Download ppt - Presented by Coach Corey Toles

The Power of the The Power of the Habits of Mind and Habits of Mind and

the 7 Habits of the 7 Habits of Highly Effective Highly Effective

People in Promoting People in Promoting Self-Directed Self-Directed

LearningLearningPresented by Coach Corey Presented by Coach Corey

TolesToles

A New Lebanon Central School District Staff Presentation

Self-Directed Learners:Self-Directed Learners:

are continual learners who use a plethora are continual learners who use a plethora of problem solving and thinking of problem solving and thinking strategies to maximize one’s learningstrategies to maximize one’s learning

create balance between independence create balance between independence and interdependenceand interdependence

know when to utilize internal resources know when to utilize internal resources to approach challenges, solve problems, to approach challenges, solve problems, or find answers to questionsor find answers to questions

know when to utilize external resources know when to utilize external resources for others viewpoints, ideas, and for others viewpoints, ideas, and perspectivesperspectives

Three Principles of Self-Three Principles of Self-Directed Learning:Directed Learning:

Self-ManagementSelf-Management Self-MonitoringSelf-Monitoring Self-ModificationSelf-Modification

Self-Managers:Self-Managers:

Establish clear goalsEstablish clear goals Gather information thoroughlyGather information thoroughly Is persistent in accomplishing tasksIs persistent in accomplishing tasks Require constant managing of one’s Require constant managing of one’s

own behaviors and resources, and own behaviors and resources, and outside resourcesoutside resources

Self-Monitors:Self-Monitors:

Involve the process of reflecting and Involve the process of reflecting and metacognition metacognition

Make informed, intelligent decisions Make informed, intelligent decisions about proceeding through tasks and about proceeding through tasks and solving problemssolving problems

Self-Modifiers:Self-Modifiers:

Alter one’s behavior based on data Alter one’s behavior based on data accumulated during self-monitoring accumulated during self-monitoring and feedback from othersand feedback from others

Self-evaluate and make informed Self-evaluate and make informed decisionsdecisions

Revise strategies Revise strategies Continually strive for optimum Continually strive for optimum

effectiveness through various types effectiveness through various types of feedbackof feedback

Habits of MindHabits of Mind

Discipline specific behaviors and qualities that Discipline specific behaviors and qualities that lend themselves to academic success lend themselves to academic success

They are characteristics of students who They are characteristics of students who practice thoughtful behaviorpractice thoughtful behavior

Abilities, skills, strategies, and patterns of Abilities, skills, strategies, and patterns of thinking that grow students into collaborative thinking that grow students into collaborative workers, complex thinkers, effective workers, complex thinkers, effective communicators, and self-directed learnerscommunicators, and self-directed learners

Habits of MindHabits of Mind PersistencePersistence Precision of language Precision of language

and thoughtand thought Managing impulsivityManaging impulsivity QuestioningQuestioning Flexibility of ThinkingFlexibility of Thinking Using all the sensesUsing all the senses

Checking for accuracyChecking for accuracy Drawing on past Drawing on past

knowledge and knowledge and experienceexperience

Listening with Listening with understanding and understanding and empathyempathy

MetacognitionMetacognition CreativityCreativity WondermentWonderment

PERSISTENCPERSISTENCEE

““Persistence is the twin sister of excellence. One Persistence is the twin sister of excellence. One is a matter of quality; the other a matter of is a matter of quality; the other a matter of time.”time.”

- Marabel Morgan- Marabel Morgan

Learners display Learners display persistence when:persistence when:

a task is attempted multiple times a task is attempted multiple times independentlyindependently

efforts are devoted to problem solvingefforts are devoted to problem solving they demonstrate an unwillingness to they demonstrate an unwillingness to

“throw in the towel”“throw in the towel” utilize a plethora of resources to answer a utilize a plethora of resources to answer a

question or more thoroughly complete a question or more thoroughly complete a tasktask

work carefully and patiently through an work carefully and patiently through an algorithmalgorithm

We can foster We can foster persistence by:persistence by: Emphasizing persistence as a vital life skillEmphasizing persistence as a vital life skill Modeling persistence through our own Modeling persistence through our own

experiencesexperiences Faciliating problem solvingFaciliating problem solving Ask probing questionsAsk probing questions Provide guidance through frustrating stepsProvide guidance through frustrating steps Persevere through the toughest points of a Persevere through the toughest points of a

tasktask Welcome looking to other resources and/or Welcome looking to other resources and/or

collaborating with peerscollaborating with peers

PRECISION OF PRECISION OF LANGUAGE LANGUAGE

AND AND THOUGHTTHOUGHT

““I do not so easily think in words….. after being I do not so easily think in words….. after being hard at work having arrived at results that are hard at work having arrived at results that are perfectly clear… I Have to translate my perfectly clear… I Have to translate my thoughts in a language that does no run evenly thoughts in a language that does no run evenly with them.”with them.”

- Francis Dalton- Francis Dalton

Learners display precision Learners display precision of language and thought of language and thought when: when: They think before they speak and They think before they speak and

articulate their thoughts in a well-articulate their thoughts in a well-thought out manner so their audience thought out manner so their audience can understand them clearlycan understand them clearly

They avoid using over generalizations, They avoid using over generalizations, fillers, and exaggerationsfillers, and exaggerations i.e. “um”,“like”, “you always”, “you never”, i.e. “um”,“like”, “you always”, “you never”,

“everybody is” “everybody is”

We can promote precision We can promote precision of language and thought by:of language and thought by: Probe students to articulate more Probe students to articulate more

preciselyprecisely Assisting students in identifying Assisting students in identifying

imprecise language imprecise language Ask clarifying questions to assist Ask clarifying questions to assist

in formulating more accurate in formulating more accurate responsesresponses

MANAGING MANAGING IMPULSIVITYIMPULSIVITY

“…“…goal directed self-imposed delay of goal directed self-imposed delay of gratification is perhaps the essence of gratification is perhaps the essence of emotional self-regulation: the ability to emotional self-regulation: the ability to deny impulse in the service of a goal, deny impulse in the service of a goal, whether it be building a business, whether it be building a business, solving an algebraic equation, or solving an algebraic equation, or pursuing the Stanley cup.”pursuing the Stanley cup.”

