class regularly.                                           5               4               3                 2         1

I know how to reward myself for finishing a                   5                4               3                 2                    1

difficult assignment.

____               _____        ____            ____              ____

5            4               3                 2                          1

TOTAL SCORE__________

My general attitude is:         EXCELLENT            (  )   (45-40)

GOOD               (  )  (39-30)

NEEDS HELP    (  )   (29-9)

STUDY HABITS INVENTORY

How do you rate in study habits? Taking an inventory will help you find out. Your special inventory will point out your good study habits and serve as a master plan to improve on poor study habits.

This survey is NOT a test. It has no score and you will not be graded. Answer me questions truthfully by placing a check in me appropriate column. Discover how many good study habits you have. Chances are you’ll surprise yourself.

Before studying, I:                                                 Always                                   Sometimes                Never

1. Make sure that I have enough energy to _____ ______                                   _____

do the job right.

2. Keep an assignment book for homework

instructions.                                                   _____                                    ______                                   _____

 

19-2. Study Skills for College–It’s All About Time

Objective: The point of this exercise is to show you how much of your day is taken with stuff you have to do. Big blocks of your time are completely out of your control. It’s how you use that extra time that is going to make the difference in your success. How are you going to possibly fit it all in. First you better know what you have to do.

Let’s get right to the point. Time is the single most important thing in college and it’s the most poorly used asset on campus.

Success in college is about time management. Sure, some classes are harder than others, but that just means it may take you longer to learn it. It’s still about time. It’s finding it, managing it, and using it in a consistent, methodical way – all without Mom and Dad there to supervise.

You waste precious minutes each and every day in college. They add up to hours. When you finally start playing catch up, you are staying up too late and spending your precious remaining time focused on things that don’t matter. (More on that later).

You are going to start planning and using your time a whole lot more effectively. However, before you can do that, you need to know where it is.

There is nothing more important than understanding the importance of planning your schedule. This exercise needs to happen each and every semester. Everything changes. New classes. New papers. New sports. New personal obligations. You need a new plan and you need to think it through.

Your mission is to get a high level view of what is going to consume your day. Then you can drill it down from there.

Let’s get started.

First take a look at your class schedule. Now take a look at that big pile of books you just picked up at the bookstore. Just think how long it is going to take to read all of that stuff – let alone understand it. Don’t worry, that won’t be a problem.

ow think about what you don’t see – the research you have to do and the papers you have to write, and who knows what else depending on your classes All that before all your athletic practices or the Frat brother decides you’re driving the road trip.

No wonder you are having that anxiety attack.

First Step: Block Their Time

Here’s what you are going to do, just once each semester. Get a weekly calendar. It can be like this one or you can use Google Calendar or whatever else you want. There are all kinds of amazing homework and class scheduling software apps out there for both laptop, iPhone and iPad. I plan on covering you in my followups. For now, let’s just stick to what everyone can use, which is a simple calendar that you can write on.

Find The Time

Before you can manage that time, you better know how much of it you have, and when you have it. Don’t worry about how you are going to make best use of it. We’ll cover that later. For now, you need to create a high level view of your schedule. This isn’t intended to be a substitute for a daily planner. This is just an overview. We’ll get into the details later.

There are times when you are committed – sleeping, classes, meals, practices, etc. You have to be there no matter what. These are the times you HAVE to do things. We’re going to find all of those first.

Bear with me here. I know this sounds simplistic. My goal here is not to find what you HAVE to do. That’s easy. My goal is to find what you DON’T have to do. It’s that other kind of time – the extra time – between classes, evenings, and weekends. The times where you DON’T have to do things. We’ll talk about each of those, because it’s really how you use those small pieces that most greatly affect your success in college.

So, back to the calendar. Every semester, you need to create a view of your week. You need to see it and understand exactly where your time is being used.

I took my daughter’s classes to use as an example. The other blocks I put in based on how I personally would do things.

The first step is to fill in all of the classes. I did that in red. I allowed a bit of extra time to get to and from the classes. Next I filled in meals, exercise, and library time. I left weekends pretty much blank. We’ll talk about that later.

