GUIDANCE CURRICULUM
GUIDANCE CURRICULUMHIGH SCHOOL ACADEMIC DEVELOPMENT
Acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span
Competency Areas
- Improve Academic Self-Concept
- Acquire Skills for Improving Learning
- Achieve School Success
Complete school with the academic preparation essential to choose from a wide variety of substantial post-secondary options including college
Competency Areas
- Improve Learning
- Plan to Achieve Goals
Understand the relationship of academics to the world of work, and to life at home and in the community
Competency Areas
- Relate School to Life Experiences
Key Connections:
NCESAC: The North Carolina Education Standards and Accountability Commission
was created by the General Assembly in July 1993 to ensure that "all graduates
of North Carolina public schools will have mastered the skills to become productive
members of the work force and succeed in life." The following six competency
areas are those in which graduates must demonstrate proficiency:
Communication
Using numbers and data
Problem solving
Processing information
Teamwork
Using technology
SCANS: Is an acronym that stands for the Secretary's Commission on Achieving Necessary Skills. SCANS is the study of the skills now needed in the future American workplace. The SCANS competencies span the chasm between the worlds of the school and the workplace. There are 27 SCANS skills divided into two categories:
Foundation skills – Basic Competencies; Thinking Skills; Personal Qualities
Functional skills – Resources, Interpersonal, Information, Systems, Technology
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BENCHMARKS
Competency Area: ____Academic ____Career ____Personal/Social
Establish a benchmark for a specific student objective. In collaboration with
your planning team design benchmarks that support your school
improvement/safe schools plan.
| Student Objective: | Benchmark: End of Grade 9 |
Benchmark: End of Grade 11 |
Benchmark: End of High School |
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LESSONS
CURRICULUM: SCHOOL COUNSELING
AREA: ACADEMIC DEVELOPMENT
STRATEGIES/ACTIVITIES
- Have students complete the handout individually.
- Collect the handouts and prepare a summary of the responses from the class in a table.
- Share results with class and discuss ways to successfully cope with those items affirmatively checked.
- Individual results from this handout may also be used to determine which students could best benefit from a small group on building school success skills.
- The disaggregated information would be shared in either a PTSA meeting or PTSA newsletter with strategies to address the "yes" responses.
- Conferences held with parents of students with a significant number of checks or checks on specific items (e.g., numbers 4, 7, 11, 15, 17, 20, 21, 28, 32, 33).
HOW WELL DO I PLAY THE SCHOOL GAME?
Check each item below that describes you and school.
_____ I leave assignments and projects until the last minute.
_____ 2. In order to get something done, I may settle for less than my best.
_____ 3. If I have to choose between my school work and almost any other activity,
the school work comes in second.
_____ 4. Because I am not prepared for class, I feel anxious and upset about
school.
_____ 5. I worry about being embarrassed in school if the teacher calls on me
and I don't know the answer.
_____ 6. I am afraid that my friends will find out that I am not doing well
in school.
_____ 7. When learning seems too hard, I just give up.
_____ 8. My teachers don't seem to know or care about how I learn best.
_____ 9. I sometimes find out that I have done an assignment incorrectly because
I didn't understand the directions, or because I didn't check the directions
to see if I was doing it right.
_____ 10. I forget the dates that assignments are due.
_____ 11. I purposely don't do well on some assignments so my friends won't
think I'm a nerd.
_____ 12. I avoid trying new things because I may not be good enough at them.
_____ 13. I kill time in class by daydreaming.
_____ 14. Sometimes I turn in my work late because I'm not satisfied with the
job I did and I need more time to revise it.
_____ 15. Sometimes my teachers use words I don't understand.
_____ 16. Big projects overwhelm me. I think I'll never get them done.
_____ 17. I don't know some of the things my teachers expect me to know.
_____ 18. I have a hard time asking for help.
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- Students complete handout separately and share those responses they wish to talk about in a class discussion or
- Counselor can use a "forced-choice" approach by calling out each of the statements and having students move around the room to areas designated "ALWAYS", "SOMETIMES", and "NEVER" to indicate their selection.
Parent/teacher conferences may result from the individual student conference if needed.
HOW I FEEL ABOUT SCHOOL
Directions: The following statements deal with attitudes or feelings about school. After reading each statement, you will underline the word that best describes your behavior in school.
Example: I do my homework. ALWAYS SOMETIMES NEVER
| I listen to everything the teachers say | ALWAYS | SOMETIMES | NEVER |
| I do my homework before I watch television or surf the Internet. | ALWAYS | SOMETIMES | NEVER |
| I come to school even if I am sick | ALWAYS | SOMETIMES | NEVER |
| Lunch is the most enjoyable time at school. | ALWAYS | SOMETIMES | NEVER |
| What I learn in school is important. It will help me later in life. | ALWAYS | SOMETIMES | NEVER |
| I come to school on time. | ALWAYS | SOMETIMES | NEVER |
| I take care of school property | ALWAYS | SOMETIMES | NEVER |
| I am kind and courteous to my classmates and teachers. | ALWAYS | SOMETIMES | NEVER |
| I enjoy coming to school | ALWAYS | SOMETIMES | NEVER |
| I feel good about the quality of work I do in school. | ALWAYS | SOMETIMES | NEVER |
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- What are some examples of achievements within the class?