- Daniel Goldman- Daniel Goldman

Learners manage their Learners manage their impulsivity by: impulsivity by:

Thinking through actions before expressing Thinking through actions before expressing themselvesthemselves

Not blurting out the first solution that comes Not blurting out the first solution that comes to mindto mind

Withholding from interrupting another Withholding from interrupting another person person

Not blurting out the first solution that comes Not blurting out the first solution that comes to mindto mind

Listening to others express ideas and waiting Listening to others express ideas and waiting patiently for their turn to express their ideaspatiently for their turn to express their ideas

Making sure they understand directions Making sure they understand directions before engaging in a taskbefore engaging in a task

We can foster the We can foster the management of management of impulsivity by:impulsivity by: Model and exercise our restraint Model and exercise our restraint

by providing appropriate wait by providing appropriate wait time during questioningtime during questioning

Being silent by taking “thinking Being silent by taking “thinking time”time”

Using creative techniques that Using creative techniques that randomly call on studentsrandomly call on students

QUESTIONINQUESTIONINGG““The formulation of a problem is often The formulation of a problem is often

more essential than its solution, which more essential than its solution, which may be merely a matter of mathematical may be merely a matter of mathematical or experimental skill. To raise new or experimental skill. To raise new questions, new possibilities, to regard questions, new possibilities, to regard old problems from a new angle, requires old problems from a new angle, requires creative imagination and marks real creative imagination and marks real advances…..”advances…..”

- Albert - Albert EinsteinEinstein

Indicators that learners are Indicators that learners are participating in effective participating in effective questioning:questioning: Thorough and thoughtful responses Thorough and thoughtful responses

follow questionsfollow questions Recognizing that their might not be Recognizing that their might not be

one solutionone solution Knowledge of how to ask relevant Knowledge of how to ask relevant

questions is presentquestions is present Critical thinking and enhanced Critical thinking and enhanced

learning are promotedlearning are promoted

Three levels of Three levels of questioning:questioning:

First-level questions First-level questions Who, what, when, whereWho, what, when, where

Second-level questionsSecond-level questions How and whyHow and why

Third-level questionsThird-level questions ““what if”what if”

First-level questions First-level questions require:require:

Fact collectionFact collection Generating informationGenerating information OrganizingOrganizing Recording dataRecording data Can elicit information from othersCan elicit information from others IdentifingIdentifing

Second-level questions Second-level questions involve:involve:

Processing of informationProcessing of information Comparing and contrastingComparing and contrasting Making inferencesMaking inferences Sequencing and organizingSequencing and organizing

Third-level questions Third-level questions encourage:encourage:

Visualizing relationships and patternsVisualizing relationships and patterns ImaginationImagination PredictingPredicting evaluatingevaluating

FLEXIBILITY FLEXIBILITY OF OF

THINKINGTHINKING““To raise new questions, new To raise new questions, new

problems, to regard old problems problems, to regard old problems form a new angle requires creative form a new angle requires creative imagination and makes real imagination and makes real advances.”advances.” - Albert Einstein - Albert Einstein

Learners that are flexible in Learners that are flexible in their thinking:their thinking: Engage in different perspectives of a Engage in different perspectives of a

given situation given situation Experience an open-mindednessExperience an open-mindedness Express a willingness to listen to Express a willingness to listen to

other points of viewother points of view have the ability to change their have the ability to change their

minds and perspectives based on minds and perspectives based on new knowledge new knowledge

We can promote flexibility We can promote flexibility of thinking by:of thinking by: Embracing conflicting opinions or alternate Embracing conflicting opinions or alternate

explanations from studentsexplanations from students Encouraging students to explain their reasoning Encouraging students to explain their reasoning

behind their response(s)behind their response(s) Providing a willingness to accept multiple answers Providing a willingness to accept multiple answers

(as long as they are reasonable to the content)(as long as they are reasonable to the content) Listening with an open mind to unique methods of Listening with an open mind to unique methods of

demonstrating an understanding demonstrating an understanding Asking questions that promote different problem Asking questions that promote different problem

solving strategiessolving strategies

USING ALL USING ALL THE SENSESTHE SENSES

““Observe perpetually.”Observe perpetually.”

- Henry James- Henry James

Using all the senses lets Using all the senses lets a learner:a learner:

Enrich the learning experienceEnrich the learning experience Explore alternatives towards learning Explore alternatives towards learning

about a certain subjectabout a certain subject Deepen an understanding of the Deepen an understanding of the

subjectsubject Absorb more information through Absorb more information through

multiple sensory pathwaysmultiple sensory pathways

We can promote the We can promote the utilization of all the utilization of all the senses by:senses by: Designing differentiated instruction Designing differentiated instruction

that promotes students to use all of that promotes students to use all of their sensory pathwaystheir sensory pathways

Finding our students learning styles Finding our students learning styles and multiple intelligencesand multiple intelligences

CHECKING CHECKING FOR FOR

ACCURACYACCURACY““A man who has committed a A man who has committed a

mistake and doesn’t correct mistake and doesn’t correct it is committing another it is committing another mistake.”mistake.”

- Confucius - Confucius

When learners check for When learners check for accuracy:accuracy:

They are applying a real-world They are applying a real-world concept – most careers require a high concept – most careers require a high level of accuracylevel of accuracy

They demonstrate that the ultimate They demonstrate that the ultimate goal is not completing a task, but goal is not completing a task, but producing a high-quality product by producing a high-quality product by spending additional time making spending additional time making revisionsrevisions

We can promote checking We can promote checking for accuracy by:for accuracy by:

Indicating the number of student errors on Indicating the number of student errors on a certain assignment and requiring that a certain assignment and requiring that they resubmit their work after the errors are they resubmit their work after the errors are correctedcorrected

Applying a “three before me” principle: Applying a “three before me” principle: Three people (peers, parents, sibling’s, etc.) Three people (peers, parents, sibling’s, etc.) check the students work before submissioncheck the students work before submission

DRAWING ON DRAWING ON PAST PAST

KNOWLEDGE KNOWLEDGE AND AND

EXPERIENCEEXPERIENCE““I’ve never made a mistake. I’ve never made a mistake. I’ve only learned form I’ve only learned form experience”experience”

- Thomas A. Edison- Thomas A. Edison

Learners draw on past Learners draw on past knowledge and experience knowledge and experience to:to:

Aid in one of the ultimate goals of Aid in one of the ultimate goals of learning : applying learning to real-learning : applying learning to real-life situations and to further an life situations and to further an understanding of content above and understanding of content above and beyond its original contextbeyond its original context

provide a base for continued lifelong provide a base for continued lifelong learninglearning

We can promote drawing on We can promote drawing on past knowledge and past knowledge and experiences by: experiences by: Starting a lesson or topic by asking, “Who can tell Starting a lesson or topic by asking, “Who can tell

me….?, or “what are some things we know about….?me….?, or “what are some things we know about….? Posing questions that allow student to draw from Posing questions that allow student to draw from

their past:their past: What do you know?What do you know? What do you need to know?What do you need to know? How are you going to find out?How are you going to find out?