The green arrows are your extra time. That’s your hang out in the quad, take a two hour lunch, throw the Frisbee, and sleep in time. Then there’s the weekend.

Wow! Looks like you’re pretty booked. How are you possibly going to have any fun at that school? Don’t worry. You will.

Things That Take Your Time

Now I know I said that it isn’t your committed time that’s important. It’s your uncommitted time that matters. We’ll get to that. First let’s talk about what you HAVE to do.

Getting Ready

I know guys who can get ready in 10 minutes and others who need 30 minutes to do your hair. Girls? The sky’s the limit on you. You need to know how long it takes you to do your morning and evening get ready ritual and shorten it as much as you can. You’ll need every minute you can get. Your class schedule isn’t where most of your time is spent. You’ll spend tons of it doing other necessary things as well.

Classes

Block out the time for each of your classes. Include walking time. Don’t underestimate the amount of time it takes to move across a big campus – and that doesn’t include the stop and chat time. Be conservative and add enough walking time to your schedule. Remember, minutes matter. We’ll talk about what you do in class later.

Study

This is your mandatory, no exceptions, no delay, get there and get it done time. This is library time. You do it every weeknight and you do it in the right place. (more on that later too).

Meals

Time to start eating well.

Walking To and From

I went to a small school and could be anywhere in 5 minutes or less. Don’t underestimate the amount of time you waste walking back and forth and back and forth. Time yourself someday and you’ll be shocked at how much time you spend just moving between classes, meals and your dorm. Take stuff with you. If you have to go back to your dorm to get something, you’ll waste an hour. Save minutes everywhere you can. You’re going to start using them.

Exercise

This isn’t an option. It’s mandatory. Set a goal to leave that school as a fit person. Exercise is the ultimate stress reliever. It is the best thing you can do to clear your head. It will make your study much more effective.

If you are already on a team, that’s great. If you aren’t, find an exercise routine and do it. Join a club sport, hit the gym, or find something else. Run, lift weights, play a sport. You pick it, but do it – 4 days a week at the least. Block it in. It’s mandatory – for your health and your sanity.

Whew! I feel better already!

Sleep

I never was a night owl in college. You probably are. Adjust your calendar accordingly, but I suggest you try to get over staying up past midnight. In fact, get to bed ‘early’, which I define that as 11:00 – 11:30 on weeknights. Professors operate during the day. You should too. The only reason kids stay up so late is you are cramming. When I’m through, you won’t be doing that anymore. Sweet dreams.

Personal Stuff

Laundry, shopping, errands, etc. Do these on Saturday or Sunday or at night after study. Treat the weekdays as business hours. Don’t let personal stuff cut into your time.

Unexpected Time

Stuff happens. You got a toothache. Your car died. Grandma did too. The list is endless. Things are going to happen that will cut into your time. All the more reason to be ready by getting things done early and often. Honestly – pretty rare.

When off calendar things do pop up, handle you with a sense of urgency and get back into the game. Your only responsibility is to study. Get back at it.

Fun Time

Oh, that’s right, you want to have some FUN too! Almost forgot about that. Actually, I am assuming you already are.

3. Keep an assignment book for homework instructions. _____                                   ______                                   _____
4. Keep a daily study plan. _____ ______                                   _____

When studying, I:

1. Work in a reasonably quiet room. _____                      ______                                   _____
2. Have the materials I need

(such as: books, notes, pencils. assignments).    _____                      ______                                   _____

3.Find a place with good lighting, a desk and

chair.                                                                                       _____                        ______                                   _____

4. Work without interruptions such as the

telephone                                                                  _____             ______                                   _____

5. Take a break for at least five minutes for every _____ ______                                   _____

half to one hour of study.

6. Start my assignments quickly and without

trouble                                                                                    _____                        ______                                   _____

 

7. Work steadily without daydreaming.   _____                       ______                                   _____
8. Have a method of study. _____                       ______                                   _____
9. Plan to complete and hand in my assignment on _____                       ______                                   _____

time.

10. Prepare for a test a few days before I take it. _____                       ______                                   _____
11. Check over quiz papers or pre-test for errors.   _____                       ______                                   _____
12. Keep a dictionary available to check spelling _____                       ______                                   _____

errors or word meanings.

