dorothy dolasky, ed. d. edconsult, llc. dolasky.edconsult@gmail.com 334.740.0719...

Dorothy Dolasky, Ed. D.EDConsult, LLC.

dolasky.edconsult@gmail.com 334.740.0719

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East Central Regional Center (ECRC) Ohio College Tech Prep

February 27, 2012

Skills for a Lifetime: Teaching Students

the Habits of Success

Three Stories

PeasWormsAirplanes

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Introducing one of

SREB’snewest

Publications:

WWW.sreb.org

Who is Here Today?

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CounselorsSpecialistsSchool AdministratorsAction Team CoachesInstructorsUniversity ProgramsSuperintendents

Intervention SpecialistsCTE affiliated High SchoolMiddle SchoolFamily AdvocatesOutreachDirectors

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We work with students who are

on our toes! and in our hearts.

Please draw a horse. Do not share your

drawing.

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Activity One:

Toward the Top of the Page

Positive/Optimistic Able to get along

well with almost anyone

Friendly and have a ready smile

Gullible7

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Toward the Middle of the Page

•Practical•Realistic

•Always wants to know the rules

•Can be swayed

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Toward the Bottomof the Page

• The “devil’s advocate”• Starts sentences with

“but”• Short attention span• Sees the glass half empty• Not very gullible

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Facing Left

•Traditional•Friendly•Usually have a quick

wit•Remember dates,

including birthdays•Gullible

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Facing Right• Innovative• Highly creative and

highly excitable• Have new ideas and

are visionaries• Gullible

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Facing Forward

•Direct•Enjoy debating

different ideas•At ease with ideas and

discussions•Flirty and passionate

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With Many Details• Analytical • Thoughtful

• Deliberate in Making Decisions

• Enjoys “pomp and circumstance”

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

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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

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Section 1: Creating the right conditions to link students’ talents with successful habits.Section 2: Approaches for Teaching the Habits of SuccessSection 3: Lessons and activities

Skills for a Lifetime: Teaching Students the Habits of

Success

Skills for a Lifetime: Teaching Students the Habits of Success

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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

Skills for a Lifetime: Teaching Students the Habits of Success

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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

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)

SouthernRegionalEducationBoard

Shift School-wide Focus

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• 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

talents

SREB’sSix Habits

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Positive Relationships

Work Skills

Literacy Skills

Mathematics

Goal Setting

AccessC

olle

ge a

nd C

aree

r R

eady

Common Characteristic

s of Ninth-Graders:

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 

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Activity“One Word Vision”

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Knowledge Characteristics Skills

Knowledge Character Skills/habits

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Self-sufficientAble 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

Knowledge Characteristics Skills

Knowledge Character Skills/habits

Skills for a Lifetime: Teaching Students the Habits of Success

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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

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Unit 1: Orientation to High School — 12 days

• School Tour• Handbook Review• Life Map• Team Building Activities• Orientation to Technology• Orientation to the Media Center

Fort Mill High School

High School 101

A requirement for all freshmen

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Unit 2: Learning Styles — 8 days• Modalities of Learning• Brain Hemispheres• Howard Gardner’s Multiple Intelligences• Communication Styles

High Interest

Each GradeNew Theme

Grade 9: Welcome to BVT Grade 10: Becoming Your Best (Covey) Grade 11: Think Realistically Grade 12: Transitions (pp. 96-99).

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Blackstone Valley RegionalTechnical High School

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.

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Walhalla High School

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

(PACS)

A good teacher-adviser:

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!

(PACS)

Creating an advisement system that teaches the Habits of Success:

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.

(PACS)

Jigsaw Expert Groups

1. Page 69-70 Criteria for 101

2. Page 71-73 Curriculum Outline

3. Page 84 Guidance Joins the Effort

4. Page 108 How to Develop Curriculum

5. Page 114-115 Lessons Learned

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Count off at tables 1-5Go to expert group and read

Return to home group and report

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“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

Skills for a Lifetime: Teaching Students the Habits of Success

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Weari

ng

bling

Discussion at Tables Three Models

SouthernRegionalEducationBoard

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?

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The 2nd Habit:Organize, manage time and

develop study skills.

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Study skills/ organizational skills

Manage time

The 3rd Habit: Develop strong reading and writing skills.

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Literacy Design CollaborativePlug and Play Templates

SouthernRegionalEducationBoard

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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 position. (Argumentation/Analysis)

The 3rd Habit: Develop strong reading and writing skills.

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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.

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

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http://www.map.mathshell.org/materials/lessons.php

The 4th Habit: Develop strong mathematics skills.

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• 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?

Boomerangs, continued

Alex’s solution

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http://www.map.mathshell.org/materials/lessons.php

Danny’s solution

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http://www.map.mathshell.org/materials/lessons.php

Jeremiah’s solution

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Tanya's solution

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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?

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http://www.map.mathshell.org/materials/lessons.php

Solve a Math Problem

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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.

The 5th Habit:Set goals and make plans to reach them.

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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.

Chapter 11 Objectives

The 6th Habit:

Access resources needed to achieve goals.

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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.

Chapter 12 Objectives

The 1st Habit:Build and maintain productive relationships with peers and adults.

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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).

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Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

Positive Relationships

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

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SouthernRegionalEducationBoard

MotivationBehaviorsChoices

Self-theoriesMessagesInvitations

Intentionality

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MotivationDaniel Pink

Drive

AutonomyMasteryPurpose

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http://www.youtube.com/watch?v=u6XAPnuFjJc

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.

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“Our beliefs about ourselves and the nature of our abilities—our self-theories—determine how we interpret our experiences and can set the boundaries on what we accomplish.”

Carol Dweck quoted in Drive by Daniel Pink

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Positive RelationshipsSelf-theory

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

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I am not who you think I am-I am not who I think I am-I am who I think you think I am.

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Teacher Expectations and Student Achievement (TESA)http://www.lacoe.edu/orgs/165/index.cfm?ModuleId=1

Human FunctioningSelf-theory

“Our beliefs about ourselves and the nature of our abilities—our self-theories—determine how we interpret our experiences and can set the boundaries on what we accomplish.”

Carol Dweck quoted in Drive by Daniel Pink

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Self-theory

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.

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Teacher’s Self-talk

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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 ThemselvesWilliam Purkey

Students’ Self-talk

The message…

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http://www.youtube.com/watch?v=CKvvSLC29Ws

Serotonin

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Teaching and Marzano’s TaxonomyNew Taxonomy Level

Operation Student-centered questions about performance tasks central to information, mental procedures and psychomotor procedures:

Level 6: Self-system Thinking

Examining Importance

How important is it for me to learn this information or procedure?

Examining Efficacy

How competent do I feel in regards to success in meeting the lesson objective?

Examining Emotional Response

Am I bored, apathetic or engaged in what I am being asked to do?

Examining Motivation

Am I motivated to improve competence or understanding relative to task?

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Two Powerful Concepts

Positive Energy Must be

Intentional and Equitable

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Which comes first?Change in Behavior

orChange in Attitude?

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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.

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The adults in the building must be

positive in every way that the student may

not see at home.

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Cold home-cold school (-)Cold home-warm school (+)Warm home-warm school (++)

We do our best work when we are

AWARE

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Self-sufficientAble 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

“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

“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.”

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Concluding…

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Dorothy Dolasky, Ed. D.EDConsult LLC.

dolasky.edconsult@gmail.com334.740.0719

Thank You!

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