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The Power of the Habits of Mind and the 7 Habits of Highly

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									A New Lebanon Central School District Staff Presentation

 The Power of the Habits
 of Mind and the 7 Habits
of Highly Effective People
in Promoting Self-Directed
        Presented by Coach Corey Toles
Self-Directed Learners:
   are continual learners who use a plethora
    of problem solving and thinking strategies
    to maximize one’s learning
   create balance between independence and
   know when to utilize internal resources to
    approach challenges, solve problems, or
    find answers to questions
   know when to utilize external resources for
    others viewpoints, ideas, and perspectives
Three Principles of Self-Directed
   Self-Management
   Self-Monitoring
   Self-Modification

   Establish clear goals
   Gather information thoroughly
   Is persistent in accomplishing tasks
   Require constant managing of one’s own
    behaviors and resources, and outside
   Involve the process of reflecting and
   Make informed, intelligent decisions
    about proceeding through tasks and
    solving problems

   Alter one’s behavior based on data
    accumulated during self-monitoring and
    feedback from others
   Self-evaluate and make informed
   Revise strategies
   Continually strive for optimum
    effectiveness through various types of
                Habits of Mind
   Discipline specific behaviors and qualities that
    lend themselves to academic success
   They are characteristics of students who
    practice thoughtful behavior
   Abilities, skills, strategies, and patterns of
    thinking that grow students into collaborative
    workers, complex thinkers, effective
    communicators, and self-directed learners
                Habits of Mind
   Persistence                  Checking for accuracy
   Precision of language        Drawing on past
    and thought                   knowledge and
   Managing impulsivity          experience
   Questioning                  Listening with
   Flexibility of Thinking       understanding and
   Using all the senses
                                 Metacognition
                                 Creativity
                                 Wonderment
“Persistence is the twin sister of excellence. One is
  a matter of quality; the other a matter of time.”
                                 - Marabel Morgan
    Learners display persistence when:
   a task is attempted multiple times
   efforts are devoted to problem solving
   they demonstrate an unwillingness to “throw
    in the towel”
   utilize a plethora of resources to answer a
    question or more thoroughly complete a task
   work carefully and patiently through an
We can foster persistence by:
   Emphasizing persistence as a vital life skill
   Modeling persistence through our own
   Faciliating problem solving
   Ask probing questions
   Provide guidance through frustrating steps
   Persevere through the toughest points of a
   Welcome looking to other resources and/or
    collaborating with peers
“I do not so easily think in words….. after being hard at
   work having arrived at results that are perfectly clear…
   I Have to translate my thoughts in a language that does
   no run evenly with them.”
                                           - Francis Dalton
Learners display precision of
language and thought when:
   They think before they speak and
    articulate their thoughts in a well-
    thought out manner so their audience
    can understand them clearly
   They avoid using over generalizations,
    fillers, and exaggerations
       i.e. “um”,“like”, “you always”, “you never”,
        “everybody is”
We can promote precision of
language and thought by:
   Probe students to articulate more
   Assisting students in identifying
    imprecise language
   Ask clarifying questions to assist in
    formulating more accurate responses
“…goal directed self-imposed delay of
 gratification is perhaps the essence of emotional
 self-regulation: the ability to deny impulse in the
 service of a goal, whether it be building a
 business, solving an algebraic equation, or
 pursuing the Stanley cup.”
                               - Daniel Goldman
Learners manage their impulsivity by:
   Thinking through actions before expressing
   Not blurting out the first solution that comes
    to mind
   Withholding from interrupting another person
   Not blurting out the first solution that comes
    to mind
   Listening to others express ideas and waiting
    patiently for their turn to express their ideas
   Making sure they understand directions
    before engaging in a task
We can foster the management
of impulsivity by:
   Model and exercise our restraint
    by providing appropriate wait time
    during questioning
   Being silent by taking “thinking
   Using creative techniques that
    randomly call on students
“The formulation of a problem is often more
  essential than its solution, which may be merely
  a matter of mathematical or experimental skill.
  To raise new questions, new possibilities, to
  regard old problems from a new angle, requires
  creative imagination and marks real
                                   - Albert Einstein
Indicators that learners are
participating in effective questioning:
   Thorough and thoughtful responses
    follow questions
   Recognizing that their might not be one
   Knowledge of how to ask relevant
    questions is present
   Critical thinking and enhanced learning
    are promoted
        Three levels of questioning:
   First-level questions
       Who, what, when, where
   Second-level questions
       How and why
   Third-level questions
       “what if”
     First-level questions require:
   Fact collection
   Generating information
   Organizing
   Recording data
   Can elicit information from others
   Identifing
    Second-level questions involve:
   Processing of information
   Comparing and contrasting
   Making inferences
   Sequencing and organizing
Third-level questions encourage:
   Visualizing relationships and patterns
   Imagination
   Predicting
   evaluating
“To raise new questions, new problems, to regard
  old problems form a new angle requires creative
  imagination and makes real advances.”
                                 - Albert Einstein
Learners that are flexible in their
   Engage in different perspectives of a
    given situation
   Experience an open-mindedness
   Express a willingness to listen to other
    points of view
   have the ability to change their minds
    and perspectives based on new
We can promote flexibility of
thinking by:
   Embracing conflicting opinions or alternate
    explanations from students
   Encouraging students to explain their reasoning behind
    their response(s)
   Providing a willingness to accept multiple answers (as
    long as they are reasonable to the content)
   Listening with an open mind to unique methods of
    demonstrating an understanding
   Asking questions that promote different problem
    solving strategies
“Observe perpetually.”
      - Henry James
Using all the senses lets a learner:
   Enrich the learning experience
   Explore alternatives towards learning
    about a certain subject
   Deepen an understanding of the subject
   Absorb more information through
    multiple sensory pathways
We can promote the utilization
of all the senses by:
   Designing differentiated instruction that
    promotes students to use all of their
    sensory pathways
   Finding our students learning styles and
    multiple intelligences
“A man who has committed a mistake
 and doesn’t correct it is committing
 another mistake.”
                            - Confucius
When learners check for accuracy:

     They are applying a real-world concept –
      most careers require a high level of
     They demonstrate that the ultimate goal
      is not completing a task, but producing a
      high-quality product by spending
      additional time making revisions
We can promote checking for
accuracy by:
   Indicating the number of student errors on a
    certain assignment and requiring that they
    resubmit their work after the errors are
   Applying a “three before me” principle: Three
    people (peers, parents, sibling’s, etc.) check the
    students work before submission
“I’ve never made a mistake. I’ve
 only learned form experience”
             - Thomas A. Edison
    Learners draw on past knowledge
    and experience to:
   Aid in one of the ultimate goals of
    learning : applying learning to real-life
    situations and to further an
    understanding of content above and
    beyond its original context
   provide a base for continued lifelong
We can promote drawing on past
knowledge and experiences by:
   Starting a lesson or topic by asking, “Who can tell
    me….?, or “what are some things we know about….?
   Posing questions that allow student to draw from their
      What do you know?

      What do you need to know?

      How are you going to find out?

   Using a bridge map
      Provides a graphic framework for thinking about
       their past knowledge in relationship to present
 “The way of being with another person which is termed
empathic means temporarily living in their life, moving about in
it delicately, without making judgments. To be with another
person in this way means that for the time being you lay aside
the views and values you hold for yourself in order to enter the
other’s world without prejudice. A complex, demanding, strong
yet subtle and gentle way of being.”
                                                   - Carl Rogers
Learners listen with understanding
and empathy when they:
   Display appropriate body language that
    represents they are engaging in
     Head up straight facing the speaker
     Eye contact is locked in

     Constant nodding

     Similar facial expressions to the speakers

     Good posture
Learners listen with understanding
and empathy when they:
   Paraphrase the speaker’s thoughts into
    their own words
   Assume the role of another person
    through empathy of their ideas,
    perspectives and feelings
   Politely ask for clarification by asking
    probing questions
   Do not interrupt the speaker
We can promote good listening
skills by:
   Modeling the qualities of a good listener
    previously described
   Consistently asking a student to paraphrase
    what the teacher said or a peer said
   Having students self evaluate their listening
    skills using a rubric

