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12-The-Science-of-Integrating-Values.pptx
- 1. Teaching Character and CreatingPositive Classroom: The Science of Integrating Values Values Education: ELSON S. GARINGO Master Teacher II Ventinilla High School
- 2.
- 3. Objective our end goalis to make sure that the idea of academic rigor and character development are woven into the very DNA of your classroom.
- 4. Two Main Ideas JamesBaldwin Elephants
- 5. Two Main Ideas “Childrenhave never been very good at listening to their elders, but they have never failed to imitate them.” - James Baldwin
- 6. Two Main Ideas Elephantslearn largely through muscle memory.
- 7. What is Character? Setsof strengths that contributed to well-being that every parent wanted for every child, every religion agreed on or even institution enact.
- 8. Examples of Character Perseverance(Katiyagaan) Love of Learning (Kagustuhang matuto) Spirituality (Espiritwalidad) Religiosity (Relihiyoso) Prudence (Pagka-maingat) Humor (Mapagpatawa)
- 9. Can character betaught? I think some can and some can’t Kindness vs Self-control (Kabutihang-loob) vs (Regulasyon sa sarili)
- 10. Can character betaught? What about this character? Love (Pagmamahal) Fairness (Pagkamalikhain) Gratitude (Magpagpasalamat) Honesty (Pagkamatapat) Optimism (Pag-asa)
- 11. Ripples of Optimism “Humansare creature of future and we’re not prisoners of the past” - Martin Segligman
- 12. Ripples of Optimism Hope Thebelief that more good things will occur and that you can do something about them and one it pervade our life then fewer bad things will occur.
- 13. Ripples of Optimism Optimism Perseverance,Zest, Gratitude, Prudence Pessimism Fatalism, Giving-up, Helplessness
- 14. Ripples of Optimism Optimism Lessdepressed and more resilient, Physically and mentally better, People like you better, You achieve more, It’s doing better in the world.
- 15. Practice Optimism Three GoodThings Exercise • Write 3 good things happen to you today • Then explain why it is a good thing
- 16. Understanding Values How muchyou understand values? What is difference between values and character? Is living with values is similar to living with character?
- 17. Understanding Values Values Things thatare important to you in life (e.g. Achievement, Friendship, Wealth, Honesty, Approval, Camaraderie, Affection)
- 18. Understanding Values Values Things thatare important to you in life (e.g. Achievement, Friendship, Wealth, Honesty, Approval, Camaraderie, Affection)
- 19. Values in DepEd CoreValues Makadiyos Makatao Makakalikasan Makabansa
- 20. Values in DepEd(Closer Look) Makatao Pagkilala sa sarii Pagkamahinahon Paggalang Pagmamalasakit
- 21. Values and CharacterEducation Values Education Quality of student’s thinking Character Education Quality of students’ behavior
- 22. Values and CharacterEducation Values Education Everything a school / teacher does teach values and it become part of a students character.
- 23. PERMA Free people not sufferingchoose to do. P E R M A
- 24. PERMA P – PositiveEmotion E – Engagement R – Good Relationship M – Meaning and Purpose A - Accomplishment P E R M A
- 25.
- 26. PERMA and Education P– Positive Emotion E – Engagement R – Good Relationship M – Meaning and Purpose A – Accomplishment = Flourishing P E R M A
- 27.
- 28.
- 29. PERMA in Practice PositiveInstitution A place that help identify, use and grow character to florish - Emily and Chris Peterson
- 30. PERMA in Practice PositiveInstitution Positive Character Positive Experiences PERMA Flourishing
- 31. PERMA in Practice PositiveInstitution Potentiall positive institution are everywhere (e.g. School, classrooms, canteen, school organizations, Sports team, Church or House of worships)
- 32. PERMA in Practice PositiveInstitution Potential positive institution are everywhere (e.g. School, classrooms, canteen, school organizations, Sports team, Church or House of worships)
- 33. PERMA in Practice Howcan you help transform your institution into positive (school and classroom)?
