Passing 6th Grade
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This document discusses setting and achieving the goal of passing the 6th grade. It outlines that goals should be specific and achievable within a set timeframe. Passing the 6th grade is presented as a realistic short-term goal for students to focus on. The document provides guidance on what students need to do, behaviors needed, attitudes needed, and resources available to help achieve this goal. Students are instructed to create their own short-term goal and list of smaller steps to work towards achieving it.
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Setting specific, measurable, realistic, and flexible goals can help students stay motivated academically. Short term goals contribute to intermediate goals and ultimately long term goals. Process goals outline the steps to reach outcomes. Students should set goals at different levels, from weekly vocabulary goals to semester-long or year-long goals. Getting motivated involves breaking large tasks into smaller chunks, using rewards, seeking help, and maintaining schedules. Staying motivated relies on intrinsic and extrinsic factors, variety, study groups, breaks, and positive self-talk. Losing motivation can be addressed by reevaluating goals and prioritizing responsibilities.
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This document provides tips for effective reading strategies to improve comprehension. It discusses preparing for class by reading assigned chapters beforehand and taking notes. It recommends finding a quiet place to read without distractions. The document outlines different note taking methods like using headings to form questions or creating a chapter map. It also suggests reviewing notes after class and re-reading chapters if needed to clarify any remaining questions. The overall tips aim to help readers actively engage with texts to better understand and retain information.
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Study skills
The document discusses study skills and tips for better studying. It begins by outlining the topics to be covered: learning styles, 10 study tips, and areas students commonly struggle with. Specific learning styles like visual, auditory, tactile, logical, social, and solitary are defined. Ten tips for better studying are then presented, including studying over a longer period of time rather than cramming, planning study sessions, studying at the same time each day, having clear goals for each session, not procrastinating, starting with the hardest subjects, and reviewing notes before assignments.
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Motivation
Setting specific, measurable, realistic, and flexible goals can help students stay motivated academically. Short term goals contribute to intermediate goals and ultimately long term goals. Process goals outline the steps to reach outcomes. Students should set goals at different levels, from weekly vocabulary goals to semester-long or year-long goals. Getting motivated involves breaking large tasks into smaller chunks, using rewards, seeking help, and maintaining schedules. Staying motivated relies on intrinsic and extrinsic factors, variety, study groups, breaks, and positive self-talk. Losing motivation can be addressed by reevaluating goals and prioritizing responsibilities.
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This document provides tips for students to be successful on the CRCT exam. It recommends preparing by attending class, studying regularly, and getting a good night's sleep. During the test, students should listen to directions carefully, read questions thoroughly, and manage their time. The document describes strategies for multiple choice, essay, matching and other types of questions. It also offers advice on dealing with test anxiety such as relaxing techniques and positive self-talk.
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This document discusses personality and decision making. It defines personality as consisting of emotional, social, and intellectual components that are influenced by heredity and environment. Factors like self-esteem, self-concept, strengths, and acceptance of oneself impact personality. The decision making process involves identifying options, considering pros and cons while accounting for values and beliefs, choosing a course of action, acting on it, and evaluating the results.
Do You Want a Job or a Career?
The document discusses the differences between a job and a career. A job is working for money but may not be enjoyable, while a career involves spending time in an area of interest that is also enjoyable. It also discusses the importance of education for finding a future job or career, as education helps people make good decisions. Without the right education, one may not be able to choose the best option for their future. Overall, the document emphasizes considering whether you want just a job or a fulfilling career, and highlights that education can help you achieve your goals.
Work Ethics and Behavior Week
The document provides a worksheet for students to calculate their grade point average (GPA) and GPA for HOPE Scholarship eligibility. It includes sections for students to list their grades, calculate their overall GPA using a provided scale, and calculate their HOPE GPA from core academic classes only. An essay prompt asks students to imagine what their life would be like if they had to live off their grades.
Career Awareness Syllabus 4th Nine Weeks
This document is a classroom syllabus for a 6th grade Career Awareness course taught by Myesha Davis at Cooper Middle School. It outlines the course description and standards, grading policy, supplies needed, class expectations, attendance policies, and information about accessing class materials and receiving extra support. The goal of the course is to help students develop self-awareness and understand how their education and skills relate to future career options and opportunities in society.