“When the mind is thinking, it is
 talking to itself.”
Learners demonstrate metacognition
when they:
   Focus on the process of finding an
    answer, not just having a correct answer
   Check for accuracy
   Are aware of their own thinking
   Examine the logic behind solving a
   Explore a variety of approaches to
    solving a problem – flexibility of
We can promote discussions
about metacognition by:
   Asking probing questions that engage students
    in higher-order thinking
   Refrain from giving immediate answers
   Pausing and clarifying responses students give
   Asking students to dissect the logic behind
    their idea(s)
     Think-aloud problem solving
   What exactly is this problem asking
    me to do?
   What do I already know?
   What do I need to know to answer
    the question?
   When have I faced a similar problem?
   What can I take from that solution
    that will help me solve this problem?
“The future is not some place we are going
to but one we are creating. The paths are
not to be found, but made, and the activity
of making them changes both the maker
and the destination.”
                             - John Schaar
   Originality and expressiveness are
   A resource everyone of us can use, as
    long as we know how to release it
   Start with a vision, then work
    backwards to find a “solution”
   Not a genetic quality
We can promote creativity by:
   Brainstorming independently or
   Creating assignments that welcome creativity
   Thinking by analogy/metaphors
    Interdependent Brainstorming
   Brings out different strengths
   Suggests that there is no “best” way to
    solve any creative challenge
   One’s own thinking is “jump-started”
   Supports metacognition
   Multiple creative strategies are present
Encouraging Creativity In Our
   Assign a task with boundaries, like a
    time limit or lack of materials
   Organize open-ended assignments that
    welcome ownership
   Design group projects that welcome
    brainstorming, creativity, and social

 “All thinking begins with
                 - Socrates
When learners display wonderment:

   A passion for thinking is eminent
   Learning is intrinsically motivating
   A sense of euphoria is felt
   Fascination and authentic curiosity
    about the way the world works is
   A compassionate quality for all of Gods
    creatures and relationships is present
We can encourage wonderment by:
     Constructing activities that promote inquiry
     Letting students pursue answers to their own
     Modeling wonderment when teaching a content
      area that they are truly passionate about
Stephen Covey’s 7 Habits of Highly
         Effective People
   Challenges us to rethink the way we do
   This will allow us to be better teachers
    and leaders
   Being a better leader also means better
   Better management leads to highly
    motivated students
      The 7 Habits - an overview.
Sharpen saw

              Understand        Synergize
                  5      PUBLIC     6
                      Think win-win


                      1st   things 1st
                   1     VICTORY     2
              Be Proactive      End in mind
           Seven Habits Paradigm
   Character - “Habits”
       knowledge, skill, and desire
   The maturity continuum
       dependence, independence, interdependence
   Private victories precede public victories
   Effectiveness
       P/PC balance
       physical, financial, human assets
     (what to, why to)

  Skills             Desire
(how to)            (want to)

  Effective Habits
Internalized principles
& patterns of behavior
What does it mean to be “effective”?
    The proper balance between Production
     (P) and Production Capability (PC)
                         The P/PC balance
Aesop’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)                   Production Capability (no “pay”!)
  Teaching students day in and day out                     Writing lesson plans
  Playing in a basketball game                             practicing fundamentals
  enjoying a healthy body                                  exercising
  having great a relationship with a loved one             preparing dinner, spending time with them
The Seven Habits Paradigm
   The power of a paradigm shift
     “glasses”
     wrong map? try harder?