Using a bridge mapUsing a bridge map Provides a graphic framework for thinking about Provides a graphic framework for thinking about

their past knowledge in relationship to present their past knowledge in relationship to present learninglearning

LISTENING LISTENING WITH WITH

UNDERSTANDINUNDERSTANDING AND EMPATHYG AND EMPATHY “ “The way of being with another person which is The way of being with another person which is

termed empathic means temporarily living in their life, termed empathic means temporarily living in their life, moving about in it delicately, without making moving about in it delicately, without making judgments. To be with another person in this way judgments. To be with another person in this way means that for the time being you lay aside the views means that for the time being you lay aside the views and values you hold for yourself in order to enter the and values you hold for yourself in order to enter the other’s world without prejudice. A complex, other’s world without prejudice. A complex, demanding, strong yet subtle and gentle way of being.”demanding, strong yet subtle and gentle way of being.”

- Carl - Carl Rogers Rogers

Learners listen with Learners listen with understanding and empathy understanding and empathy when they:when they: Display appropriate body language Display appropriate body language

that represents they are engaging in that represents they are engaging in listeninglistening Head up straight facing the speakerHead up straight facing the speaker Eye contact is locked inEye contact is locked in Constant noddingConstant nodding Similar facial expressions to the Similar facial expressions to the

speakersspeakers Good posture Good posture

Learners listen with Learners listen with understanding and empathy understanding and empathy when they:when they: Paraphrase the speaker’s thoughts Paraphrase the speaker’s thoughts

into their own wordsinto their own words Assume the role of another person Assume the role of another person

through empathy of their ideas, through empathy of their ideas, perspectives and feelingsperspectives and feelings

Politely ask for clarification by asking Politely ask for clarification by asking probing questionsprobing questions

Do not interrupt the speakerDo not interrupt the speaker

We can promote good We can promote good listening listening skills by:skills by: Modeling the qualities of a good listener Modeling the qualities of a good listener

previously describedpreviously described Consistently asking a student to paraphrase Consistently asking a student to paraphrase

what the teacher said or a peer saidwhat the teacher said or a peer said Having students self evaluate their listening Having students self evaluate their listening

skills using a rubricskills using a rubric

METACOGNITIOMETACOGNITIONN

““When the mind is When the mind is thinking, it is talking to thinking, it is talking to itself.”itself.”

--PlatoPlato

Learners demonstrate Learners demonstrate metacognition when they:metacognition when they: Focus on the process of finding an Focus on the process of finding an

answer, not just having a correct answer, not just having a correct answeranswer

Check for accuracyCheck for accuracy Are aware of their own thinkingAre aware of their own thinking Examine the logic behind solving a Examine the logic behind solving a

problemproblem Explore a variety of approaches to Explore a variety of approaches to

solving a problem – flexibility of solving a problem – flexibility of thinkingthinking

We can promote We can promote discussions discussions about metacognition by:about metacognition by: Asking probing questions that engage Asking probing questions that engage

students in higher-order thinkingstudents in higher-order thinking Refrain from giving immediate answersRefrain from giving immediate answers Pausing and clarifying responses students Pausing and clarifying responses students

givegive Asking students to dissect the logic behind Asking students to dissect the logic behind

their idea(s)their idea(s)

Think-aloud problem solving Think-aloud problem solving (T.A.P.S.)(T.A.P.S.)

What exactly is this problem asking What exactly is this problem asking me to do?me to do?

What do I already know?What do I already know? What do I need to know to answer What do I need to know to answer

the question?the question? When have I faced a similar When have I faced a similar

problem?problem? What can I take from that solution What can I take from that solution

that will help me solve this problem?that will help me solve this problem?

CREATIVITYCREATIVITY ““The future is not some place we The future is not some place we

are going to but one we are are going to but one we are creating. The paths are not to be creating. The paths are not to be found, but made, and the activity found, but made, and the activity of making them changes both the of making them changes both the maker and the destination.”maker and the destination.”- John Schaar- John Schaar

CreativityCreativity

Originality and expressiveness are Originality and expressiveness are showcasedshowcased

A resource everyone of us can use, A resource everyone of us can use, as long as we know how to release itas long as we know how to release it

Start with a vision, then work Start with a vision, then work backwards to find a “solution”backwards to find a “solution”

Not a genetic qualityNot a genetic quality

We can promote We can promote creativity by:creativity by: Brainstorming independently or Brainstorming independently or

interdependentlyinterdependently Creating assignments that welcome Creating assignments that welcome

creativitycreativity Thinking by analogy/metaphorsThinking by analogy/metaphors

Interdependent Interdependent BrainstormingBrainstorming

Brings out different strengthsBrings out different strengths Suggests that there is no “best” way Suggests that there is no “best” way

to solve any creative challengeto solve any creative challenge One’s own thinking is “jump-started”One’s own thinking is “jump-started” Supports metacognitionSupports metacognition Multiple creative strategies are Multiple creative strategies are

presentpresent

Encouraging Creativity In Encouraging Creativity In Our InstructionOur Instruction Assign a task with boundaries, like a Assign a task with boundaries, like a

time limit or lack of materialstime limit or lack of materials Organize open-ended assignments Organize open-ended assignments

that welcome ownership that welcome ownership Design group projects that welcome Design group projects that welcome

brainstorming, creativity, and social brainstorming, creativity, and social interactioninteraction

WONDERMEWONDERMENTNT

““All thinking begins with All thinking begins with wonderment”wonderment”

- Socrates- Socrates

When learners display When learners display wonderment:wonderment:

A passion for thinking is eminent A passion for thinking is eminent Learning is intrinsically motivatingLearning is intrinsically motivating A sense of euphoria is feltA sense of euphoria is felt Fascination and authentic curiosity Fascination and authentic curiosity

about the way the world works is about the way the world works is presentpresent

A compassionate quality for all of Gods A compassionate quality for all of Gods creatures and relationships is presentcreatures and relationships is present

We can encourage We can encourage wonderment by:wonderment by:

Constructing activities that promote inquiryConstructing activities that promote inquiry Letting students pursue answers to their Letting students pursue answers to their

own curiositiesown curiosities Modeling wonderment when teaching a Modeling wonderment when teaching a

content area that they are truly passionate content area that they are truly passionate aboutabout

Stephen Covey’s 7 Habits of Stephen Covey’s 7 Habits of Highly Effective PeopleHighly Effective People

Challenges us to rethink the way we Challenges us to rethink the way we do thingsdo things

This will allow us to be better This will allow us to be better teachers and leadersteachers and leaders

Being a better leader also means Being a better leader also means better managementbetter management

Better management leads to highly Better management leads to highly motivated studentsmotivated students

The 7 Habits - an The 7 Habits - an overview.overview.