- What kinds of things are the students currently doing to prepare themselves for their goals?
- Are there other "Philosophies of Life" they would like to share?
- How would they feel if they were successful in accomplishing all of their goals?
"THIS IS YOUR LIFE!"
Each student is to imagine that they have lived to be eighty years old and a surprise birthday party is held in their honor. During the party, they are asked the following questions. The student is to respond to each of the four questions.
1.If you could pick three of your greatest accomplishments to be recognized
today, which three would you choose?
2.If you could select the special guests to surprise you at your birthday party,
which guests would you especially want to be present?
3.If you could pick one phrase that sums up your Philosophy of Life, which of
these would you choose?
- Go for all the Gusto you can get!
- Live and let live.
- Eat the elephant one bite at a time.
- Do your own thing.
- Do your own thing, but don't get caught.
- Do unto others as you would have them do unto you.
- Eat, Drink, and Be Merry.
- _________________________________________.
4.At the end of the party, they ask you to make a brief one minute speech about what events, people, or things added meaning to your long life. Outline briefly the kinds of things you would tell them in your speech.
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- Distribute the "I Did It!!" story and ask students to read it silently.
- Ask volunteers to describe experiences they have had with family members, classmates or friends similar to the story's character.
- Ask students for examples of how taking personal responsibility for actions affects the atmosphere in school. Ask them to be specific but not to name names.
- List on the chalkboard the barriers to accepting responsibility for one's own behavior and discuss.
- Discuss how taking responsibility for one's own behavior is an important step toward maturity in areas such as the following:
- Rumors – spreading or starting.
- Drugs and alcohol – using or reporting those who use or sell.
- Fights – so called "innocent bystander," provoking confrontations in others, etc.
- Honest Reputation – sticking up for someone who is innocent even if you don't like the person.
Adapted from lesson by John Ryan, Cleveland Public Schools, Cleveland, Ohio
I DID IT!!
When Lorenzo, a student at Utopia High School was younger, he loved to watch
the old black and white television show, "Perry Mason". In that show life was
simple. "Bad Guys" always got caught, their crimes were proven beyond a doubt
or the culprit would confess in a courtroom scene saying, "I did it! I did it!
They went too far and … I did it!!"
Lorenzo often thought of that line when he observed his fellow students at Utopia High. It seemed that no matter what they did or how many people saw it, they would always deny doing anything or worse yet, blame others. Once a student named Marquita even took Lorenzo's English paper. She tore his name off, wrote in her own name and turned it into the teacher. When the teacher noticed the difference in the handwriting and questioned Marquita, she just kept repeating, "It's mine. I wrote it." Lorenzo didn't have too much trouble figuring out what happened or convincing the teacher that the paper had been stolen. However, Marquita never admitted it or said she was sorry. Not that Lorenzo was the greatest student, but really, taking someone else's paper seemed pretty low.
In talking with his friends, Lorenzo found that similar situations had happened to them. In one case, a security officer had been a witness to an incident. Even then, the student refused to admit he did anything.
"Why can't people admit when they do something wrong and accept responsibility for it?" Lorenzo asked. "Why can't they just say, ‘I did it'?"
John Ryan, Cleveland Public Schools
Cleveland, Ohio (ASCA Resource Kit)
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OBSTACLES TO SCHOOL SUCCESS CHECKLIST
Check the items below that are believed to contribute to _________________________'s lack of school success. Items are grouped by concern area.
LEARNING
_____ 1. Does not see the importance of classroom learning.
_____ 2. Is involved in learning that does not provide enough challenge.
_____ 3. Is involved in learning that is too difficult.
_____ 4. Lacks the basic skills needed to be successful.
_____ 5. Has learning disabilities or deficits that affect the ability to learn.
_____ 6. Gives up when learning becomes too hard.
_____ 7. Daydreams; does not listen attentively in class.
_____ 8. Refuses to participate in class discussions or activities.
_____ 9. Is passive in the classroom, shows little involvement in or enthusiasm
about learning.
_____ 10. Challenges or refuses to do assignments because of "boredom".
_____ 11. Is distracted during learning.
_____ 12. Refuses to complete assignments or decides to just let them go.
_____ 13. Does just enough to get by.
_____ 14. Is not motivated by class activities and projects.
_____ 15. Lacks a goal for school achievement.
_____ 16. Does not see a need for school in his or her future plans.
_____ 17. Lacks role models for achievement.
_____ 18. Other:___________________________________________________
DEVELOPING STUDY HABITS
_____ 1. Does not proofread or check over work.
_____ 2. Does not put in sufficient time to produce quality work.
_____ 3. Does not have a study method to help remember information.
_____ 4. Does not have a regular schedule and time commitment for study.
_____ 5. Does not have an efficient and effective way to take notes.
_____ 6. Cannot predict possible items in an exam; cannot separate important
from unimportant information.
