East Central Regional Center
(ECRC) Ohio College Tech Prep
February 27, 2012
Skills for a Lifetime: Teaching
Students
the Habits of Success
Dorothy Dolasky, Ed. D.
EDConsult, LLC.
dolasky.edconsult@gmail.com
334.740.0719
1
Three Stories
Peas
Worms
Airplanes
2
Introducing one of
SREB’s
newest
Publications:
WWW.sreb.org
3
Who is Here Today?
Counselors
Specialists
School Administrators
Action Team Coaches
Instructors
University Programs
Superintendents
Intervention Specialists
CTE affiliated
High School
Middle School
Family Advocates
Outreach
Directors
4
We work with students who are
on our toes!
and in our hearts.
5
Activity One:
Please draw a horse.
Do not share your
drawing.
6
 Toward the Top of
the Page
 Positive/Optimistic
 Able to get along well
with almost anyone
 Friendly and have a
ready smile
 Gullible
7
Toward the Middle of
the Page
•Practical
•Realistic
•Always wants to know
the rules
•Can be swayed
8
Toward the Bottom
of the Page
• The “devil’s advocate”
• Starts sentences with
“but”
• Short attention span
• Sees the glass half empty
• Not very gullible
9
Facing Left
•Traditional
•Friendly
•Usually have a quick wit
•Remember dates,
including birthdays
•Gullible
10
•
•
•
•
Facing Right
Innovative
Highly creative and
highly excitable
Have new ideas and
are visionaries
Gullible
11
Facing Forward
•Direct
•Enjoy debating
different ideas
•At ease with ideas and
discussions
•Flirty and passionate
12
With Many Details
• Analytical
•Thoughtful
•Deliberate in Making
Decisions
•Enjoys “pomp and
circumstance”
13
A Rocking Horse
 Work and play are synonyms.
 Appreciate personalized
interactions.
 Inspire others to reach their
highest potential
 Get in trouble when left alone
 Very Gullible
14
With Few Details
•Enjoy taking risks
•Prefer action as opposed to
planning
•Spend a great deal of time
on the phone, usually
listening to others
•Very Gullible
15
Skills for a Lifetime:
Teaching Students the Habits of
Success
Section 1: Creating the right
conditions to link students’
talents with successful habits.
Section 2: Approaches for
Teaching the Habits of
Success
Section 3: Lessons and
activities
16
Skills for a Lifetime:
Teaching Students the Habits of Success
Section 1: Creating the right conditions to link
students’ talents with successful habits.
Must Focus on Talents—not deficits
Talents: any recurring pattern of
thought, feeling, or behavior that can
boost the effectiveness of completing a
task. Building Engaged Schools, Gary Gordon
17
Skills for a Lifetime:
Teaching Students the Habits of Success
Section 2: Approaches for
Teaching the Habits of Success
• Fort Mills, High School 101
• Blackstone Valley Regional
Vocational Technical High School,
Career Guidance
• Walhalla High School, Teacher
Advisement program
18
Skills for a Lifetime:
Teaching Students the Habits of Success
Section Three: Six theme areas:
 Create Relationships (Teamwork, responsibility)
 Study, Manage Time and Get Organized (time
mgmt, keeping up w/materials, use effective study skills)
 Reading and Writing Across the Curriculum
(Revise essays, read and write in every class)
 Mathematics Across the Curriculum (solve problems,
estimate, predict)
 Set Goals and Plan for the Future (set and plan
concrete goals, be accountable, make real-world connections)
 Accessing Resources (negotiate, research, analyze)
Shift School-wide Focus
• Understand their talents and
strengths
• Set future goals
• Experience success
• Connect goals and talents
• Understand how course-work
relates to their future lives
• Develop skills to maximize
Southern
talents
Regional
Education
Board
20
SREB’s
Six Habits
Access
Goal Setting
Mathematics
Literacy Skills
Work Skills
Positive Relationships
21
Common
Characteristics
of NinthGraders:
Disorganized
Apathetic
Weak Social Skills
Academic Learning
Gaps
 High Rate of
Absenteeism
 Weak Study Skills




 Discipline Problems
 Lack of
Responsibility
 Apprehension
 Low Self-Esteem
 Misguided
Enthusiasm
22
Activity
“One Word Vision”
Knowledge
Characteristics
Knowledge Character
Skills
Skills/habits
23
Knowledge
Characteristics
Knowledge Character
Skills
Skills/habits
Self-sufficient
Able to provide for oneself without the
aid of others; independent.