7Sharpen saw

Independence

Interdependence

PUBLICVICTORY

Think win-win4

Understand5

Synergize6

Dependence

1Be Proactive

PRIVATEVICTORY 2

End in mind

31st things 1st

Seven Habits ParadigmSeven Habits Paradigm

Character - “Habits” Character - “Habits” knowledge, skill, and desireknowledge, skill, and desire

The maturity continuum The maturity continuum dependence, independence, interdependencedependence, independence, interdependence

Private victories precede public victoriesPrivate victories precede public victories Effectiveness Effectiveness

P/PC balance P/PC balance physical, financial, human assetsphysical, financial, human assets

Knowledge(what to, why to)

Skills(how to)

Effective HabitsEffective HabitsInternalized principles Internalized principles & patterns of behavior& patterns of behavior

Habits

Desire(want to)

What does it mean to be What does it mean to be “effective”?“effective”?

The proper balance between The proper balance between Production (P) and Production Production (P) and Production Capability (PC)Capability (PC)

The P/PC balanceThe P/PC balanceAesop’s fable“The Goose and the Golden Egg”

“A man and his wife had the good fortune to possess a goose that laid a golden egg every day. Lucky though they were, they soon began to think they were not getting rich fast enough, and, imagining the bird must be made of gold inside, they decided to kill it in order to secure the whole store of precious metal at once.

But when they cut it open they found it was just like any other goose. Thus, they neither got rich all at once, as they had hoped, nor enjoyed any longer the daily addition to their wealth.”

Production (things you are “paid” for)Teaching students day in and day outPlaying in a basketball gameenjoying a healthy bodyhaving great a relationship with a loved one

Production Capability (no “pay”!)Writing lesson planspracticing fundamentalsexercisingpreparing dinner, spending time with them

The Seven Habits Paradigm

Inside-OutInside-Out The power of a paradigm shift The power of a paradigm shift

““glasses”glasses” wrong map? try harder?wrong map? try harder? How old is she? (Being and Seeing)How old is she? (Being and Seeing)

The Principle-centered paradigm (natural The Principle-centered paradigm (natural laws)laws) fairness, integrity, honesty, human dignity, fairness, integrity, honesty, human dignity,

service, quality, excellence, potential, growth, service, quality, excellence, potential, growth, patience, nurturance, encouragement, etc.patience, nurturance, encouragement, etc.

not practices, not values, not legislated lawsnot practices, not values, not legislated laws

The Principle-Centered The Principle-Centered ParadigmParadigm

Principle of Growth and ChangePrinciple of Growth and Change no short-cutsno short-cuts

The character-based ethics (primary The character-based ethics (primary greatness) vs. personality-based ethics greatness) vs. personality-based ethics (secondary greatness)(secondary greatness)

The way we see the problem IS the problemThe way we see the problem IS the problem quick fixes? taking classroom management quick fixes? taking classroom management

courses?courses? The new level of thinkingThe new level of thinking

focus first on primary greatness of characterfocus first on primary greatness of character

Habit 1 – Be ProactiveHabit 1 – Be Proactive


This is the habit of personal vision- This is the habit of personal vision- taking responsibility for attitudes and taking responsibility for attitudes and actionsactions

Between stimulus and responseBetween stimulus and response freedom to consciously choose your freedom to consciously choose your

reaction to stimulireaction to stimuli Reflect before you reactReflect before you react

human endowment: self-awareness, human endowment: self-awareness, imagination, conscience, independent imagination, conscience, independent willwill


Proactivity - “response-ability” Proactivity - “response-ability” It’s not what happens to us, but our It’s not what happens to us, but our

response to what happens to us that response to what happens to us that hurts ushurts us

This freedom to choose resides in our This freedom to choose resides in our self-consciousness and separates us self-consciousness and separates us from lower animalsfrom lower animals

Proactive ModelProactive Model

StimulusStimulus ResponseResponse

Self -Self -AwarenessAwareness

ImaginationImagination ConscienceConscience

Independent Independent WillWill

Freedom Freedom toto

ChooseChoose

Habit 1 – Be ProactiveHabit 1 – Be Proactive This freedom to choose resides in our self-This freedom to choose resides in our self-

consciousness and separates us from consciousness and separates us from lower animals.lower animals.

Act or be acted uponAct or be acted upon listen to our language - listen to our language - “I choose”“I choose” - “ - “LoveLove” is a ” is a

verbverb The other end of the stickThe other end of the stick

consequences and mistakesconsequences and mistakes Taking the initiativeTaking the initiative

recognizing our responsibility to make things recognizing our responsibility to make things happenhappen


REACTIVE LANGUAGEREACTIVE LANGUAGE There’s nothing I can doThere’s nothing I can do That’s just the way I amThat’s just the way I am He makes me so madHe makes me so mad They won’t allow thatThey won’t allow that I have to do thatI have to do that I can’tI can’t I mustI must If onlyIf only

PROACTIVE LANGUAGEPROACTIVE LANGUAGE Let’s look for alternativesLet’s look for alternatives I can choose a different I can choose a different

approachapproach I control my own feelingsI control my own feelings I can create an effective I can create an effective

presentationpresentation I will choose an I will choose an

appropriate responseappropriate response I chooseI choose I preferI prefer I willI will


Making and keeping commitmentsMaking and keeping commitments Proactivity: the 30-day testProactivity: the 30-day test

Focus time and energy on things you Focus time and energy on things you can controlcan control The Circle of InfluenceThe Circle of Influence

Don’t worry about conditions over Don’t worry about conditions over which you have little or no controlwhich you have little or no control The Circle of ConcernThe Circle of Concern

Circleof

Influence

Circle of

concern

no concern

REACTIVE(reverse acting, problem-bound, vague)I am not a good teacher because my students are uncontrollable People think I am out of shapeI never spend time with my loved ones.

PROACTIVE(forward acting, opportunity-focused, clear)I will read one book per month that will improve my teachingI will exercise and every other day and watch what I eatI will plan a special weekend per month.