- 34. Self-Control Have you alreadydecided to try live a healthy life? Sleep early? Eat health friendly food? Take some time to exercise?
- 35. Self-Control How much dowe understand self-control and science behind it?
- 36. Self-Control On late 1960’sDr. Walter Mischel beun studying self-control by asking young people to sit in the room with one marshmallow. Instruction was simple, you can eat the marshmallow now, or wait until we comeback. If you wait, you’ll get two marshmallows.
- 37. Self-Control It was clearthat self-control, self- regulation, and delayed gratification are the famous theme behind the marshmallow test.
- 38. Self-Control Science behind selfcontrol? Hot System = Limbic System Cool system = Prefrontal Cortex
- 39. Self-Control Science behind selfcontrol? Hot System = Here and Now Cool system = Future or Goal Centered
- 40. Self-Control Implication To achieve self-control Ifthere is immediate hot temptations, in your face, then you have something that prepares you not to let it take over. IF-THEN Implementation Plan
- 41. Self-Control IF-THEN Implementation Plan BurningGoal Self-Control Skill Set
- 42. Self-Control What conditions thatcan undo self-control (pitfalls)? Atmosphere of toxic stress Lack of goals, motivation or purpose
- 43.
- 44. WOOP – Mywish: What is an important wish that you want to accomplish? Your wish should be challenging but feasible? W Wish
- 45. WOOP – Bestoutcome: What will be the best result from accomplishing your wish? How will you feel? Pause and really imagine the outcome O Outcome
- 46. WOOP – MyObstacle: What is the main obstacle inside you that might prevent you from accomplishing you wish? Pause and really imagine obstacle O Obstacle
- 47. WOOP REVIEW W OO P Wish Outcome Obstacle Plan
- 48. WOOP ACTIVATED W OO P WOOP is most helpful when it becomes a habit so practice it more and find it easier each time.
- 49. Land of GRIT Oneof the fundamental challenges in each of our lives is how we stick with something through hard times, through frustrations, failures, and setbacks.
- 50. Land of GRIT Howwould you know that a teacher has grit?
- 51. Land of GRIT Grit Gritis a high predictor of success.
- 52. Land of GRIT Howto teach GRIT?
- 53. GRIT in Action AcademicMindset Effortful control Strategies and Tactics
- 54. GRIT in Action AcademicMindset Students frame themselves differently as learners. Mindsets include beliefs, attitudes, disposition, values and ways perceiving oneself.
- 55. GRIT in Action Effortfulcontrol Student are constantly faced with task that are important for long-term but short-term mat not desirable. Successful students marshal willpower and regulate their attention in face of distraction.
- 56. GRIT in Action Strategiesand Tactics Student are more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setback. Actionable action like defining task, planning, monitoring and dealing with specific obstacle.
- 57. GRIT in Action Afterunderstanding Grit, How will you develop grit in yourself, colleagues and student?
- 58. Teaching Values inEvery Moment Daniel Kahneman Nobel prize winner in 2002
- 59. Teaching Values with Micro-MomentTriangle But why knowing this matter? If our reality is defined by and comprised of tiny moment, and our goal is PERMA, then the scale has to tip toward the positive.
- 60. Teaching Values with Micro-MomentTriangle MICRO-MOMENT Any moment of time where you can strengthen relationship with another person
- 61. Teaching Values with Micro-MomentTriangle Character Behavior Language Growth Mindset Constructive Responding MICRO-MOMENT
- 62. Teaching Values withMicro-Moment Triangle Character Behavior Language Growth Mindset Constructive Responding MICRO-MOMENT
- 63. Constructive Responding The matteryou respond is a combination of the words you say, your tone of voice a nd body language.
- 64.
- 65. Constructive Responding Why itis important to practice constructive responding?
- 66. Constructive Responding David Yagerhas studied teacher and student responses. He found out that critical feedback look improved flourishing. More to quote, ‘teachers with emphasized high standards and belief that students was capable of meeting those standards resulted greater academic engagement and higher quality of work.