13. Skim through a chapter of a book before I read _____ ______                                   _____

and study it.

14. Reward myself after study by allowing time for _____                       ______                                   _____

exercise or social activities. 

20) ACT Preparation 

21) Latino Leadership 

21-1. Political Savvy

Objective

The purpose of this activity is to enable participants to determine the most effective qualities for leadership for multicultural groups

Materials

Flipchart and markers

Procedure

1. Group participants in pairs and explain that one of the two will be running for the President of a county-wide Council for Equality, a position that requires effective leadership of diverse groups and an understanding of a multicultural community. The other person will be the campaign manager. Ask each pair to decide who will take on which role.
2. It will be the task of the campaign manager to introduce the candidate, promote that individual for President of the Council for Equality, and try to get the candidate elected.
3. Ask each pair to discuss the characteristics or qualities they believe are needed to win the election. Together, they can plan the introduction, and a strategy that would be most helpful in winning the election.
4. Reconvene and ask each of the campaign managers to make a pitch for his or her candidate.
5. Record the important characteristics and qualities on the flipchart.
6. Lead a discussion with questions such as:

• What were the qualities most often included by the campaign managers?
• Which qualities do you think are most important to be an effective leader of a multicultural group? Discuss the top three or four.
• How are these qualities different from the norms of accepted leadership in general?
• How did the campaign managers present their candidates? Did you notice different styles? If so, what were they?

Conclusion

Point out that there is a core group of leadership qualities that any effective leader needs.  However, when dealing across cultures there are additional factors that need to be considered, as noted in the discussion.

Trainer’s Notes

Here is a chance to explore some assumptions that may have been made by the campaign managers in planning their presentations:

• All of the voters speak and understand English.
• There are no hearing impaired citizens in attendance. 

 

21-2. Objective

The purpose of this activity is to help participants become aware of the tremendous amount of slang used regularly in English conversation and to realize that communicating with non-native speakers of English may take extra effort.

1. .Divide participants into small groups and have them compare the phrases they wrote. Ask them to think about and discuss the amount of slang they use in everyday conversation and where some of these expressions came from. They can also share any experiences they have had either not understanding slang or not being understood when they used it.
2. Reconvene and ask participants to orally report on the category that had the most slang phrases. Record the number on the prepared flipchart that lists the categories.
3. Ask the group to call out some of the most commonly used expressions as well as those they felt were the most difficult for someone who did not grow up speaking English. (You may want to add these to the flipchart.)
4. Open the discussion to the possible problems using too much slang and gather some ideas about what people can do to help a non-native speaker.

Conclusion

Summarize with the fact that it is difficult to realize how much slang Americans use.  Point out

that the use of slang can be a serious barrier.

 

21-3. Who I Am

Goal

This activity allows the learners to share their culture roots and to learn about each other.

Materials Needed

• 12 x 24 paper for each learner
• a variety of magazines (ones with lots of photos)
• glue
• markers
• colored pencils and/or water colors
• scissors

Instructions

• Have the participants fold the paper in half (make a table tent).
• Write name in the center of the “table tent.”
• Using drawings, magazine cut-outs, symbols, etc. tell us about yourself.
• NOTE: Have them leave some empty space as they will add more later.
• Include one or two things that most people do not know about you.
• After the learners have finished their table tents, have each one explain hers or his to the group.

After the activity, if the table tents get in the way, then post them on the wall.

Continuous Activity

Throughout the training event, ask the learners to add something new to their table tent. Note that as there is more trust built between the learners, more information will be revealed.

Discussion

• What led you to your decision?
• Whose description was most surprising?

21-4. Changes

Goal

To diffuse negativity within a group.

Instructions

Using a flip chart, list the changes that the group is going through. Get their input

Discussion

1. How these changes are altering us as a group and as individuals?
2. What symbol or object could we use to represent the change we are going through and the commitments we strive for in this session?

Break the learners into small groups brainstorming groups. After their discussions, reassemble them into a large group and have them select a symbol.

Repeat as needed through the training event.

22) 7 habits of highly effective people

23) Leadership, New BSA Woodbadge Course

24) Leadership, Old BSA Woodbadge Course

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