Circle of Influence

PROACTIVE FOCUS (Positive energy enlarges the Circle of Influence)

Circle of

Concern

Habits of Mind Engaged Habits of Mind Engaged While Living Habit 1:While Living Habit 1:

PersistencePersistence Precision of language and thoughtPrecision of language and thought Managing impulsivityManaging impulsivity MetacognitionMetacognition CreativityCreativity WondermentWonderment

Habit 2 - Begin With the End Habit 2 - Begin With the End in Mindin Mind

Habit 2 - Begin With the Habit 2 - Begin With the End in MindEnd in Mind

This is the habit of personal This is the habit of personal leadership- beginning each day with leadership- beginning each day with a clear understanding of your desired a clear understanding of your desired direction and destinationdirection and destination

You must develop your own self-You must develop your own self-awareness and become responsible awareness and become responsible for your own thoughtsfor your own thoughts If not, other people and If not, other people and

circumstances are empowered to circumstances are empowered to shape our livesshape our lives


What really matters most to usWhat really matters most to us deep, fundamentaldeep, fundamental family, friends, profession, communityfamily, friends, profession, community climbing the ladder - efficient vs. effectiveclimbing the ladder - efficient vs. effective

All things are created twiceAll things are created twice mental and physical - Leadership and mental and physical - Leadership and

ManagementManagement By design or defaultBy design or default Rescripting: Becoming your own first Rescripting: Becoming your own first

creatorcreator


Three Aspects of Management:Three Aspects of Management: LeadershipLeadership – what do I / we want to accomplish? – what do I / we want to accomplish? ManagementManagement – how can I/we best accomplish – how can I/we best accomplish

it?it? ProductivityProductivity – doing it – product/goal. – doing it – product/goal.

““Management is doing things right; Leadership Management is doing things right; Leadership is doing the right things.” is doing the right things.”

-- Peter DruckerPeter Drucker


A Principle-Centered personA Principle-Centered person Life-support: security, guidance, wisdom, and Life-support: security, guidance, wisdom, and

powerpower Spouse, Family, Money, Work, Possession, Spouse, Family, Money, Work, Possession,

Pleasure, Friend/Enemy, Church, SelfPleasure, Friend/Enemy, Church, Self Exercise: Expand perspectiveExercise: Expand perspective

i.e. Start a family, retirement, one week to livei.e. Start a family, retirement, one week to live Exercise: Visualization and affirmationExercise: Visualization and affirmation

i.e. Be patient with my studentsi.e. Be patient with my students


The most effective technique to The most effective technique to begin with the end in mind is to begin with the end in mind is to develop a personal mission develop a personal mission statementstatement philosophy or creed that focuses on philosophy or creed that focuses on

what you want to be (character) and do what you want to be (character) and do (contributions)(contributions)

Different types from poems, songs, Different types from poems, songs, quotes to pictures, photographsquotes to pictures, photographs

My Personal Mission My Personal Mission StatementStatementGod created me and each of us with incredible care and detail to achieve a uniqueGod created me and each of us with incredible care and detail to achieve a unique

purpose or purposes within His plan. Helping me find, pursue and achieve that purpose or purposes within His plan. Helping me find, pursue and achieve that purpose is the mission of this tool.purpose is the mission of this tool.

I have a purpose in life and I know in my heart what’s important to me.I have a purpose in life and I know in my heart what’s important to me.

I am impactful because what I do personally and professionally makes a I am impactful because what I do personally and professionally makes a difference in the lives of others.difference in the lives of others.

I will let the chips fall as they may. Circumstances, priorities, goals and dreams I will let the chips fall as they may. Circumstances, priorities, goals and dreams will develop and evolve through time.will develop and evolve through time.

I will take full responsibility for my actions and remain proactive. I will continue I will take full responsibility for my actions and remain proactive. I will continue my willingness to learn from mistakes made and take the proper steps to ensure my willingness to learn from mistakes made and take the proper steps to ensure the same mistakes don’t occur again.the same mistakes don’t occur again.

I will continue to implement the values established and taught to me by my parents. I will live I will continue to implement the values established and taught to me by my parents. I will live with integrity; embrace, instill, and provide security; wear my heart on my sleeve; go all out for with integrity; embrace, instill, and provide security; wear my heart on my sleeve; go all out for friends, family, and others you impact day in and day out; remain loyal and honorable; take friends, family, and others you impact day in and day out; remain loyal and honorable; take initiative in every aspect of life; persistence in establishing new learning or furthering learning; initiative in every aspect of life; persistence in establishing new learning or furthering learning; maintaining a strong work ethic; give recognition to those who deserve gratitude.maintaining a strong work ethic; give recognition to those who deserve gratitude.

My Personal Mission My Personal Mission statement (con’d)statement (con’d)

I will follow through when I have an urge or idea, even if I have to schedule time I will follow through when I have an urge or idea, even if I have to schedule time to explore and further it.to explore and further it.

I will maintain my commitment to being a life-long learner. To achieve this goal I will:I will maintain my commitment to being a life-long learner. To achieve this goal I will: Be persistent in establishing new learning or furthering learning for myself and others around Be persistent in establishing new learning or furthering learning for myself and others around

meme Devote some my time to researching and reading literature that will help me personally and Devote some my time to researching and reading literature that will help me personally and

professionally, and those I impactprofessionally, and those I impact Continue to be creative in teaching character and mathematicsContinue to be creative in teaching character and mathematics Further my students learning through my own life-long learning experiencesFurther my students learning through my own life-long learning experiences

I aspire to never promise more than I can reasonably and effectively deliver, and to never make I aspire to never promise more than I can reasonably and effectively deliver, and to never make commitments that I am unwilling or unable to carry through.commitments that I am unwilling or unable to carry through.

I will be a supportive and compassionate friend who will go out their way to unite in the pursuit of I will be a supportive and compassionate friend who will go out their way to unite in the pursuit of happiness. The friendships I will seek out will emulate the same qualities I bring to the table, happiness. The friendships I will seek out will emulate the same qualities I bring to the table, especially mutual respect and encouragement.especially mutual respect and encouragement.

My mission and values are expressed in the way I live my life every day. I will uphold these My mission and values are expressed in the way I live my life every day. I will uphold these commitments with great strength and integrity.commitments with great strength and integrity.

My Personal Mission My Personal Mission Statement (con’d)Statement (con’d)

““If you’re not following your heart, you’re living someone else’s dream”If you’re not following your heart, you’re living someone else’s dream” -Lyn Christian-Lyn Christian

““Know of no more encouraging fact than the unquestionable ability of Know of no more encouraging fact than the unquestionable ability of man to elevate his life by conscious endeavor.”man to elevate his life by conscious endeavor.”