- 67. Growth Mindset Lets learnbased on the work of Carol Dweck: Solid Group Malleable Group
- 68. Growth Mindset Malleable Group GrowthMindset Group ‘Let me try’ ‘Let me try again’ Solid Group Fixed-mindset Group ‘I can’t do this’ ‘I don’t that’
- 69. Growth Mindset Growth MindsetAttributes Good Strategies Effort Proactive help-seeking
- 70. Practicing Growth Mindset Practicinggrowth mindset is more than encouraging student to do something. It is more than avoiding any means demoralizing student. Giving critical feedback is setting student to meet higher standards because you believe and confident they can get there.
- 71. Practicing Growth Mindset Notgiving them critical feedback is like robbing them of an opportunity to improve. More into that, proper support shall be given to promote growth mindset
- 72. Growth Mindset inAction Growth Mindset Attributes Good Strategies Effort Proactive help-seeking
- 73. Character Behavior Language CharacterBehavior Language Growth Mindset Constructive Responding MICRO-MOMENT
- 74. Character Behavior Language Wewant our students repeat good behaviors but why they are repeating those? Do our kids understand what they just did? Would they do that in new situation? Do they genuinely own our feedback?
- 75. Character Behavior Language Bycalling out the specific and repeatable behaviors, we clarify how we leverage each values both now and future. Example: A student recite and give insight and i respond, ‘it’s good that your giving more courage to yourself in
- 76. Character Behavior Language Let’stake a lot on another actual example Example: All students are actively giving their answers to student A and B is all ears. The I responded before the activity processing, “It good see and hear how
- 77. Character Behavior Language Itis not about using exact words, it about helping our students identify the behaviors that are demonstrating and developing there skills, strengths and positive behavior.
- 78. Zest - Gana Behaviors -Activelyparticipates -Show enthusiasm -Approach new situations with excitement and energy
- 79. Gana Kahit ano paman ang iyong gawin, ginagawa mo ito ng may kagalakan at lakas. Hindi ka gumagawa ng kahit ano nang hindi buo sa iyong loob
- 80. Self-Control (Regulasyon saSarili) Behaviors - Comes to class prepared - Remembers and directions - Pays attention and resist distractions -Works independently and with focus
- 81. Interpersonal Behaviors - Remainscalm even when criticized or provoked - Allow others to speak without interruption - is polite to classmate, peers and adults - Keeps temper in check Self-Control (Regulasyon sa Sarili)
- 82. Regulasyon sa sarili Sadyamong kinokontrol ang iyong nararamdaman at ginagawa. Ikaw ay isang disiplinadong tao may nakakakita man o wala. May control ka sa iyong pagkain at sa iyong emosyon at hindi ang kabaligtaaran nito.
- 83. Gratitude (Mapagpasalamat) Behaviors - Noticeswhen other people help - Show appreciation for opportunities - Express appreciation by saying “thank you”
- 84. Mapagpasalamat Batid mo angmga kabutihang nangyayari sa iyo at hindi mo ito wina- walang bahala. Alam ng iyong mga kaibigan at kapamilya na ikaw ay mapagpasalamat dahil lagi mong ipinapahayag ng pasalita o di-pasalita ang iyong pasasalamat.
- 85. Optimism (Pag-asa) Behaviors - Believesthat effort will improve the future - When bad things happen, thinks about what could make it better next time - Believes that you can improve on things you’re not good at.
- 86. Pag-asa Inaasahan mo angpinakamabuti para sa iyong kinabukasan at gumagawa ka ng paraan upang makamit ito. Naniniwala ka na kaya mong kontrolin ang iyong kinabukasan.
- 87. Grit (Katiyagaan) Behaviors - Finisheswhat is begun - Tries very hard even after experiencing failure - Stays committed to goals -Keeps working hard even when feeling like
- 88. Katiyagaan Nagsusumikap kang mataposang iyong sinimulan. Anuman ang proyekto, natatapos mo ito sa takdang oras. Hindi ka naiisitrbo kapag ikaw ay nagtratrabaho at nakakahanap ka ng pagkakuntento sa pagtatapos ng mga gawain.