_____ 7. Lacks a place to study away from distractions.
_____ 8. Has competition for study time (is over committed).
MANAGING SCHOOL WORK
_____ 1. Does not have a method for keeping track of assignments and deadlines.
_____ 2. Does not know how to break down a large project into small, accomplishable
steps.
_____ 3. Leaves work until the last minute.
_____ 4. Does not successfully prioritize activities when several things need
to be done.
_____ 5. Other:___________________________________________________
SETTING GOALS
_____ 1. Does not know how to set long-term or short-term goals.
_____ 2. Lacks appropriate incentives for school performance.
_____ 3. Cannot identify obstacles to progress or find ways to overcome them.
_____ 4. Does not see the benefits of change.
_____ 5. Lacks home or school support for change.
_____ 6. Other:___________________________________________________
DEALING WITH PERSONAL ISSUES
_____ 1. Has pressure from friends not to do too well.
_____ 2. Has low self-esteem; does not believe it is possible to succeed.
_____ 3. Is in a power struggle at home or school.
_____ 4. Lacks respect for teacher(s) and/or parent.
_____ 5. Is a perfectionist who can't settle for less than the best; may fail
to turn in work even when it is complete because it isn't yet "good enough".
_____ 6. Has unrealistic expectations (either too high or low) set by self,
parent, or teacher.
_____ 7. Is stressed and anxious.
_____ 8. Lacks confidence in his/her academic skills.
_____ 9. Is a poor risk taker (not willing to try new activities).
_____ 10. Does not recognize personal improvement, only being "the best".
_____ 11. Has family issues (examples: divorce, move to a new city, other change
in living situation.
_____ 12. Has health problems (examples: long illness, eating disorder).
_____ 13. Has alcohol or other chemical dependency problems.
_____ 14. Has mental health problems. (example: depression).
_____ 15. Other:___________________________________________________
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TIME CLOCK
Time slips by faster than we realize. Time seems to fly when we know we have work to do. Before we realize it, weeks and months have slipped away and we still haven't gotten to what we wanted to do. Someone has mathematically calculated a schedule that compares the average lifetime with a single day, beginning at 7:00 a.m. If your age is:
- 15 years old, the time is 10:25 a.m.
- 25 years old, the time is 12:42 p.m.
- 35 years old, the time is 3:00 p.m.
- 45 years old, the time is 5:16 p.m.
- 55 years old, the time is 7:34 p.m.
- 65 years old, the time is 9:55 p.m.
- 70 years old, the time is 11:00 p.m.
This activity will be to draw a Life Clock and mark your age and what you would like to have accomplished by that time. List 5 lifetime goals and place them in the proper place on your Life Clock.
FIVE LIFETIME GOALS:
1.______________________________________________________
2.______________________________________________________
3.______________________________________________________
4.______________________________________________________
5.______________________________________________________
ASCA Resource Kit
Anne Hartman
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- How well are you identifying your needs?
- What are some additional things you might do beyond those you have listed?
- How constructive are your alternatives
in alleviating the frustration?
Allow students time to brainstorm within the classroom or small group possible alternative behaviors to ease frustrations.
FRUSTRATION FLOW CHART
1. What are some frustrations I have met recently?
2. How did I feel when I encountered the frustrations?
3. What need do I think was blocked?
4. How did I handle those frustrations?
5. Is there something else I wish I had done?
6. What were the effects of what I did on myself and on someone else?
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- Raise student awareness that a communication process model exists.
- Help students identify good listening skills.
- Assist students in evaluation of connotation and formal/informal language.
- Teach students the importance of non-verbal communication.
- Help students identify interviewing skills.
COMMUNICATION
| Objectives | Applicable Items | Total Items |
|---|---|---|
| 1. Students are aware of a communication process model. | 9-15,22-29 | 15 |
| 2. Students will identify listening skills | 4-8, 16, 20, 43-47 | 12 |
| 3. Students will evaluate connotation and formal and informal language. | 21, 30-35 | 7 |
| 4. Students will evaluate the importance of non-verbal communication. | 3, 18, 19 | 3 |
| 5. Students can identify interviewing skills. | 1,2,17, 36-42 | 10 |
| 47(total items) |
| Scoring Key Section IA: |
Section II: | |
| 1. SA | 16. SA | 32. F |
| 2. SD | 17. SD | 33. I |
| 3. SA | 18. SD | 34. F |
| 4. F | 19. SA | 35. I |
| 5. T | 20. SD | 36. VH |
| 6. T | 21. SD | 37. VH |
| 7. F | 22. VI | 38. LH |
| 8. F | 23. VI | 39. LH |
| 9. AI | 24. VI | 40. H |
| 10. SI | 25. VI | 41. H |
| 11. AI | 26. I | 42. LH |
| 12. SI | 27. I | 43. F |
| 13. RI | 28. I | 44. T |
| 14. SI | 29. I | 45. T |
| 15. AI | 30. I | 46. F |
| 31. F | 47. F |
Directions:
On the answer sheet, circle your response to each statement or Question. On
those statements where you are to choose SA, A, D, or SD, use the following
chart:
SA – Use this if you strongly agree with the statement.