- Henry David Thoreau- Henry David Thoreau

““Ultimately, man should not ask what the meaning of life is, but rather Ultimately, man should not ask what the meaning of life is, but rather must recognize that it is he who is asked. In a word, each man is must recognize that it is he who is asked. In a word, each man is questioned by life; and he can only answer to life by answering for his questioned by life; and he can only answer to life by answering for his own life; to life he can only respond by being responsible”own life; to life he can only respond by being responsible”

-Viktor -Viktor FranklFrankl


PersistencePersistence QuestioningQuestioning Flexibility of thinkingFlexibility of thinking Using all the senses Using all the senses Checking for accuracyChecking for accuracy Drawing on past knowledge and Drawing on past knowledge and

experienceexperience MetacognitionMetacognition CreativityCreativity WondermentWonderment

Habit 3 - Put First Habit 3 - Put First Things FirstThings First


The power of independent willThe power of independent will to act with integrity to your proactive to act with integrity to your proactive

first creationfirst creation Quadrant II - important not urgentQuadrant II - important not urgent

vision, perspective, balance, discipline, vision, perspective, balance, discipline, control, few crisescontrol, few crises

To maximize your effectiveness, put as To maximize your effectiveness, put as many eggs as you can into the Quadrant II many eggs as you can into the Quadrant II basket - crises will be minimizedbasket - crises will be minimized

The Time Management MatrixThe Time Management Matrix

Not UrgentNot UrgentUrgentUrgent

No

t Im

po

rtan

tN

ot

Imp

ort

ant

Imp

ort

ant

Imp

ort

ant

I The ProcrastinatorI The Procrastinator•Crises•Pressing problems•Deadline-driven projects

I The ProcrastinatorI The Procrastinator•Crises•Pressing problems•Deadline-driven projects

II The PrioritizerII The Prioritizer•Prevention, PC activities•Relationship building•Recognizing new opportunities•Planning, recreation

II The PrioritizerII The Prioritizer•Prevention, PC activities•Relationship building•Recognizing new opportunities•Planning, recreation

III The Yes-manIII The Yes-man•Interruptions, some calls•Some mail, Some reports•Some meetings•Proximate, pressing matters•Popular activities

III The Yes-manIII The Yes-man•Interruptions, some calls•Some mail, Some reports•Some meetings•Proximate, pressing matters•Popular activities

IV The SlackerIV The Slacker•Trivia, busy work•Some mail•Some phone calls•time wasters•Pleasant activities

IV The SlackerIV The Slacker•Trivia, busy work•Some mail•Some phone calls•time wasters•Pleasant activities

The Time Management Matrix (sample for The Time Management Matrix (sample for teachers)teachers)

Not UrgentNot UrgentUrgentUrgent

No

t Im

po

rtan

tN

ot

Imp

ort

ant

Imp

ort

ant

Imp

ort

ant

I The ProcrastinatorI The Procrastinator•Grad Exam tomorrow•Late for work/class•Student grades due today•Meet with parent

I The ProcrastinatorI The Procrastinator•Grad Exam tomorrow•Late for work/class•Student grades due today•Meet with parent

II The PrioritizerII The Prioritizer•Planning, goal setting •Lesson plans done a week in advance•Exercise•Relationships/relaxation

II The PrioritizerII The Prioritizer•Planning, goal setting •Lesson plans done a week in advance•Exercise•Relationships/relaxation

III The Yes-manIII The Yes-man•Unimportant e-mails•Interruptions•Other people’s small problems•Peer pressure

III The Yes-manIII The Yes-man•Unimportant e-mails•Interruptions•Other people’s small problems•Peer pressure

IV The SlackerIV The Slacker•Too much TV•Endless phone calls•Excessive Internet usage•Other time wasters

IV The SlackerIV The Slacker•Too much TV•Endless phone calls•Excessive Internet usage•Other time wasters


Becoming a Quadrant II self-managerBecoming a Quadrant II self-manager Second creation - management Second creation - management

(effective vs. efficient)(effective vs. efficient) Long-term organizing and weekly Long-term organizing and weekly

organizingorganizing What it takes to say “No”What it takes to say “No”

Goals


RolesMission

Statement

Long - Term Long - Term OrganizingOrganizing

Plans


Schedule

GoalsRoles

Delegate

Weekly OrganizingWeekly Organizing

Habit 3 - Put First Things Habit 3 - Put First Things FirstFirst

Prioritize Big RocksPrioritize Big Rocks Delegation: Increasing P and PC Delegation: Increasing P and PC Stewardship delegation vs. Gofer Stewardship delegation vs. Gofer

delegationdelegation Results, choice of method, desired results, Results, choice of method, desired results,

guidelines, resources, accountability, guidelines, resources, accountability, consequencesconsequences

The Quadrant II paradigmThe Quadrant II paradigm IntrinsicIntrinsic All 7 habits lie in this quadrantAll 7 habits lie in this quadrant

Habit 3 – Demonstrating Habit 3 – Demonstrating Big RocksBig Rocks

1) Identify Big Rocks (keep quadrant II in mind)2) Schedule these FIRST!3) Surround little everyday things that need your time


Why weekly planning?Why weekly planning? Our thinking should be in terms of weeksOur thinking should be in terms of weeks Daily planning is too narrowDaily planning is too narrow Monthly planning is to broad a focusMonthly planning is to broad a focus Daily planning now becomes more a Daily planning now becomes more a

function of daily adapting, of prioritizing function of daily adapting, of prioritizing activities and responding to spontaneity activities and responding to spontaneity and experiences in a more meaningful wayand experiences in a more meaningful way


PersistencePersistence Managing impulsivity Managing impulsivity Using all the sensesUsing all the senses Checking for accuracyChecking for accuracy Drawing on past knowledge and Drawing on past knowledge and

experienceexperience MetacognitionMetacognition CreativityCreativity Wonderment Wonderment

The 7 Habits - moving to The 7 Habits - moving to interdependenceinterdependence

7Sharpen saw

Independence

Interdependence

PUBLICVICTORY

Think win-win4

Understand5

Synergize6

Dependence

1Be Proactive

PRIVATEVICTORY 2

End in mind

31st things 1st

Paradigms of Paradigms of InterdependenceInterdependence

The Emotional/Relationship Bank AccountThe Emotional/Relationship Bank Account Major deposits:Major deposits:

Understanding the IndividualUnderstanding the Individual Attending to the Little ThingsAttending to the Little Things Keeping CommitmentsKeeping Commitments Clarifying ExpectationsClarifying Expectations Showing Personal IntegrityShowing Personal Integrity Apologizing Sincerely When You Make a Apologizing Sincerely When You Make a

WithdrawalWithdrawal The Habits of InterdependenceThe Habits of Interdependence

Dependence, Independence, and InterdependenceDependence, Independence, and Interdependence