In the final analysis it is not what
you do for your children but what
you have taught them to do for
themselves that will make them
successful human beings.
-- From the "Ask Ann Landers" American advice column
25
Skills for a Lifetime:
Teaching Students the Habits of Success
Section 2
Approaches for Teaching the
Habits of Success
• Fort Mills, High School 101
• Blackstone Valley Regional
Vocational Technical High School,
Career Guidance
• Walhalla High School, Teacher
Advisement program
26
Unit 1:
Orientation to High School
— 12 days
Fort Mill
High School
• School Tour
• Handbook Review
• Life Map
• Team Building Activities
• Orientation to Technology
• Orientation to the Media
Center
A requirement for all freshmen
27
Unit 2:
Learning Styles — 8
days
• Modalities of Learning
• Brain Hemispheres
• Howard Gardner’s
Multiple
Intelligences
• Communication
Styles
28
Blackstone Valley Regional
Technical High School
Each Grade
New Theme




Grade 9: Welcome to BVT
Grade 10: Becoming Your Best (Covey)
Grade 11: Think Realistically
Grade 12: Transitions (pp. 96-99).
29
BVT--Grade Nine
(Students will … )
 learn to use the BVT Master Notebook and Daily Agenda.
 evaluate different industries within the clusters at BVT.
 get to know the guidance counselors and other student
support.
 explore their interests and get to know themselves.
 create a foundation for a fulfilling four-year stay at BVT.
 develop a career portfolio that will help them prepare for a
career after high school.
 learn to use tools to make informed decisions regarding their
academic work, their career choices and personal social
choices.
30
Walhalla High School
(PACS)
Positive Academic
Counseling for Students
The Power of One
The influence of one person on the success of
another is an undeniable fact of life.
http://www.oconee.k12.sc.us/WalhallaHS.cfm
A good teacher-adviser:
(PACS)
 Knows the student-not just the student’s
work.
 Knows about the whole student, his or her
goals and family, as well as what is happening
to the student in school.
 Teaches the “soft skills” needed for success in
education, careers and life.
 Connects students with the larger mission of
the school and of education: preparation for
life!
Creating an advisement system that
teaches the Habits of Success:
(PACS)
 Advisers stay with the same students
throughout high school.
 Develop a curriculum and a calendar
and stay true to both.
 Make the curriculum teacher friendly.
 Provide intensive professional
development.
 Use teacher-leaders to facilitate
curriculum development.
Jigsaw Expert Groups
1.
2.
3.
4.
5.
Page 69-70 Criteria for 101
Page 71-73 Curriculum Outline
Page 84 Guidance Joins the Effort
Page 108 How to Develop Curriculum
Page 114-115 Lessons Learned
Count off at tables 1-5
Go to expert group and read
Return to home group and report
34
“I think it was playwright Jane
Wagner who said, ‘All my life I
wanted to be somebody, but I see
now I should’ve been more
specific.’” - Oprah
35
Skills for a Lifetime:
Teaching Students the Habits of Success
Discussion at Tables
Three Models
36
First Assessment
1. What is one key word to describe
a graduating senior?
2. Who is the most important person
to a student?
3. What habit is the most important?
Southern
Regional
Education
Board
37
The 2nd Habit:
Organize, manage time and
develop study skills.
 Study skills/
organizational skills
 Manage time
38
The 3rd Habit:
Develop strong reading and writing skills.
Literacy Design Collaborative
Plug and Play Templates
39
The 3rd Habit:
Plug and Play
Task 2: [Insert question] After reading
________ (literature or informational
texts), write ________ (essay or
substitute) that addresses the question
and support your position with evidence
from the text(s). L2 Be sure to
acknowledge competing views. L3 Give
examples from past or current events or
issues to illustrate and clarify your
Southern
Regionalposition. (Argumentation/Analysis)
Education
Board
40
The 3rd Habit:
Develop strong reading and writing skills.
 After researching food experts and relevant
informational texts about potatoes, prepare an
article for the school newsletter that compares
different kinds of potatoes and how they hold up
in a perfect dish of hash browns. Support your
position with evidence from your research.