A – Use this if you agree, but not strongly.
D – Use this if you disagree, but not strongly.
SD – Use this if you strongly disagree.
| 1. Communication skills are required for most jobs. | SA | A | D | SD |
| 2. In an interview, only the interviewer should ask questions. | SA | A | D | SD |
| 3. Voice tone, emphasis, gestures and facial expressions often convey messages even though words may not be used. | SA | A | D | SD |
| A.Jane wants to be a "good listener" so whenever her parents are speaking She should: (Circle T for true, F for false) | ||||
| 4. Agree as much as possible | T | F | ||
| 5. Check out what she thinks her parents said. | T | F | ||
| 6. Respond by word or gesture to what was said. | T | F | ||
| 7. Not reveal her opinions. | T | F | ||
| 8. Keep her parents talking as much as possible. | T | F | ||
| B.Rate the importance of the following items in the communication process. (Circle AI for Always Important, SI for Sometimes Important, and RI for Rarely Important.) | ||||
| 9. Asking Questions | AI | SI | RI | |
| 10. Talking a lot | AI | SI | RI | |
| 11. Gestures, expressions | AI | SI | RI | |
| 12. Being polite | AI | SI | RI | |
| 13. Never disagreeing | AI | SI | RI | |
| 14. Distance between people | AI | SI | RI | |
| 15. Purpose of the message | AI | SI | RI | |
| 16. Paraphrasing, which is helpful in communicating with another person, means putting the other person's ideas in different words. | SA | A | D | SD |
| 17. Eye contact is relatively unimportant in an interview. | SA | A | D | SD |
| 18. Almost all of our communication is by speaking, listening, reading or writing | SA | A | D | SD |
| 19. Verbal communication is usually easier to understand than non-verbal communication. | SA | A | D | SD |
| 20. If a listener thinks he/she has understood what the speaker has said, he/she is probably right and should not take up time trying to clarify the message further. | SA | A | D | SD |
| 21. Words usually have the same meaning to everyone. SA A D SDC.Indicate where communication is important. (Circle VI for Very Important, I for Important, and NI for Non Important.) | SA | A | D | SD |
| 22. School Committees | VI | I | NI | |
| 23. Hobby Clubs | VI | I | NI | |
| 24. Applying for a job | VI | I | NI | |
| 25. Keeping a job | VI | I | NI | |
| 26. Watching TV | VI | I | NI | |
| 27. Relaxing at home | VI | I | NI | |
| 28. Telling jokes | VI | I | NI | |
| 29. Reading a newspaper | VI | I | NI | |
| D.Describe the following items as examples of formal or Informal language (Circle F for formal, I for informal.) | ||||
| 30. Slang | F | I | ||
| 31. Business letters | F | I | ||
| 32. Job applications | F | I | ||
| 33. Social conversation | F | I | ||
| 34. Parliamentary procedure | F | I | ||
| 35. Nicknames | F | I | ||
| E.You have been asked to interview someone about their job. How helpful would each of the following activities be: (Circle VH for very helpful, H for helpful, and LH for little help.) | ||||
| 36. Find out about the person's interests | VH | H | LH | |
| 37. Investigate the occupation | VH | H | LH | |
| 38. Bring a friend or relative along. | VH | H | LH | |
| 39. Use big words. | VH | H | LH | |
| 40. Write out questions. | VH | H | LH | |
| 41. Read your questions. | VH | H | LH | |
| 42. Pretend you understand everything even if you don't. | VH | H | LH | |
| F.Listening, in its fullest sense, involves: (Circle T for true, F for false.) | ||||
| 43. Agreeing with the speaker as much as possible. | T | F | ||
| 44. Checking out with the speaker what you think he/she said. | T | F | ||
| 45. Responding to the content of the message | T | F | ||
| 46. Not revealing your own opinions. | T | F | ||
| 47. Keeping the speaker talking as much as possible. | T | F |
COMMUNICATION ANSWER SHEET
| Section IA: | ||||
| 1. | SA | D | SD | |
| 2. | SA | D | SD | |
| 3. | SA | D | SD | |
| 4. | T | |||
| 5. | T | |||
| 6. | T | |||
| 7. | T | |||
| 8. | T | |||
| 9. | AI | SI | RI | |
| 10. | AI | SI | RI | |
| 11. | AI | SI | RI | |
| 12. | AI | SI | RI | |
| 13. | AI | SI | RI | |
| 14. | AI | SI | RI | |
| 15. | AI | SI | RI | |
| Section II: | ||||
| 16. | SA | A | D | SD |
| 17. | SA | A | D | SD |
| 18. | SA | A | D | SD |
| 19. | SA | A | D | SD |
| 20. | SA | A | D | SD |
| 21. | SA | A | D | SD |
| 22. | VI | I | NI | |
| 23. | VI | I | NI | |
| 24. | VI | I | NI | |
| 25. | VI | I | NI | |
| 26. | VI | I | NI | |
| 27. | VI | I | NI | |
| 28. | VI | I | NI | |
| 29. | VI | I | NI | |
| 30. | F | I | ||
| 31. | F | I | ||
| 32. | F | I | ||
| 33. | F | I | ||
| 34. | F | I | ||
| 35. | F | I | ||
| 36. | VH | H | LH | |
| 37. | VH | H | LH | |
| 38. | VH | H | LH | |
| 39. | VH | H | LH | |
| 40. | VH | H | LH | |
