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The 'folio


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The 'folio

  1. 2. Table of Contents <ul><li>Overview – My Leadership journey, related to my prospective field of Speech Language Pathology </li></ul><ul><ul><li>Based on Objectives for Development and Learning </li></ul></ul><ul><ul><li>- Teaching Strategies Inc. </li></ul></ul><ul><ul><ul><li>Social Emotional </li></ul></ul></ul><ul><ul><ul><li>Language </li></ul></ul></ul><ul><ul><ul><li>Cognitive </li></ul></ul></ul><ul><ul><ul><li>Social Studies </li></ul></ul></ul>
  2. 3. Objectives for Development and Learning <ul><li>The first four years of your life are not unlike the first four years spent as a college student. </li></ul><ul><li>Studying to be a Speech Language Pathologist, I have spent considerable time learning about child development. The time between birth and kindergarten is crucial for acquiring life skills, including speech and language. </li></ul><ul><li>I have found many parallels between the objectives for learning and development of a child, and benchmarks often reached by college students. The following is a comparison between my personal leadership journey, and how my accomplishments as a 22 year old relate to the developmental goals of a 5 year old. </li></ul>
  3. 4. Objectives for Development and Learning (Birth through Kindergarten) – Teaching Strategies Inc. <ul><li>Social-Emotional </li></ul><ul><li>Physical </li></ul><ul><li>Language </li></ul><ul><li>Cognitive </li></ul><ul><li>Literacy </li></ul><ul><li>Mathematics </li></ul><ul><li>Science and Technology </li></ul><ul><li>Social Studies </li></ul><ul><li>The Arts </li></ul><ul><li>English Language Acquisition </li></ul>
  4. 5. Social-Emotional (Birth through Kindergarten) <ul><li>1. Regulates own emotions and behaviors </li></ul><ul><li>2. Establishes and sustains positive relationships </li></ul><ul><li>3. Participates cooperatively and constructively in group situations </li></ul>
  5. 6. Regulates own Emotions and Behaviors: Time/Stress Management <ul><li>As a child, being able to regulate your own emotions has to do with not throwing a fit every time you don’t get your way. As a college student, emotions and stress come at you in a very different, but equally overwhelming way. </li></ul><ul><li>Starting college, I really had to get a grasp on many of my emotions and not let them get the best of me, like being homesick, alone, stressed out, pressured, etc. This on top of having a new huge workload led me to have to improve on my time management skills, and therefore improve on my self leadership as well. </li></ul>
  6. 8. Establishes and sustains positive relationships: Friendships/Networking <ul><li>As a child, a positive relationship could be as simple as remembering a name, or “playing nice”. But building positive relationships in college are not only essential for having a shoulder to lean on, but they are often essential for the future as well. </li></ul><ul><li>Upon entering college, I not only began to build friendships with my peers (and professors), but began to learn the value of keeping those relationships positive for the future. You never know what benefits simply staying in touch with someone may have for a future career, or recommendation, or a place to stay when your down on your luck! </li></ul>
  7. 10. Participates cooperatively and constructively in group situations: Working in a group/Tuckman’s group development <ul><li>When you are young, often the only time you need to worry about cooperatively existing with others is when you need to take turns or share. But as a college student, I have learned to both work in a group, and avoid some of the negative aspects of working in a group, such as group think. </li></ul><ul><li>One of the my first leadership classroom encounters in college involved learning to work in a group to prepare for a final project that was taken on together. This was essential life prep knowledge, because more often than not, you will end up working with others no matter what your future career involves. </li></ul>
  8. 11. Breaking down Tuckman’s Group Development
  9. 12. Language (Birth through Kindergarten) <ul><li>1. Listens to and understands increasingly complex language </li></ul><ul><li>2. Uses language to express thoughts and needs </li></ul><ul><li>3. Uses appropriate conversational and other communication skills </li></ul>
  10. 13. Listens to and understands increasingly complex language: Developing listening skills/techniques <ul><li>Listening and learning as a toddler is how you become introduced to the world around you. But as a college student, active listening techniques help to bring your relationships to a whole new level. </li></ul><ul><li>Just as listening as a toddler helps you to learn how to speak and function at a basic level, listening as a young adult is also a learning process. I have continually actively listened and learned from the process throughout my four years of college. </li></ul>
  11. 14. Active Listening Feedback, Contstructive Critiscism, and Debriefing!