 Be sure to acknowledge why the preparations
worked or didn’t work well.
 Give examples from your reading and tasks to
illustrate and clarify your position.
41
The 4th Habit: Develop strong mathematics skills.
Boomerangs
Phil and Cath make and
sell boomerangs for a
school event. The money
they raise will go to
charity. They plan to make
them in two sizes: small
and large
http://www.map.mathshell.org/materials/lessons.php
42
Boomerangs, continued
• Phil will carve them from wood. The small
boomerang takes 2 hours to carve and the
large one takes 3 hours to carve. Phil has a
total of 24 hours available for carving.
Cath will decorate them. She only has time
to decorate 10 boomerangs of either size.
• The small boomerang will make $8 for
charity. The large boomerang will make
$10 for charity.
• They want to make as much money for
charity as they can. How many small and
large boomerangs should they make? How
much money will they then make?
43
Alex’s solution
http://www.map.mathshell.org/materials/lessons.php
44
Danny’s solution
http://www.map.mathshell.org/materials/lessons.php
45
Jeremiah’s solution
http://www.map.mathshell.org/materials/lessons.php
46
Tanya's solution
47
Evaluating Sample Responses to Discuss
 What do you like about the work?
 How has each student organized the work?
 What mistakes have been made?
 What isn't clear?
 What questions do you want to ask this student?
 In what ways might the work be improved?
http://www.map.mathshell.org/materials/lessons.php
48
Solve a Math Problem
A billboard advertising the need
to spay/neuter cats states that a female
cat can have over 1500 descendants in 18
months. Is this a true statement?
Information:
•
•
•
•
•
The gestation period is an average of 66 days.
Kittens are weaned between six and seven weeks.
Cats reach sexual maturity at four months
A litter usually has between four and six kittens.
A cat can have a litter every four months.
49
The 5th Habit:
Set goals and make plans to reach them.
Chapter 11 Objectives




Determine students’ strengths and career interests.
Help students develop a long-term vision of success.
Guide students in developing plans to achieve goals.
Monitor completion of goals and revise plans as
necessary.
 Help students develop a program of study tied to
long-term goals and areas of interest.
 Teach students to set short-term academic goals.
 Guide students in exploring postsecondary and career
options related to areas of interest.
50
The 6th Habit:
Chapter 12 Objectives
Access resources needed to achieve goals.
 Introduce students to the range of extra-help
resources available at school and in the
community.
 Help students to access and use services as
needed.
 Be attentive to students’ needs that may
require outside assistance and connect
students with the proper sources of support.
 Develop students’ abilities to seek support and
to learn independently.
 Provide opportunities for teamwork and
interdisciplinary learning.
51
The 1st Habit:
Build and maintain productive relationships
with peers and adults.
Chapter Seven Objectives
 Create trusting relationships between students and teachers.
 Help students learn about each others.
 Develop students’ abilities to communicate effectively with
their teachers.
 Acquaint students with administrators, other school personnel
and adults in the community who can provide support.
 Teach and help students practice teamwork.
 Help students find additional venues for practicing the six
habits of success through participation in extracurricular
activities. (p. 127).
52
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
Positive Relationships
53
Creating Positive, Productive
Relationships
Two central principles:
1. Positive change cannot occur in isolation. In
order for children to feel supported, the whole
class, as well as the teacher, must be cheering
for them, and believing transformations can
occur.
2. Classroom power has to be shared among its
members. Children are more likely to work hard
at learning if they’re included in the process of
running the classroom and making decisions.”
From: Belonging: Creating Community in the
Classroom
54
Southern
Regional
Education
Board
Motivation
Behaviors
Choices
Self-theories
Messages
Invitations
Intentionality
55
Motivation
Daniel Pink
Drive
Autonomy
Mastery
Purpose
http://www.youtube.com/watch?v=u6XAPnuFjJc
56
It’s the Culture!
“The most important determining factor
in an organization or a school in
building an environment of trust and a
culture of success is the level and
quality of positive energy expended by
all its stakeholders through the
relationships of its members.”
dd.
57
Positive Relationships
Self-theory
“Our beliefs about ourselves and the
nature of our abilities—our selftheories—determine how we
interpret our experiences and can set
the boundaries on what we
accomplish.”