| 41. | VH | H | LH | |
| 42. | VH | H | LH | |
| 43. | T | F | ||
| 44. | T | F | ||
| 45. | T | F | ||
| 46. | T | F | ||
| 47. | T | F | ||
Differences in Meaning – Connotation
Do the underlined words in the sentences below mean the same thing to each person listed? Write briefly what you suppose they mean to each.
- This is an important assignment. TEACHER: STUDENT:
- Be home early. MOTHER: DAUGHTER:
- He received a generous wage. EMPLOYER: EMPLOYEE:
- Drive slowly. FATHER: SON:
- I waited a long time. PARENT: CHILD:
- I finished my homework. FATHER: DAUGHTER:
- It is a bargain. BUYER: SELLER:
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- Group students (4-5 per group) and have each group develop a list of five frequently used "excuses" and give a situation for each in which the excuse would be justifiable and a situation for which the excuse would not be justifiable. Each group will then share with the large group their lists.
- Have students answer the following questions in a narrative essay form:
- Who is responsible to whom?
- What should individuals do in order to behave responsibly? Have those students who are comfortable share their essays with the class/group.
- Brainstorm with the group significant contributions others have made to society. LIST at least ten people that the class feels have made the most significant contributions to society. Clearly identify why their actions were considered to be significant.
- Have students complete the sentence, "This (my) world is a better place because of the contributions of . . . . . ." with reasons for this choice and share their sentence with a partner.
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Cooperation in a group, a person must feel that he or she is liked, admired,
and respected. If she or he feels that the others in the group enjoy his or
her company and consider his or her ideas important, he or she will do a much
better job. The key to a successful working groups is cooperation. In cooperating,
the members must feel loyalty to the group. If they do, the group can be tightly
knit and help each other. They act as a team and show team spirit. A group that
cooperates does more work because they distribute the workload among the members.
They all share in the work instead of having one or two members burdened with
the majority of the tasks. They care about and want to help each other. If a
group is uncooperative, the group members are usually concerned only with themselves.
They tend to do only the work assigned to them, get angry about assignments
and take no initiative of their own. Cooperation does not mean that a group
never disagrees. A group that cooperates and communicates well does have disagreements
and questions, but they are used constructively. A member of a group cannot
stand by while the others make a wrong decision or do a poor job. Each member
must feel free to disagree or question when he or she finds it necessary. Disagreement
and questioning help the group to make better decisions by looking at all sides
of a question. How can you help members of a group you are in to cooperate?
One way is to be positive as you can. A second way is to be friendly and open
to everyone in the group. A third way is to help to do something for the group
or to volunteer for a job. A final way is to try to make other members of the
group relax and have fun while completing the tasks of the group. In the work
world, cooperation is needed every day in every person's job. One of the best
examples is an assembly line in a factory. Each member of the line has a job
to do. All the members of the line must cooperate to form the finished product.
What would happen if one person on the assembly line did not care about finishing
his or her job? Would the product ever be finished? Not only does one job depend
on cooperation, but several occupations depend on the cooperation of other occupations.
We could build people pyramids showing the dependency of occupations. For example,
when a consumer goes out to by a car, the people pyramid may look something
like this:
There are several other occupations that could fit this particular pyramid such as railroad people, advertisers, receptionists, union leaders, and so on. Following are some pyramids for you to fill in. There are five examples given for you. Then there are three pyramids that you are to design without help.
PEOPLE PYRAMIDS
| Person watching television
|
Someone buying groceries | A medical operation | Film processing |
| Student
|
First example | Second example | Third example |
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- In Column I, put an x next to activities that your mom or dad would have on their lists.