     How old is she? (Being and Seeing)

   The Principle-centered paradigm
    (natural laws)
     fairness, integrity, honesty, human dignity,
      service, quality, excellence, potential,
      growth, patience, nurturance,
      encouragement, etc.
     not practices, not values, not legislated
The Principle-Centered Paradigm
   Principle of Growth and Change
      no short-cuts

   The character-based ethics (primary
    greatness) vs. personality-based ethics
    (secondary greatness)
   The way we see the problem IS the problem
      quick fixes? taking classroom management
   The new level of thinking
      focus first on primary greatness of
Habit 1 – Be Proactive
              Habit 1 – Be Proactive
   This is the habit of personal vision-
    taking responsibility for attitudes and
   Between stimulus and response
       freedom to consciously choose your
        reaction to stimuli
            Reflect before you react
       human endowment: self-awareness,
        imagination, conscience, independent will
           Habit 1 – Be Proactive
   Proactivity - “response-ability”
       It’s not what happens to us, but our
        response to what happens to us that hurts
   This freedom to choose resides in our
    self-consciousness and separates us
    from lower animals
           Proactive Model
Stimulus          to      Response

 Self -                     Independent
 Awareness                      Will

 Imagination             Conscience
            Habit 1 – Be Proactive
   This freedom to choose resides in our self-
    consciousness and separates us from lower
   Act or be acted upon
       listen to our language - “I choose” - “Love” is a verb
   The other end of the stick
       consequences and mistakes
   Taking the initiative
       recognizing our responsibility to make things
           Habit 1 – Be Proactive
 There’s nothing I can do    Let’s look for alternatives
 That’s just the way I am    I can choose a different
 He makes me so mad           approach
 They won’t allow that       I control my own feelings

 I have to do that           I can create an effective

 I can’t
                              I will choose an appropriate
 I must
 If only
                              I choose
                              I prefer
                              I will
           Habit 1 – Be Proactive
   Making and keeping commitments
       Proactivity: the 30-day test
   Focus time and energy on things you can
       The Circle of Influence
   Don’t worry about conditions over which
    you have little or no control
       The Circle of Concern
(forward acting, opportunity-focused, clear)
I will read one book per month that will improve my teaching
I will exercise and every other day and watch what I eat
I will plan a special weekend per month.

                         Circle of

       no concern         Circle

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

             Circle of Influence


(Positive energy enlarges the Circle of Influence)
     Habits of Mind Engaged While
             Living Habit 1:
   Persistence
   Precision of language and thought
   Managing impulsivity
   Metacognition
   Creativity
   Wonderment
Habit 2 - Begin With the End in Mind
    Habit 2 - Begin With the End in
   This is the habit of personal leadership-
    beginning each day with a clear
    understanding of your desired direction
    and destination
   You must develop your own self-
    awareness and become responsible for
    your own thoughts
      If not, other people and circumstances
       are empowered to shape our lives
    Habit 2 - Begin With the End in
   What really matters most to us
       deep, fundamental
       family, friends, profession, community
       climbing the ladder - efficient vs. effective
   All things are created twice
       mental and physical - Leadership and Management
   By design or default
   Rescripting: Becoming your own first creator
  Habit 2 - Begin With the End in
Three Aspects of Management:
 Leadership – what do I / we want to accomplish?
 Management – how can I/we best accomplish it?
 Productivity – doing it – product/goal.

“Management is doing things right;
 Leadership is doing the right things.”
                       - Peter Drucker
    Habit 2 - Begin With the End in
   A Principle-Centered person
       Life-support: security, guidance, wisdom, and
       Spouse, Family, Money, Work, Possession, Pleasure,
        Friend/Enemy, Church, Self
   Exercise: Expand perspective
       i.e. Start a family, retirement, one week to live
   Exercise: Visualization and affirmation
       i.e. Be patient with my students
    Habit 2 - Begin With the End in
   The most effective technique to begin
    with the end in mind is to develop a
    personal mission statement
     philosophy or creed that focuses on what
      you want to be (character) and do
     Different types from poems, songs, quotes
      to pictures, photographs
       My Personal Mission Statement
God 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 is the mission of this tool.

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
difference in the lives of others.

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

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
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
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
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.
  My Personal Mission statement (con’d)
I will follow through when I have an urge or idea, even if I have to schedule time
to explore and further it.

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
   Devote some my time to researching and reading literature that will help me personally and
    professionally, and those I impact
   Continue to be creative in teaching character and mathematics
   Further 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
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
happiness. The friendships I will seek out will emulate the same qualities I bring to the table,
especially mutual respect and encouragement.