Carol Dweck quoted in Drive by Daniel Pink
58
Creating Positive, Productive
Relationships
Two central principles:
1. Positive change cannot occur in
isolation. In order for children to feel
supported, the whole class, as well as
the teacher, must be cheering for them,
and believing transformations can
occur.
2. Classroom power has to be shared
among its members. Children are more
likely to work hard at learning if they’re
included in the process of running the
classroom and making decisions.” From:
Belonging: Creating Community in the
Classroom
59
Choices
60
Human Functioning
Self-theory
I am not who you think I amI am not who I think I amI am who I think you think I am.
Teacher Expectations and Student Achievement (TESA)
http://www.lacoe.edu/orgs/165/index.cfm?ModuleId=1
61
Self-theory
“Our beliefs about ourselves and the
nature of our abilities—our selftheories—determine how we
interpret our experiences and can set
the boundaries on what we
accomplish.”
Carol Dweck quoted in Drive by Daniel Pink
62
Teacher’s Self-talk
 What teachers say to themselves about
themselves is very important.
 What teachers say to themselves about
students is vital.
 When teachers have good thoughts
about themselves, they are more positive
about their students.
 Positive teacher self-talk about students
involves viewing students as able,
valuable, and responsible.
63
Students’ Self-talk
 What Students say to themselves about
themselves is very important.
 What Students say to themselves about
students is vital.
 When Students have good thoughts about
themselves, they are more positive about their
students.
 Positive Students self-talk about students
involves viewing students as able, valuable, and
responsible.
What Students Say to Themselves
William Purkey
64
The message…
http://www.youtube.com/watch?v=CKvvSLC29Ws
65
Serotonin
66
Teaching and Marzano’s Taxonomy
New
Taxonomy
Level
Level 6: Selfsystem
Thinking
Operation
Student-centered questions about
performance tasks central to
information, mental procedures and
psychomotor procedures:
Examining How important is it for me to learn
Importance this information or procedure?
Examining How competent do I feel in regards
Efficacy
to success in meeting the lesson
objective?
Examining Am I bored, apathetic or engaged in
Emotional what I am being asked to do?
Response
Examining Am I motivated to improve
Motivation competence or understanding
relative to task?
67
Two Powerful Concepts
Positive Energy
Must be
Intentional
and Equitable
68
Which comes first?
Change in Behavior
or
Change in Attitude?
69
The Inviting School and Staff
1. Intentionally Disinviting (Deliberately discouraging; Busy
with other obligations; Focused on students’
shortcomings).
2. Unintentionally Disinviting (Well-meaning, but
condescending; Obsessed with policies and procedures;
Unaware of students’ feelings).
3. Unintentionally Inviting (Well-liked and reasonably
effective; Inconsistent and uncertain in decision-making).
Counselors and teachers who are “naturals”, but who are
unaware of the nature and good effects of their behavior.
4. Intentionally Inviting (Optimistic, respectful, and
trustworthy; Able to affirm yet guide students). Teachers
and counselors who explicitly invite students, teachers,
administrators, and parents and are able to adjust and
evaluate their invitations as necessary.
70
The adults in the building
must be positive in every
way that the student may
not see at home.
Cold home-cold school (-)
Cold home-warm school (+)
Warm home-warm school (++)
71
We do our best work
when we are
AWARE
72
Self-sufficient
Able to provide for oneself without the
aid of others; independent.
In the final analysis it is not what
you do for your children but what
you have taught them to do for
themselves that will make them
successful human beings.
-- From the "Ask Ann Landers" American advice column
73
“Each student deserves a high-quality
academic education that lays the
groundwork for success in adulthood.
Today’s high schools must prepare
students to enroll in college or complete
a training program, or to enter the
workforce at a level where they are
expected to think critically and solve
problems, learn new skills, and be in line
for promotion and career advancement.”
Rethinking High School
Corbett and Huebner
Concluding…
“The most important determining
factor in an organization or a school
in building an environment of trust
and a culture of success is the level
and quality of positive energy
expended by all its stakeholders
through the relationships of its
members.”
dd.
75
Thank You!
Dorothy Dolasky, Ed. D.
EDConsult LLC.
dolasky.edconsult@gmail.com
334.740.0719
76
77