- 89. Curiosity (Pagkamasiyasat) Behaviors - Eagerto explore new things - Asks questions to help learning -Takes an active interest in learning
- 90. Pagkamasiyasat Ikaw ay masiyasatsa lahat ng bagay. Parati kang nagtatanong at para sa iyo, lahat ng paksa ay kahali-halin. Mahilig kang magsiyasat, tumuklas o dumiskubre.
- 91. Social Intelligence Behaviors - Ableto find solutions during conflicts with others - Shoes that they care about other people feelings - Adopts to different social situations
- 92. Katalinuhan sa pakikitungo Nababatidmo ang mga motibo at nararamdaman ng ibang tao. Alam mo ang dapat gawin upang makibagay sa iba’t ibang tao at sitwasyon. Alam mo rin kung ano ang dapat gawin upang maging kumportable ang ibang tao.
- 93. Other Values Love forLearning Teamwork Kindness Prudence Humility Fairness Forgiveness Honesty Kagustuhang matuto Pagtutulungan Kabutihang-loob Pagka-maingat Kababaang-loob Pagkamatarungan Pagkamapagpatawad Pagkamatapat
- 94. Teaching Values withMicro-Moment Triangle Character Behavior Language Growth Mindset Constructive Responding MICRO-MOMENT
- 95. Survey on Micro-Moment Poll Whichof the three elements of the micro- moment are you most excited about trying out? Growth Mindset Constructive Responding Character Behavior Language
- 96. Survey on Micro-Moment Poll Onwhich of the three elements of the micro- moment do you need most practice? Growth Mindset Constructive Responding Character Behavior Language
- 97. Survey on Micro-Moment Poll Whichof the three are you most confident in? Growth Mindset Constructive Responding Character Behavior Language
- 98. Practice Micro-Moments Smile Drop the‘but’ Power of Yet
- 99. MM Option 1:Smile Genuinely smile at, and when appropriate greet, the people with whom you interact -- fellow teachers, students, neighbors, cashiers, etc... Do this all day long! Then come back and share how authentic smiles affected you and those around you.
- 100. MM Option 1:Drop the But Genuinely smile at, and when appropriate greet, the people with whom you interact -- fellow teachers, students, neighbors, cashiers, etc... Do this all day long! Then come back and share how authentic smiles affected you and those around you.
- 101. MM Option 1:Power of Yet Genuinely smile at, and when appropriate greet, the people with whom you interact -- fellow teachers, students, neighbors, cashiers, etc... Do this all day long! Then come back and share how authentic smiles affected you and those around you.
- 102. Quote “The children arealways ours, every single one of them,” “Children have never been very good at listening to their elders, but have never failed to indicate that.” - James Baldwin
- 103.
- 104. References • Domino, G.,& Domino, M. L. (2006). Psychological testing: An introduction. Cambridge: Cambridge University Press. • Urbina, S. (2014). Essentials of Psychological Testing, 2nd Edition. John Wiley & Sons. • Murphy, K. R., & Davidshofer, C. O. (2014). Psychological testing: Principles and applications, 6th Edition. Pearson Prentice Hall. • Geisinger, K. F., Bracken, B. A., Carlson, J. F., Hansen, J. C., Kuncel, N. R., Reise, S. P., & Rodriquez, M. C. (2013). APA handbook of testing and assessment in psychology. Washington, DC: American Psychological Association.
- 105. • Kaplan, R.M., & Saccuzzo, D. P. (2012). Psychological Testing Principles, Applications, & Issues 8th Edition. Wadsworth Cengage Learning. • Hogan, T. P. (2015). Psychological testing: A practical introduction. Hoboken, NJ: Wiley. • Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and psychological assessment: Principles and applications. London: Academic Press, an imprint of Elsevier.