Goals 5 W's
This document provides instructions for an activity where the user writes out the five W's (who, what, when, where, why) for one of their short term goals. They are then asked to list at least 20 specific steps or tasks ("how's") that would need to be completed to achieve that goal within the stated timeframe. Spaces are provided for the user to enter their goal, the 5 W's, and then list out 20 individual "how's".
The Me I See in 25 Years
Students are asked to create a list of everything they want or need 25 years in the future on their own paper. They must be realistic in their goals and include essential items like food, water, clothing and shelter. Other optional items for their list include cars, bikes, education credentials, family, property, technology, financial stability from a job or career, and personal achievements. This activity serves as preparation for an upcoming unit on goal-setting.
Decision Making Goals Presentation
Here are two goals I have set for myself in the next month and how I will use the steps of decision making to achieve them:
Goal 1: Read 3 chapter books in the next 4 weeks.
1. Define the problem/want/need: I want to improve my reading skills.
2. Gather information: I will research chapter books at my reading level at the library.
3. Evaluate information: I will consider books that interest me so I stay motivated.
4. Select best choice: I will choose 2 fantasy books and 1 historical fiction.
5. Take action: I will read 30 minutes per night before bed.
6. Review choice: I will discuss what I read
Unit 5 - Goals Vocabulary
This document provides vocabulary terms and definitions related to career goals. It includes 18 terms to define such as short term goals, long term goals, realistic, cost of living index, and barriers. Students are tasked with writing definitions for each term in the spaces provided to learn about planning goals and considering factors like resources, priorities, and adapting to changes.
20 Hows and Short, Mid and Long Term Goal Setting
The document contains templates for students to set short, intermediate, and long term goals. For short term goals, students are asked to list goals that can be achieved within a year and provide examples. For intermediate goals, students list goals that take 2-3 years and examples. For long term goals, students list goals that take years or decades and examples of graduating high school. Students are asked to reflect on which section was hardest to complete and why, as well as whether any goals fit into multiple categories.
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Passing 6th Grade
- 2. Self-Esteem How you feel about yourself?
- 3. Setting and Achieving Goals* Goalsare specific things we plan to achieve in a stated period of time.
- 4. Short term goals* Thegoals that we plan to achieve in a short period of time, from a few hours or a few days to several months, are term goals.
- 5. Types of Goals* Career goals Financial goals Personal goals Physical goals Spiritual goals
- 6. What is a goal that everyone in this class should have right now? What grade are you in at this time? What would be your goal concerning your grade level?
- 7. A sixth grade goal To pass the sixth grade this school year. Will become - I will pass the sixth grade this year at Cooper Middle School to make my parents proud of me.
- 8. What do we need to do?* Do all class work Ask questions Do all homework Concentrate Turn in all work Participate Turn in work on time Do your best Study Proof read all work Take notes Research extra Pay attention reading Read the chapters Don’t rush the job Prioritize your work Study partners Keep up with the Write at least five things you can do in your teacher notes.
- 9. Behaviors needed for this goal* Be on time Don’t skip Have all supplies class/school Don’t cheat Follow all rules Be honest Don’t wait until the Listen and pay last minute to do attention in class your assignments Don’t make Don’t disturb class excuses Write at least five behaviors in your notes.
- 10. Attitudes needed for the goal* Be understanding Good self esteem Good attitude Believe in yourself Be cooperative Be polite Team work Be thoughtful Give best effort Be creative Helpful Be organized Try I can always Be motivated improve I think I can! Write at least five attitudes in your notes.
- 11. Make good decisions Youcan pass the sixth grade this school year.
- 12. Realistic Goals* Realisticgoals are those possible for you to achieve in the period of time that you have allotted. “Passing the sixth grade this year” is a realistic goal for all of you.
- 13. Resources to consider* Time Community resources Money Family members Tools Others Equipment Transportation Knowledge Permission Skills Age Abilities Legal Write at least five resources in your notes.
- 14. Meeting your goals* You have control over what you think. You have control over what you say. You have control over what you do.
- 15. Create a goal of your own Thegoal is to be something that you really want to do by the end of the nine weeks. (short term goal). Create a list of smaller goals that you would have to do in order for this specific goal to actually happen. Yourgoal with the list of smaller goals will be your assessment for this activity. Turn in your goal and list at the end of class.