Habit 4 - Think Win/WinHabit 4 - Think Win/Win

Habit 4 - Think Win/WinHabit 4 - Think Win/Win This is the habit of interpersonal leadershipThis is the habit of interpersonal leadership Based on abundance mentality-Based on abundance mentality-

The paradigm that there is plenty for everyone, The paradigm that there is plenty for everyone, that one person’s success is not achieved at the that one person’s success is not achieved at the expense or exclusion of the success of othersexpense or exclusion of the success of others

This means that agreements or solutions are This means that agreements or solutions are mutually beneficial and satisfyingmutually beneficial and satisfying

This is an effective tool for long-term This is an effective tool for long-term effectivenesseffectiveness

Includes the following 5 elements: desired Includes the following 5 elements: desired results, guidelines, resources, accountability, and results, guidelines, resources, accountability, and consequencesconsequences


The attitude of seeking mutual benefit.The attitude of seeking mutual benefit. Even better: Win-Win or No Deal.Even better: Win-Win or No Deal. Abundance Mentality vs. Scarcity MentalityAbundance Mentality vs. Scarcity Mentality Recognizes interdependent realities in life: Recognizes interdependent realities in life:

marriage, employment, citizenship, etc.marriage, employment, citizenship, etc. Clarifies expectations by explicitly Clarifies expectations by explicitly

acknowledging five elements: desired acknowledging five elements: desired results, guidelines, resources, results, guidelines, resources, accountability, and consequences.accountability, and consequences.

Habit 4 - Think Win/WinHabit 4 - Think Win/Win Win/Win or No DealWin/Win or No Deal Five Dimensions of Win/WinFive Dimensions of Win/Win

Character Character Integrity - Habits 1, 2, and 3Integrity - Habits 1, 2, and 3 Maturity - the balance between courage and Maturity - the balance between courage and

considerationconsideration Abundance Mentality - there’s plenty out there for Abundance Mentality - there’s plenty out there for

everybody vs. “jealousy”everybody vs. “jealousy” RelationshipsRelationships (high trust, emotional bank accounts) (high trust, emotional bank accounts) AgreementsAgreements (desired results, guidelines, resources, (desired results, guidelines, resources,

accountability, consequences)accountability, consequences)


SystemsSystems (“sibling rivalry”) (“sibling rivalry”) ProcessProcess

see the problem from the other point of viewsee the problem from the other point of view identify the key issues and concerns (not identify the key issues and concerns (not

positions) involvedpositions) involved determine what results would constitute a determine what results would constitute a

fully acceptable solutionfully acceptable solution identify possible new options to achieve identify possible new options to achieve

those resultsthose results



PersistencePersistence Precision of language and thoughtPrecision of language and thought Managing impulsivity Managing impulsivity QuestioningQuestioning Flexibility of ThinkingFlexibility of Thinking Using all the sensesUsing all the senses Drawing on past knowledge and experienceDrawing on past knowledge and experience Listening with understanding and empathyListening with understanding and empathy MetacognitionMetacognition CreativityCreativity Wonderment Wonderment

Habit 5 - Seek First to Habit 5 - Seek First to Understand, Then to Be Understand, Then to Be

UnderstoodUnderstood


UnderstoodUnderstood This is the habit of communication- the This is the habit of communication- the

most important skill in lifemost important skill in life Listen for understandingListen for understanding Empathic Listening gets inside another Empathic Listening gets inside another

person’s frame of referenceperson’s frame of reference You see the world the way he or she sees it, You see the world the way he or she sees it,

you can understand how he or she feelsyou can understand how he or she feels This doesn’t mean you necessarily agree, This doesn’t mean you necessarily agree,

simply that you understand their point of viewsimply that you understand their point of view


UnderstoodUnderstood Empathic ListeningEmpathic Listening

““Seek first to understand” - a paradigm shiftSeek first to understand” - a paradigm shift ““I can’t understand him. He just won’t listen to me.”I can’t understand him. He just won’t listen to me.” Reflecting the feeling - giving the psychological “air”Reflecting the feeling - giving the psychological “air” Risky - open yourself up to be influencedRisky - open yourself up to be influenced

Then Seek to Be UnderstoodThen Seek to Be Understood Expand Circle of InfluenceExpand Circle of Influence Character, relationship, and logicCharacter, relationship, and logic

One on OneOne on One With children, spouse, employee, co-workerWith children, spouse, employee, co-worker Seek first to understand - before the problems come Seek first to understand - before the problems come

upup


UnderstoodUnderstoodFour autobiographical responses:Four autobiographical responses: EvaluateEvaluate – we either agree or disagree– we either agree or disagree ProbeProbe – we ask questions from our own – we ask questions from our own

frame of referenceframe of reference AdviseAdvise – we provide counsel based on – we provide counsel based on

our own experiencesour own experiences InterpretInterpret – we try to explain their – we try to explain their

motives and behaviors, based on our motives and behaviors, based on our ownown


UnderstoodUnderstood Effective communication:Effective communication:

One of the master skills in lifeOne of the master skills in life The key to building Win-Win relationshipsThe key to building Win-Win relationships The essence of professionalismThe essence of professionalism

Most credibility problems begin with Most credibility problems begin with perception differences. perception differences.

We see the world as we are, not as it is. We see the world as we are, not as it is. Our perceptions are produced from our Our perceptions are produced from our experiences.experiences.

Practice paradigm shiftingPractice paradigm shifting


PersistencePersistence Precision of language and thoughtPrecision of language and thought Managing impulsivity Managing impulsivity QuestioningQuestioning Flexibility of ThinkingFlexibility of Thinking Using all the sensesUsing all the senses Checking for accuracyChecking for accuracy Drawing on past knowledge and experienceDrawing on past knowledge and experience Listening with understanding and empathyListening with understanding and empathy MetacognitionMetacognition CreativityCreativity Wonderment Wonderment

Habit 6 - SynergizeHabit 6 - Synergize

Habit 6 - SynergizeHabit 6 - Synergize This is the habit of cooperation or teamworkThis is the habit of cooperation or teamwork

Concentrates on the previous two habits and Concentrates on the previous two habits and this one will naturally develop.this one will naturally develop.

two people, creatively cooperating, will be able two people, creatively cooperating, will be able to produce far better results than either one to produce far better results than either one could alonecould alone

1 + 1 > 31 + 1 > 3 Synergy, where the whole is greater than the Synergy, where the whole is greater than the

sum of its parts, results from complementary sum of its parts, results from complementary differencesdifferences lets us discover jointly things that we are much lets us discover jointly things that we are much

less likely to discover by ourselvesless likely to discover by ourselves ““Opposites attract” principleOpposites attract” principle