  12. 15. Uses language to express thoughts and needs: Hierarchy of needs <ul><li>When you are young, you cry to express needs. As you develop, you slowly begin to use more and more language to express those needs. As a developing adult, although your essential needs do not change, the way you express your needs certainly does. </li></ul>
  13. 16. Maslow’s Hierarchy of Needs
  14. 17. Uses appropriate conversational and other communication skills: Public Speaking <ul><li>Appropriate skills for a developing child when it comes to interaction is working toward staying focused long enough to be able to answer a question. </li></ul><ul><li>For a developing college student, interaction and communication begin to expand from one on one conversations, to speaking to many people at once. </li></ul>
  15. 18. Public Speaking
  16. 19. Cognitive (Birth through Kindergarten) <ul><li>1. Demonstrates positive approaches to learning </li></ul><ul><li>2. Remembers and connects experiences </li></ul><ul><li>3. Uses classification skills </li></ul>
  17. 20. Demonstrates positive approaches to learning: Being Mentored/Peer led and Experiential learning <ul><li>Children love to learn, but sometimes it takes them a while to find their unique style that suits the way they learn best. </li></ul><ul><li>I personally have found that my positive approach to learning, or the way I learn best, is through someone I look up to and respect, like a mentor, or a peer that I can relate to. I also approach learning in a positive way when I learn from experience. By actively doing something, it stays with me more effectively then by reading something in a textbook that I can’t relate to. </li></ul>
  18. 21. mentorship/peer leading and experiential learning
  19. 22. Remembers and connects experiences: Critical thinking/ Problem solving/Decision making <ul><li>A toddler is learning daily through experience, and much of cognitive development stems from remembering and connecting experiences. If a toddler touches a hot stove, they learn that a stove is hot, and will learn from that experience, and not make the same decision in the future. </li></ul><ul><li>An adult learns in much the same way, but at a higher level of cognition. Future decisions are made based on previous experiences – critical thinking and problem solving is used to find the best methods. </li></ul>
  20. 23. <ul><li>critical thinking journal </li></ul><ul><li>12 Angry Men </li></ul>
  21. 24. Uses classification skills: Leadership Style <ul><li>A child uses early classification to identify the difference between colors, shapes, and people, toys, and other very broad distinctions. </li></ul><ul><li>A more advanced type of classification involves getting to know different personality types, and different styles of leadership. An important application of that classification skill is learning how those different styles work well together. </li></ul>
  22. 25. What is my Leadership Style? What are my strengths? “L is for Leadership!” Model the way Inspire a shared vision Challenge the process Enable others to act Encourage the heart Individualizer Developer Activator Learner Harmony
  23. 26. Social Studies (Birth through Kindergarten) <ul><li>1. Demonstrates knowledge about self </li></ul><ul><li>2. Shows basic understanding of people and how they live </li></ul><ul><li>3. Explores change related to familiar people or places </li></ul>
  24. 27. Demonstrates knowledge about self: Know yourself/Lead yourself <ul><li>Self awareness of a child birth through kindergarten starts with knowing that you have body parts, features, a voice, and a name. </li></ul><ul><li>But self awareness changes as you grow, and your intimate knowledge that you develop about yourself and your personality only continues to help you progress. “Only when you have your own act together can you lead others” </li></ul>
  25. 28. Wilson’s Developmental Model .
  26. 29. Shows basic understanding of people and how they live: Cultural Anthropology/Competence <ul><li>A child’s perspective on the people around them and the way that they live, is very self centered and basic. </li></ul><ul><li>But as you develop into a young adult, your basic understanding grows into a more dynamic perspective of the diversity of the people around you. </li></ul>
  27. 30. Cultural Anthropology/Cultural Competence
  28. 31. Explores change related to familiar people or places: Social change model <ul><li>A developing child from birth to kindergarten will begin to push the boundaries of familiarity in search of change, and trying new things. </li></ul><ul><li>When a college student is in search of change, it has less to do with trying new things, and has more of a focus on trying to make a positive difference. In leadership, the Social Change Model is based on 7 critical values, with the 8 th being “Change”: Consciousness of Self, Congruence, Commitment, Collaboration, Common Purpose, Controversy with Civility, and Citizenship. </li></ul>
  29. 33. The End! But not really……