- 106. THANK YOU STUDENTS! GODBLESS EVERYONE… ELSON S. GARINGO, RGC, RPm Master Teacher II Ventinilla High School elson.garigo@gmai.com 0932-843-5005
Editor's Notes
- #5 We do as well, often. To bring this home, I want us to think about when we shower. I want this course to live and breathe in all aspects of your life. For the next month, when you shower you're gonna be thinking about character, and you're gonna be thinking about muscle memory. And see, it tends to work like this. Some of us start showering above the neck, we wash our heads or our hair. Others of us are body washers, we start below the neck. Me? I'm a body washer. And here's what I'd like for you to do next time you shower. I'd like for you to switch. If you're a body washer, start above the neck. If you wash your head or hair first, start below the neck with your body. And a funny things gonna happen. You're gonna get confused. You're gonna say, did I wash this part? Did I not wash this part? And most likely you'll start all over. And that's why there's the old expression we teach the way we are taught, and we parent the way we were raised. And if we wanna change the way we teach, we wanna change the way we parent, it's gonna take conscious effort to unlearn and build new muscle memory, and that's what we're gonna do together.
- #6 And this is the exact reason that any values education or character work hinges upon shared journey between us and our students. This became clear to me early in my career.
- #7 We do as well but not all the time. This time I want it to be different. I want us to think about when we shower. I want this session to live and breathe in all aspect of your life. Now let go back to shower. Some are head washer and other are body washers. And this I want you to do the next time you take a shower. Why not try to switch. What could possibly happen. Would you wash head-body-head or body then forgot head. There is an old expression that we teach the way we are taught and parent the way we were raised. And if we want to change the way we teach, we want to change the way we parent, it’s going to take conscious efort to unlearn and build new muscle memory. And that’s what we’re going to do together for the next hour.
- #8 Well it took about three years looking at a hundred or so strengths and whittling it down to 24 that were universal, that every parent wanted. That when if you displayed them, it didn't diminish me, so we had 11 criteria of character strengths, and it had to fulfill all 11. And we whittled it down to 24 that way. 2:31
- #9 Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
- #10 Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
- #11 Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
- #12 The question is how do we project ourselves in the future?
- #13 You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
- #14 You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
- #15 You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
- #16 You can change bad things and when bad things happen then it will just be something ordinary or challenge that only need to be overcome.
- #17 Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
- #18 Well looking into it there are hundreds of character both good and bad and others being neutral. Let me give some example. Can you give me other example?
- #19 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #20 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #21 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #22 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #23 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #24 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #25 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #26 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #27 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #28 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #29 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #30 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #31 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #32 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #33 Our job is to make there institutions positive?
- #34 Our job is to make there institutions positive.
- #35 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #36 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #37 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #38 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #39 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #40 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #41 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #42 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #43 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #44 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #45 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #46 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #47 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #48 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #49 While values or what we give importance are incorporated to our thinking some don’t consistently live by it.
- #50 Virtually all meaning and accomplishment lie in the other side of such times. How do we sustain effort through challenges, and even over a long period.
- #51 Virtually all meaning and accomplishment lie in the other side of such times. How do we sustain effort through challenges, and even over a long period.
- #52 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #53 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #54 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #55 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #56 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #57 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #58 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #59 He basically showed that our memories of experiences are based on tiny moments, generally only a few seconds long. And our brains sort these moments into three categories, good, bad and neutral. But we don’t remember the neutral. We remember the good, and of course we remember that bad. And he says we make meaning by combining these moments or bits of remembered experiences. He gave an example about a man listening to a recording of a symphony. He was in heaven. The music was incredible. But there was a screeching sound at the end of the recording, and the guy said it ruined his entire experience. Kahneman pointed out that the screech ruined hi memory of the experience, but not the actual listening to 20 minutes of inspiration music. And the man can’t think about the symphony without thinking about this screeching. Quite frankly, this remind me of way too many experience in my own personal life. Now can you give me an example of this kind of experiences when you were in still in elementary or high school.
- #60 Ed diener’s research make the following points about subjective well-being, or what you and I would actually call happiness. His research proves that subjective well-being actually increases productivity, creativity, helpfulness, good health, as well as the ability to pursue goals and set new goals. Ultimately our kids need to accumulate more good than bad. More positive than negative in order to flourish. So let’s bring this back to the classroom. Now let’s look the inspiration behind micro-moment,
- #61 which is a moments of time where you can strengthen a relationship with another person. Micro-moment have three essential attributes.