Habit 6 - SynergizeHabit 6 - Synergize

Habit 6 - SynergizeHabit 6 - Synergize Valuing the differences is the essence of Valuing the differences is the essence of

synergysynergy Realize that not all people see the world not Realize that not all people see the world not

as it is, but as as it is, but as theythey are are When we value differences and bring When we value differences and bring

different perspectives together in the spirit different perspectives together in the spirit of mutual respect, people feel free to seek of mutual respect, people feel free to seek the best possible alternative (3the best possible alternative (3rdrd alternative)- one that is substantially better alternative)- one that is substantially better than either of the original proposalsthan either of the original proposals

Finding a 3Finding a 3rdrd alternative is not a alternative is not a compromise, it represents a win-win compromise, it represents a win-win solution for both partiessolution for both parties

Levels of CommunicationLevels of Communication

HighHigh

Trust

LowLow

LowLow HighHighCooperation

Synergistic (Win/Win)

Respectful (Compromise)

Defensive (Win/Lose or Lose/Win)


PersistencePersistence Precision of language and thoughtPrecision of language and thought Managing impulsivity Managing impulsivity QuestioningQuestioning Flexibility of ThinkingFlexibility of Thinking Using all the sensesUsing all the senses Drawing on past knowledge and experienceDrawing on past knowledge and experience Listening with understanding and empathyListening with understanding and empathy MetacognitionMetacognition CreativityCreativity Wonderment Wonderment

The 7 Habits - one more The 7 Habits - one more habithabit

7Sharpen saw

Independence

Interdependence

PUBLICVICTORY

Think win-win4

Understand5

Synergize6

Dependence

1Be Proactive

PRIVATEVICTORY 2

End in mind

31st things 1st

Habit 7 - Sharpen the Habit 7 - Sharpen the SawSaw


This is the habit of self-renewalThis is the habit of self-renewal Success has two sides as seen by Aesop’s fable- Success has two sides as seen by Aesop’s fable-

The goose which represents production capability (PC)The goose which represents production capability (PC) The golden eggs which represent production (P) of desired The golden eggs which represent production (P) of desired

resultsresults The other six habits are your golden eggs. This habit is feeding The other six habits are your golden eggs. This habit is feeding

the goose.the goose. It’s wise to keep both sides in balanceIt’s wise to keep both sides in balance

When people get busy producing or “sawing”, they rarely When people get busy producing or “sawing”, they rarely take time to sharpen the saw because maintenance seldom take time to sharpen the saw because maintenance seldom pays dramatic, immediate dividendspays dramatic, immediate dividends

People must make an investment in themselves to People must make an investment in themselves to see dividends in the long runsee dividends in the long run

Four Dimensions of Four Dimensions of RenewalRenewalPhysical

Exercise, NutritionStress Management

PhysicalExercise, Nutrition

Stress Management

SpiritualValue Clarification &

Commitment& Meditation

SpiritualValue Clarification &

Commitment& Meditation

Social/EmotionalService, Empathy,

Synergy, Intrinsic Security

Social/EmotionalService, Empathy,

Synergy, Intrinsic Security

MentalReading, Visualizing,

Planning, Writing

MentalReading, Visualizing,

Planning, Writing


Renewal is the principle and process Renewal is the principle and process that empowers us to move in an that empowers us to move in an upward spiral of growth and change, upward spiral of growth and change, of continuous improvementof continuous improvement ““Learn, Commit, and Do” are the three Learn, Commit, and Do” are the three

recurring activities that force us up the recurring activities that force us up the spiral to higher and higher planes of spiral to higher and higher planes of effectiveness in personal growth.effectiveness in personal growth.

““There are two great pains in life: the There are two great pains in life: the pain of self-discipline and the pain of pain of self-discipline and the pain of regret.”regret.”


PersistencePersistence Precision of language and thoughtPrecision of language and thought Managing impulsivity Managing impulsivity QuestioningQuestioning Flexibility of ThinkingFlexibility of Thinking Using all the sensesUsing all the senses Checking for accuracyChecking for accuracy Drawing on past knowledge and experienceDrawing on past knowledge and experience Listening with understanding and empathyListening with understanding and empathy MetacognitionMetacognition CreativityCreativity Wonderment Wonderment

The 7 Habits and The 7 Habits and The 4 Dimensions of The 4 Dimensions of

RenewalRenewal The 7 habits are found to be at the The 7 habits are found to be at the

intersection of intersection of Desire, Knowledge, & SkillsDesire, Knowledge, & Skills.. The Affective Realm (The Affective Realm (DesireDesire))

The Spiritual DimensionThe Spiritual Dimension The Emotional/Social DimensionThe Emotional/Social Dimension

The Cognitive Realm (The Cognitive Realm (KnowledgeKnowledge)) The Mental DimensionThe Mental Dimension

The Substantive Realm (The Substantive Realm (SkillsSkills)) The Physical DimensionThe Physical Dimension

Synergy in RenewalSynergy in Renewal

Renewal in any one of the 4 dimensions Renewal in any one of the 4 dimensions increases your ability to live the 7 Habits.increases your ability to live the 7 Habits.

Improvement in one habit synergistically Improvement in one habit synergistically increases your ability to live the rest: increases your ability to live the rest: more proactive, more exercising of personal more proactive, more exercising of personal

leadershipleadership more effective management of life, more more effective management of life, more

Quadrant II renewing activitiesQuadrant II renewing activities more seeking to understand first, more more seeking to understand first, more

effective in seeking synergistic Win-Win effective in seeking synergistic Win-Win solutions. solutions.

KEEP HOPE ALIVE!KEEP HOPE ALIVE!

ReferencesReferences Canter & Associates (2002). Canter & Associates (2002). Strategies for Strategies for

Self-Directed LearningSelf-Directed Learning Study Guide EDU Study Guide EDU 553.553. Los Angeles, CA: Canter & Associates, Los Angeles, CA: Canter & Associates, Inc.Inc.

Costa, Arthur L (1991). Costa, Arthur L (1991). The School As A The School As A Home For The Mind.Home For The Mind. Arlington Heights, IL: Arlington Heights, IL: SkyLight Professional DevelopmentSkyLight Professional Development

Covey, Stephen R. (1989, 2004). Covey, Stephen R. (1989, 2004). The 7 The 7 Habits of Highly Effective People: Powerful Habits of Highly Effective People: Powerful Lessons in Personal ChangeLessons in Personal Change. New York, NY: . New York, NY: Free Press.Free Press.

Covey, Sean (1998). Covey, Sean (1998). The 7 Habits of Highly The 7 Habits of Highly Effective Teens.Effective Teens.. New York, NY: Fireside.. New York, NY: Fireside.