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.
 My Personal Mission Statement (con’d)
“If you’re not following your heart, you’re living someone else’s dream”
                                                         -Lyn Christian

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

“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
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”
                                                          -Viktor Frankl
     Habits of Mind Engaged While
             Living Habit 2:
   Persistence
   Questioning
   Flexibility of thinking
   Using all the senses
   Checking for accuracy
   Drawing on past knowledge and experience
   Metacognition
   Creativity
   Wonderment
Habit 3 - Put First Things First
    Habit 3 - Put First Things First
   The power of independent will
      to act with integrity to your proactive first
   Quadrant II - important not urgent
      vision, perspective, balance, discipline,
       control, few crises
   To maximize your effectiveness, put as many
    eggs as you can into the Quadrant II basket -
    crises will be minimized
                          The Time Management Matrix
                         Urgent                     Not Urgent

                I The Procrastinator         II The Prioritizer
                •Crises                      •Prevention, PC activities

                •Pressing problems           •Relationship building
                •Deadline-driven projects    •Recognizing new
                                             •Planning, recreation

                III The Yes-man              IV The Slacker
Not Important

                •Interruptions, some calls   •Trivia, busy work
                •Some mail, Some reports     •Some mail
                •Some meetings               •Some phone calls
                •Proximate, pressing         •time wasters
                matters                      •Pleasant activities
                •Popular activities
                The Time Management Matrix (sample for teachers)
                         Urgent                Not Urgent
                I The Procrastinator     II The Prioritizer
                •Grad Exam tomorrow      •Planning, goal setting

                •Late for work/class     •Lesson plans done a
                •Student grades due      week in advance
                today                    •Exercise
                •Meet with parent        •Relationships/relaxation

                 III The Yes-man         IV The Slacker
Not Important

                 •Unimportant e-mails    •Too much TV
                 •Interruptions          •Endless phone calls
                 •Other people’s small   •Excessive Internet usage
                 problems                •Other time wasters
                 •Peer pressure
    Habit 3 - Put First Things First
   Becoming a Quadrant II self-manager
      Second creation - management (effective
       vs. efficient)
      Long-term organizing and weekly organizing

      What it takes to say “No”
 Habit 3 - Put First Things First

Long - Term Organizing

             Roles    Goals
 Habit 3 - Put First Things First
 Weekly Organizing

Roles   Goals      Plans

         Schedul           Delegate
    Habit 3 - Put First Things First
   Prioritize Big Rocks
   Delegation: Increasing P and PC
   Stewardship delegation vs. Gofer delegation
       Results, choice of method, desired results,
        guidelines, resources, accountability, consequences
   The Quadrant II paradigm
       Intrinsic
       All 7 habits lie in this quadrant
Habit 3 – Demonstrating Big Rocks

 1) Identify Big Rocks (keep quadrant II in mind)
 2) Schedule these FIRST!
 3) Surround little everyday things that need your time
 Habit 3 - Put First Things First
Why weekly planning?
 Our thinking should be in terms of weeks

 Daily planning is too narrow

 Monthly planning is to broad a focus

 Daily planning now becomes more a function of
  daily adapting, of prioritizing activities and
  responding to spontaneity and experiences in
  a more meaningful way
     Habits of Mind Engaged While
             Living Habit 3:
   Persistence
   Managing impulsivity
   Using all the senses
   Checking for accuracy
   Drawing on past knowledge and experience
   Metacognition
   Creativity
   Wonderment
The 7 Habits - moving to interdependence
  Sharpen saw

                Understand        Synergize
                    5      PUBLIC     6
                        Think win-win


                        1st   things 1st
                     1     VICTORY     2
                Be Proactive      End in mind

    Paradigms of Interdependence
   The Emotional/Relationship Bank Account
      Major deposits:

         Understanding the Individual

         Attending to the Little Things

         Keeping Commitments

         Clarifying Expectations

         Showing Personal Integrity

         Apologizing Sincerely When You Make a
   The Habits of Interdependence
      Dependence, Independence, and Interdependence
Habit 4 - Think Win/Win
        Habit 4 - Think Win/Win
   This is the habit of interpersonal leadership
   Based on abundance mentality-
      The paradigm that there is plenty for everyone, that
       one person’s success is not achieved at the expense
       or exclusion of the success of others
   This means that agreements or solutions are mutually
    beneficial and satisfying
   This is an effective tool for long-term effectiveness
   Includes the following 5 elements: desired results,
    guidelines, resources, accountability, and
       Habit 4 - Think Win/Win
   The attitude of seeking mutual benefit.
   Even better: Win-Win or No Deal.
   Abundance Mentality vs. Scarcity Mentality
   Recognizes interdependent realities in life:
    marriage, employment, citizenship, etc.
   Clarifies expectations by explicitly
    acknowledging five elements: desired results,
    guidelines, resources, accountability, and
         Habit 4 - Think Win/Win
   Win/Win or No Deal
   Five Dimensions of Win/Win
       Character
         Integrity - Habits 1, 2, and 3
         Maturity - the balance between courage and
         Abundance Mentality - there’s plenty out there
          for everybody vs. “jealousy”
     Relationships (high trust, emotional bank
     Agreements (desired results, guidelines,
      resources, accountability, consequences)
    Habit 4 - Think Win/Win
 Systems (“sibling rivalry”)
 Process
     see the problem from the other point of view
     identify the key issues and concerns (not
      positions) involved
     determine what results would constitute a fully
      acceptable solution
     identify possible new options to achieve those
Habit 4 - Think Win/Win
     Habits of Mind Engaged While
             Living Habit 4:
   Persistence
   Precision of language and thought
   Managing impulsivity
   Questioning
   Flexibility of Thinking
   Using all the senses
   Drawing on past knowledge and experience
   Listening with understanding and empathy
   Metacognition
   Creativity
   Wonderment
Habit 5 - Seek First to Understand, Then
            to Be Understood
    Habit 5 - Seek First to Understand,
         Then to Be Understood
   This is the habit of communication- the most
    important skill in life
   Listen for understanding
   Empathic Listening gets inside another
    person’s frame of reference
       You see the world the way he or she sees it, you
        can understand how he or she feels
       This doesn’t mean you necessarily agree, simply
        that you understand their point of view
    Habit 5 - Seek First to Understand,
         Then to Be Understood
   Empathic Listening
       “Seek first to understand” - a paradigm shift
            “I can’t understand him. He just won’t listen to me.”
            Reflecting the feeling - giving the psychological “air”
            Risky - open yourself up to be influenced
       Then Seek to Be Understood
            Expand Circle of Influence
            Character, relationship, and logic
       One on One
            With children, spouse, employee, co-worker
            Seek first to understand - before the problems come up
 Habit 5 - Seek First to Understand,
      Then to Be Understood
Four autobiographical responses:
 Evaluate – we either agree or disagree

 Probe – we ask questions from our own
  frame of reference
 Advise – we provide counsel based on
  our own experiences
 Interpret – we try to explain their
  motives and behaviors, based on our own
    Habit 5 - Seek First to Understand,
         Then to Be Understood
   Effective communication:
       One of the master skills in life
       The key to building Win-Win relationships
       The essence of professionalism
   Most credibility problems begin with
    perception differences.
   We see the world as we are, not as it is. Our
    perceptions are produced from our
   Practice paradigm shifting
     Habits of Mind Engaged While
             Living Habit 5:
   Persistence
   Precision of language and thought
   Managing impulsivity
   Questioning
   Flexibility of Thinking
   Using all the senses
   Checking for accuracy
   Drawing on past knowledge and experience
   Listening with understanding and empathy
   Metacognition
   Creativity
   Wonderment
Habit 6 - Synergize
              Habit 6 - Synergize
   This is the habit of cooperation or teamwork
      Concentrates on the previous two habits and this
       one will naturally develop.
      two people, creatively cooperating, will be able to
       produce far better results than either one could
         1 + 1 > 3
   Synergy, where the whole is greater than the sum of
    its parts, results from complementary differences
      lets us discover jointly things that we are much
       less likely to discover by ourselves
   “Opposites attract” principle
Habit 6 - Synergize
             Habit 6 - Synergize
   Valuing the differences is the essence of synergy
      Realize that not all people see the world not as
       it is, but as they are
      When we value differences and bring different
       perspectives together in the spirit of mutual
       respect, people feel free to seek the best
       possible alternative (3rd alternative)- one that
       is substantially better than either of the
       original proposals
   Finding a 3rd alternative is not a compromise,
    it represents a win-win solution for both
    Levels of Communication

