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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 Learning 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 interdependence 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 Learning: Self-Management Self-Monitoring Self-Modification Self-Managers: Establish clear goals Gather information thoroughly Is persistent in accomplishing tasks Require constant managing of one’s own behaviors and resources, and outside resources Self-Monitors: Involve the process of reflecting and metacognition Make informed, intelligent decisions about proceeding through tasks and solving problems Self-Modifiers: Alter one’s behavior based on data accumulated during self-monitoring and feedback from others Self-evaluate and make informed decisions Revise strategies Continually strive for optimum effectiveness through various types of feedback 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 empathy Using all the senses Metacognition Creativity Wonderment PERSISTENCE “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 independently 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 algorithm We can foster persistence by: Emphasizing persistence as a vital life skill Modeling persistence through our own experiences Faciliating problem solving Ask probing questions Provide guidance through frustrating steps Persevere through the toughest points of a task Welcome looking to other resources and/or collaborating with peers PRECISION OF LANGUAGE AND THOUGHT “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 precisely Assisting students in identifying imprecise language Ask clarifying questions to assist in formulating more accurate responses MANAGING IMPULSIVITY “…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 themselves 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 time” Using creative techniques that randomly call on students QUESTIONING “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 advances…..” - Albert Einstein Indicators that learners are participating in effective questioning: Thorough and thoughtful responses follow questions Recognizing that their might not be one solution 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 FLEXIBILITY OF THINKING “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 thinking: 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 knowledge 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 USING ALL THE SENSES “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 CHECKING FOR ACCURACY “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 accuracy 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 corrected Applying a “three before me” principle: Three people (peers, parents, sibling’s, etc.) check the students work before submission DRAWING ON PAST KNOWLEDGE AND EXPERIENCE “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 learning 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 past: 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 learning LISTENING WITH UNDERSTANDING AND EMPATHY “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 listening 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 METACOGNITION “When the mind is thinking, it is talking to itself.” -Plato 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 problem Explore a variety of approaches to solving a problem – flexibility of thinking 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 (T.A.P.S.) 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? CREATIVITY “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 Creativity Originality and expressiveness are showcased 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 interdependently 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 Instruction 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 interaction WONDERMENT “All thinking begins with wonderment” - 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 present 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 curiosities 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 things This will allow us to be better teachers and leaders Being a better leader also means better management Better management leads to highly motivated students The 7 Habits - an overview. 7 Sharpen saw Interdependence Understand Synergize 5 PUBLIC 6 VICTORY Think win-win 4 Independence 3 1st things 1st PRIVATE 1 VICTORY 2 Be Proactive End in mind Dependence 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 Knowledge (what to, why to) Habits 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 Inside-Out 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 laws 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 courses? The new level of thinking focus first on primary greatness of character Habit 1 – Be Proactive Habit 1 – Be Proactive This is the habit of personal vision- taking responsibility for attitudes and actions 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 us This freedom to choose resides in our self-consciousness and separates us from lower animals Proactive Model Freedom Stimulus to Response Choose Self - Independent Awareness Will Imagination Conscience Habit 1 – Be Proactive This freedom to choose resides in our self- consciousness and separates us from lower animals. 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 happen Habit 1 – Be Proactive REACTIVE LANGUAGE PROACTIVE LANGUAGE 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 presentation I will choose an appropriate I must response 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 control The Circle of Influence Don’t worry about conditions over which you have little or no control The Circle of Concern PROACTIVE (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 of Influence concern REACTIVE (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 Concern PROACTIVE FOCUS (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 Mind 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 Mind 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 Mind 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 Mind A Principle-Centered person Life-support: security, guidance, wisdom, and power 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 Mind 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 (contributions) 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 me 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 creation 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 Important •Pressing problems •Relationship building •Deadline-driven projects •Recognizing new opportunities •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 Important •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 Mission Roles Goals Statement Habit 3 - Put First Things First Weekly Organizing Roles Goals Plans Schedul Delegate e 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 7 Sharpen saw Interdependence Understand Synergize 5 PUBLIC 6 VICTORY Think win-win 4 Independence 3 1st things 1st PRIVATE 1 VICTORY 2 Be Proactive End in mind Dependence 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 Withdrawal 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 consequences 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 consequences. 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 consideration Abundance Mentality - there’s plenty out there for everybody vs. “jealousy” Relationships (high trust, emotional bank accounts) 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 results 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 experiences. 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 alone 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 parties Levels of Communication High Synergistic (Win/Win) Trust Respectful (Compromise) Low 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 7 Sharpen saw Interdependence Understand Synergize 5 PUBLIC 6 VICTORY Think win-win 4 Independence 3 1st things 1st PRIVATE 1 VICTORY 2 Be Proactive End in mind Dependence 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 goose. 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 Physical Exercise, Nutrition Stress Management Mental Social/Emotional Reading, Visualizing, Service, Empathy, Planning, Writing Synergy, Intrinsic Security Spiritual Value Clarification & Commitment & 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 regret.” 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, & Skills. 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 leadership more effective management of life, more Quadrant II renewing activities more seeking to understand first, more effective in seeking synergistic Win-Win solutions. KEEP HOPE ALIVE! References 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 Development 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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