- #62 The goal is at the end of the period, or the end of a day, if you has of map of your micro-moments, it should look something like this.
- #63 And that would be fantastic. You want to work that triangle. You really want to work it. Moment after moment, so that the total accumulation tips well in favor of the positive. That way, when kids go home they have more good to remember than bad.
- #64 Let me show you a diagram and give you and example to further understand the practice behind it.
- #65 Let say albert just got the right answer on why sun is important in our lives/ Active Constructive – Albert, you got it and even gave example not given in the bond, nice sharing. Passive constructive – Very Good albert Passive destructive – Ok, any other answers Active Destructive – I’m surprised, you actually recite. Now let’s switch Albert give wrong answer. Active Constructive – It great to see how much effort. How about I want to think how farmers or you mother benefits from the sun and its sunlight. Passive constructive – Albert, can you try again if you want I will call others and I will give you at that time to think of answers Passive destructive – Who want to try next. Active Destructive – That is not even close, try harder.
- #66 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #67 Grit make you finish your masteral or doctorate Grit predicts chance of improving performance and winning competition Grit predicts keep your job Grit actually predicts how a person can overcome challenges Grit help people stay in the game.
- #68 Reseach on intelligence
- #70 Reseach on intelligence
- #73 Reseach on intelligence
- #74 The goal is at the end of the period, or the end of a day, if you has of map of your micro-moments, it should look something like this.
- #94 T
- #95 And that would be fantastic. You want to work that triangle. You really want to work it. Moment after moment, so that the total accumulation tips well in favor of the positive. That way, when kids go home they have more good to remember than bad.
- #96 For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
- #97 For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
- #98 For example, threading a needle requires control of fingers and coordination between your fingers and your eyes.
- #99 Ready for some micro-moment practice? We've built three optional activities for you to choose from. We want you to pick one, give it a shot, and then share your experience via the discussion forums on this page. The activities are "Smile," "Drop the 'but,'" and "The Power of Yet." Here comes Dave's introduction. Let's do it!
- #101 Don't undercut your positive comments by following them with the word 'but.' The word ‘but’ can negate every thought and sentiment that precedes it. So drop the "but!" For an entire day, eliminate the word ‘but’ from your vocabulary and replace it with a “period” (to remind you to pause). For example, instead of saying, “I understand what you were saying, but I think we should…” Try “I understand what you are saying. I think we should…” Then come back and share how dropping the "but" affected you and those around you.
- #102 Tie a bow tie, or a clove hitch knot. Dance the electric slide. Do a handstand for 10 seconds. Use your fingers to whistle loudly. Learn how to sign your name with your opposite hand. Create a mail merge in excel. Braid hair. Make a balloon animal. We want you to choose at least two activities from this list that you don’t know how to do YET, and are intrigued about learning. Then practice the new skill each day for at least four days. If you get stuck, try different strategies. Ask for help early and often. Talk yourself out of fixed mindsets ("Dave, I see you haven't mastered the electric slide YET. What other strategies could you try? Who could you ask for help?"). Then share the skill you set out to learn and your experience maintaining a growth mindset. Special thanks are due here to Dr. Carol Dweck, Dr. Greg Walton, and Dr. David Yeager for all of their insights on growth mindset.
- #103 so if we’re gonna ask kids to work on zest and grit and self-control and optimism, gratitude, social intelligence and curiosity and we’re gonna ask kids to work on those things, then we have to work on those things as well. Because the beauty of character is this idea that it’s a shared journey, right, because we all are working on our values at all points in time ‘cause there are actually character strengths, where kids are stronger than adults generally. The more we arm them with not just what it means to be a smart, well-educated person, what it means tobe a person with strong character and strong values, I think we set them up for success I doesn’t matter how smart you think you are, or what you believe intelligence to be, whether you have it or you don’t have it, what really ends up counting in life is how hard you work and the choices that you make, so that’s what I want them to get out of this the most.