 High              Synergistic (Win/Win)

Trust         Respectful (Compromise)

        Defensive (Win/Lose or Lose/Win)

        Low     Cooperation      High
     Habits of Mind Engaged While
             Living Habit 6:
   Persistence
   Precision of language and thought
   Managing impulsivity
   Questioning
   Flexibility of Thinking
   Using all the senses
   Drawing on past knowledge and experience
   Listening with understanding and empathy
   Metacognition
   Creativity
   Wonderment
   The 7 Habits - one more habit
Sharpen saw

              Understand        Synergize
                  5      PUBLIC    6
                      Think win-win


                       1st   things 1st
                   1      VICTORY     2
              Be Proactive       End in mind
Habit 7 - Sharpen the Saw
         Habit 7 - Sharpen the Saw
   This is the habit of self-renewal
       Success has two sides as seen by Aesop’s fable-
            The goose which represents production capability (PC)
            The golden eggs which represent production (P) of desired results
            The other six habits are your golden eggs. This habit is feeding the
            It’s wise to keep both sides in balance
       When people get busy producing or “sawing”, they rarely take
        time to sharpen the saw because maintenance seldom pays
        dramatic, immediate dividends
   People must make an investment in themselves to see
    dividends in the long run
   Four Dimensions of Renewal
             Exercise, Nutrition
             Stress Management
      Mental              Social/Emotional
Reading, Visualizing,        Service, Empathy,
 Planning, Writing               Synergy,
                             Intrinsic Security
            Value Clarification &
                & Meditation
         Habit 7 - Sharpen the Saw
   Renewal is the principle and process
    that empowers us to move in an upward
    spiral of growth and change, of
    continuous improvement
       “Learn, Commit, and Do” are the three
        recurring activities that force us up the
        spiral to higher and higher planes of
        effectiveness in personal growth.
   “There are two great pains in life: the
    pain of self-discipline and the pain of
     Habits of Mind Engaged While
             Living Habit 7:
   Persistence
   Precision of language and thought
   Managing impulsivity
   Questioning
   Flexibility of Thinking
   Using all the senses
   Checking for accuracy
   Drawing on past knowledge and experience
   Listening with understanding and empathy
   Metacognition
   Creativity
   Wonderment
          The 7 Habits and
    The 4 Dimensions of Renewal
   The 7 habits are found to be at the
    intersection of Desire, Knowledge, &
   The Affective Realm (Desire)
     The Spiritual Dimension
     The Emotional/Social Dimension

   The Cognitive Realm (Knowledge)
       The Mental Dimension
   The Substantive Realm (Skills)
       The Physical Dimension
            Synergy in Renewal
   Renewal in any one of the 4 dimensions
    increases your ability to live the 7 Habits.
   Improvement in one habit synergistically
    increases your ability to live the rest:
      more proactive, more exercising of personal
      more effective management of life, more
       Quadrant II renewing activities
      more seeking to understand first, more
       effective in seeking synergistic Win-Win
   Canter & Associates (2002). Strategies for Self-Directed
    Learning Study Guide EDU 553. Los Angeles, CA: Canter
    & Associates, Inc.
   Costa, Arthur L (1991). The School As A Home For The
    Mind. Arlington Heights, IL: SkyLight Professional
   Covey, Stephen R. (1989, 2004). The 7 Habits of Highly
    Effective People: Powerful Lessons in Personal Change. New
    York, NY: Free Press.
   Covey, Sean (1998). The 7 Habits of Highly Effective
    Teens.. New York, NY: Fireside.

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