- In Column II, put an x next to activities that you have learned to value in the past five years.
- In Column III, place a date to tell the last time you did the activity. If you have never done the activity, list the date when you might reasonably expect to do it.
- In Column IV, put an A beside each activity that you would do alone, and a P beside each activity you would do with other people.
- In Column V, rank-order your five most enjoyable activities. Place a 1 next to the most enjoyable, and so on.
Questions for Discussion:
1. What do your activities tell you about your values?
2. How do your valued activities differ from those of your parents? How are
they similar?
3. Have your activities changed over the last five years? Are there any changes
between five years ago and now in your activities or in those activities you
have not done but would enjoy?
4. How many of your activities require money? How will you accumulate resources
to enable you to do what you enjoy?
The New Model Me, John R. Rowe, Marvin Pasch, and William F. Hamilton, Teachers College Press, 1973
TWENTY THINGS I LIKE (OR WOULD LIKE) TO DO
| Things I would Enjoy Doing | I | II | III | IV | V |
|---|---|---|---|---|---|
| 1 | |||||
| 2 | |||||
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| 20 |
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1. Making big decisions is just too hard.
2. It is too risky.
3. I know my goal: I want to be happy.
4. Goals will restrict my freedom and spontaneity.
5. I don't know how to begin.
Ask the students "What is your reason for not setting goals?" List some of their reasons on the board. Share the handout on the FAILURE CYCLE and the SUCCESS CYCLE. Give the students the following tips for realizing their goals:
6. Be sure your goals are your goals.
7. Put your goals in writing.
8. Goals must be realistic, specific, measurable, and compatible with each other.
9. Realize that goals can be revised and changed.
10.Set a target date for accomplishing each goal.
11.Prioritize your goals-work the hardest on the most important.
12.Break big goals into subgoals. Reward yourself for completing these subgoals.
13.Put up goal and subgoal reminder signs.
14.Set goals beyond goals.
Give the students the following handout and ask them to complete the twelve questions.
CYCLES OF SUCCESS AND FAILURE
FAILURE CYCLE
1. Standing Still
2. Non-Achievement
3. Boredom, Depression
4. Feelings of Worthlessness
SUCCESS CYCLE
1. Goal Setting and Pride
2. Goal Achievement
3. Satisfaction
4. Increased Self-Confidence
HOW TO REALIZE YOUR GOALS
Practice setting a goal by completing the following action-planning exercise. Think through an intermediate-range goal that you would like to achieve.
15.State clearly and specifically a goal you would like to achieve in the next
six months.
16.Why do you want to achieve it?
17.If you succeed, what will it do for you?
18.What will you consider to be a moderate success? A good success? A tremendous
success?
19.How much do you want to achieve this goal?
20.How will achieving this goal contribute to the attainment of longer-range
goals?
21.What price will you have to pay to achieve this goal? Are you willing to
pay it?
22.Estimate your chances of achieving this goal.
23.What will happen if you aren't successful?
24. List the major subgoals involved in achieving this goal and assign a target
date to each.
25.What obstacles stand between you and successful completion of this project?
How will you overcome them?
26.What can you do today that will start you on the path to achieving this goal?
When you have answered this last question, you are well on your way to realizing
your top goals.
Elizabeth Clay McPhail, Motivation +Plus: 18 Ready-to-Use 15-Minute Lecturettes
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- Divide the students into triads and have each group select one of the communication blocks. Each group should prepare a dialogue which illustrates the "communication stopper" in action. The leader may wish to have prepared scripts available.
- The students should present the dialogue, and a discussion of each should follow considering what happened to the communication.
- Follow-up should include alternative methods of communication which open rather than block communication.
- Observe the presence or absence of communication blocks during class discussions.
ASCA Resource Kit, Elsie Campbell, Sandy Valley Local Schools, Magnolia, Ohio
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Some students will practice avoidance reactions to this strategy. They might joke around or display some other nervous response. Try to protect those students who are really grappling with the exercise, however, by insisting on silence. Give students for whom this activity is threatening the opportunity to simply list accomplishments they would like to achieve during their lifetimes.
After each student has completed his/her lifeline, ask the group if anyone would like to share their proposed accomplishments.
ASCA Resource Kit, Elsie Campbell, Sandy Valley Local Schools, Magnolia, Ohio
MAKE A LIFELINE
CREATING A LIFELINE is another approach to planning. On the left edge of a piece of paper, write your birth date. On the right edge of the paper, write down the year you think you may die. (There's no need for alarm-this is simply a tool!) Connect the two dates with a straight line. Put today's date where it belongs on the line.
Next, think about some important events that have happened in your life so far, and note them on the lifeline. Examples may include getting braces, being in an accident, learning to ride a bike, experiencing change in your family, or any other important day.
Now think about things you would like to accomplish. Write each goal on the lifeline at the point when you would like to achieve it.
After finishing your lifeline, complete the following sentences in as many ways as you can. Use blank sheets of paper to complete this journal.
I want. . . .
Go with your first thoughts. Don't stop to edit or rewrite. Get more specific with the following:
In the area of school, I want . . . .
In the area of relationships, I want . . . .
In my future career, I want . . . .
Dave Ellis and Peter Lenn, The Learning Power Workbook, Learning Technologies
Corporation, 1995
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PROBLEM SITUATIONS
Decision Problem #1:
THE SITUATION
Lee is a 15 year-old student with several interests including music, sports,
and biology. Lee has many friends and is in many activities in school and in
the community. Lee's family includes both parents and two younger brothers.
Lee has a paper route which helps pay for some school and clothes expenses.
THE DECISION
Lee has to pick classes for next year and has to choose between Introduction
to Math or Algebra I and between Earth Science and Biology. The Introduction
to Math and Earth Science do not have very much homework. Both Algebra I and
Biology have homework. Lee is also looking at how much time can be spent on
the paper route.
THE ALTERNATIVES
What alternatives does Lee have? List at least three.
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
Decision Making Student Booklet, Arland Benson, Linda Carlson, Judy Larsen
Decision Problem #2:
PROBLEM SITUATIONS
THE SITUATION
Lee, an 18 year old high school graduate who is interested in designing objects
of metal, took part in sports, and took TV Production I & II while in high
school. Lee is the middle of three children and lives at home with both parents
and a younger brother. Lee has had a part time job working 15 hours per week
washing dishes for two years.
THE DECISION
Lee is wondering whether to go for more education, look for a full time job,
or join one of the armed services.
THE ALTERNATIVES
What alternatives does Lee have? List at least three.
4.________________________________________________________
5.________________________________________________________
6.________________________________________________________
Decision Making Student Booklet, Arland Benson, Linda Carlson, Judy Larsen
Short Term and Long Term Consequences Chart
Decision Problem______________
| SHORT TERM CONSEQUENCES | LONG TERM CONSEQUENCES | |
| Alternative # 1 1. 2.
|
To Self To Others | To Self To Others |
| Alternative # 2 1. 2.
|
||
| Alternative # 3 1. 2.
|
PROBLEM SITUATIONS
My Own Decision
A decision problem or choice I will have in the next few days/months is:
Alternatives: List at least three; try to list more.
| Consequences | Influences | |
| 1. | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
| 2 | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
| 3. | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
| 4. | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
| 5. | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
| 6. | 1._______________________ 2.________________________ |
1._______________________ 2.________________________ |
My best alternative is:
Because:
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1.Outside forces which interfere with concentration, such as lighting, temperature, seating or noise.
2.Internal forces which interfere with concentration, such as lack of interest and daydreaming.
The study method S Q 3R will be described to the class.
S= Survey – Skim the material paying special attention to headings maps, charts,
graphs, and words where the meaning is unknown.
Q= Question – If questions are not assigned the student will write some.
R= Read – Read the material through without stopping.
R= Recite – Answer the questions without referring to the text.
R= Review – Review the material frequently.
- The class will review their personal study habits in relationship to the SQ3R study method.
- Students will write their plans for completing a specific class assignment, i.e., term paper.
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STRATEGIES/ACTIVITIES
Procedure:
1. Stay informed. Read the school's newsletters and other information that is generally sent to you by the college. Get your own copy of the college catalog and student handbook.
2. Get involved. Check into any parents' associations at the school. In addition to feeling more a part of the college, you'll make new friends.
3. Communicate. Don't hesitate to call if you are concerned about something involving the college or your child.
4. Expect change. There will be times you may not like what your child is doing or are uncomfortable with thoughts expressed. Be patient, understanding and flexible.
5. Provide challenge and support. It's like teaching a child to swim: The parent decides when to let him/her flounder and when to rescue him/her. The college experience is no different. Parents need to decide when to provide encouragement and when to intervene. When it comes to financial support beyond tuition, room, board and books, take a walk through the campus, the bookstore and the town. You'll gain a sense of what's appropriated.
6. Show your interest. Ask about academic work. Visit the campus on Parents Weekend.
Pete Goldsmith, Dean of Student Life, Old Dominican University, Norfolk, Virginia
- Parent/student conference.
- Illustrating understanding of steps in post-secondary planning.
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- Have students take the High School Graduation quiz during the first month of school.
- Use the data gathered
to prepare classroom guidance sessions on College Tech Prep, Career Prep, College/University
Prep,
EOC Testing, NC Competency Testing, Computer Skills Testing, PSAT/SAT/ACT, Advanced Placement, units of credit, promotion requirements, and athletic participation requirements. - Review the North Carolina Scholars Program requirements.
- Have students compare graduation requirements, UNC Admissions Requirements, and NC Scholars requirements and write down the similarities and differences of the types of requirements.
HIGH SCHOOL GRADUATION QUIZ
True/False (T/F)
TESTING
___1. There are eleven End-Of-Course (EOC) tests that are provided by the State Department of Public Instruction which high schools must administer at the end of certain courses: Algebra I, Geometry, Algebra II, Physical Science, Biology, Chemistry, Physics, ELPS, United States History, English I, English II, and English III (an essay test).
___2. Ten EOC tests are administered in high schools to students when they complete a regular course; the end of the year in schools following a regular schedule and at the end of each semester in block schools.
___3. EOC scores are not recorded as a final exam grade at the high school level.
___4. The NC Competency Test requires that students demonstrate a level of competency in reading and math before graduating from high school.
___5. Students who met the required level of competency on the 8th grade End of Grade Test are exempt from the NC Competency Test.
___6. Passing the Computer Skills Test is a graduation requirement.
___7. The Preliminary Scholastic Assessment Test/ National Merit Scholarship Qualifying Test (PSAT/NMSQT) is used to help students practice for the Scholastic Assessment Test (SAT) and to qualify for scholarships.
___8. The SAT is one of the admissions tests used by colleges and universities to assist in selecting students.
___9. The ACT is an admissions test used by colleges and universities to assist in selecting students.
GENERAL
___10. Students who are enrolled in Advanced Placement classes are required to take the AP exams in order to receive credit for the course.
___11. A class that meets one period a day for the full year earns one unit of credit.
___12. A class which meets one period daily for one semester in a non-block school would earn one-half unit of credit.
___13. A class which meets two periods daily for the full year earns two units of credit.
___14. In order to participate in any sport in high school, students must be enrolled in and pass five subjects for the semester immediately prior to the semester of participation and must have attended school at least 85% of the previous semester.
___15. A cooperative work program which meets one class period daily for the full year earns one unit of credit with an additional credit being earned by students who complete the number of work hours required by the State Department of Public Instruction.
PROMOTION
___16. Promotion from grade 9 to 10 requires that students pass a minimum of 3 units.
___17. Promotion from grade 10 to 11 requires that students pass a minimum of 10 units.
___18. Promotion from grade 11 to 12 requires that students pass a minimum of 16 units.
___19 A minimum of 22 units is required for graduation.
___20. Four units of English are required for graduation.
___21. Individual students can decide on the number of units of Math that is needed for graduation.
___22. At least one unit of Algebra is required for graduation.
___23. Three units of social studies are required for graduation which includes ELPSA, United States History, and World History/Geography/Studies.
___24. There is not a Health/PE requirement for graduation from high school.
___25. Two units of Social Studies are required for graduation.
COLLEGE TECH PREP
___26. Technology in the workplace has not changed for the past twenty years.
___27. Students graduating from high school need highly technical skills to be competitive in the job market.
___28. The Department of Labor predicts that by the year 2000, 85% of all jobs will require at least two years of education beyond high school.
___29. Students who are enrolled in College Tech Prep take rigorous academic and technical courses.
___30. Students who participate in a College Tech Prep program are guided through a specific college prep academic curriculum into a two year and/or four year college program upon graduation.
___31. Students in the College Tech Prep are expected to complete two units in a series of related technology courses in there area of career interest.
___32. Students in the College Tech Prep course of study will be prepared to enter college with advanced academic and technical skills.
___33. College Tech Prep is designed to prepare students to live and work in a highly technological society.
___34. College Tech Prep integrates academic and physical education as a program of study.
___35. Most of the jobs of the future will require a two-year or four-year degree and training, while only 15% of those jobs will require a four-year college diploma.
___36. Students who take part in job shadowing visit business and industry to observe the performance of tasks and activities of a specific occupation/career.
___37. Cooperative education combines paid on-the-job experience with in-class instruction.
FOUR YEAR COLLEGE INFORMATION
___38. There are ten campuses in the University of North Carolina System.
___39. Individual universities may require other courses in addition to the minimum UNC System requirements.
___40. Prospective students should refer to each individual university's catalog/website and/or contact the admissions offices of any university they plan to apply to find out the requirements of that particular university.
___41. As you select your high school courses, it is not necessary to consider your career and post-secondary educational plans.
___42. To meet the minimum UNC System admission requirements in math, you must take a minimum of three units of math including Algebra I, Algebra II, and Geometry or a higher level of math course for which Algebra II is a prerequisite.
___43. To meet the minimum UNC requirements for science, a biological, physical, and a laboratory science are needed.
___44. In addition to the UNC System admission requirements, it is recommended that prospective students complete at least two units in one second language and take one second language and math unit in the 12th grade.
___45. One of the requirements of the North Carolina Scholars Program is that you maintain a "C" average.
___46. The social studies requirements for graduation and NC Scholars are the same.
___47. The math requirements for NC Scholars and UNC System admissions are similar.
___48. The social studies requirement for UNC System admissions is one unit more than the graduation requirement.
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