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"by Amanda Boldenow, TLC Development Manager & Parent\nCultivating curiosity and independence in children are the first steps to helping children become self-directed learners. Self-directed learners know how to use resources to find answers to questions or to learn skills to solve problems. Self-directed learners do not need micro-managing from an adult to help them complete tasks or projects, (but it's important to recognize the difference between asking for assistance from an adult to complete a task and relying on an adult to make sure the task is completed).\nSelf-directed learning is not a trait that some children are born with and others aren't; it is a skill that can be taught and nurtured in all children from a young age. So how can you help a child become a self-directed learner? Below are a few steps you can take to help a child gain independence and drive:\nHave Patience and Remember Kids are Capable\nWhen a child is struggling to complete a task, whether the task is tying their shoes or a math problem, it can be tempting to step in and complete it for them, thinking we are \"helping\" by showing them how the task is done properly. To help kids discover their own capabilities, have patience as they struggle through something new and difficult. Let them make a wrong turn in pursuit of figuring out a problem, and be there to encourage and advise as they wrestle with the difficulty. Ask questions, such as: \"What do you think would happen if we tried it another way?\" \"Where could you look to find help figuring this out?\" \"Where could you go to learn more about that?\"\nEncourage Effort Over Success\nStudies have shown that children who are praised for their effort at completing a task, rather than completing the task itself, are more likely to put effort into future difficult situations. Praising success in children can teach children that success, rather than the process of learning something new, is what is valued, and thereby make them afraid of failing at future endeavors. Children who are afraid of failing are less likely to try something new, whereas children who are praised for effort are encouraged to continue putting forth effort into new and increasingly difficult challenges.\nConnect Play Time to Learning Experiences\nNurture a child's interest by connecting what they enjoy to the wider world. If a child likes building, help them expand on their interest by introducing engineering and architectural concepts. If a child likes sculpting with clay, help them explore structures that animals sculpt in nature, like swallow's nests or bee hives.\nAllow for Free Play\nIt's also important to remember that children inherently learn while playing, so allow time for uninterrupted, unstructured play, where children can fully use and explore their imaginations and creativity.\nCreate Opportunities for Exploration\nCreating opportunities for children to learn can be as easy as leaving paper and colored pencils in easy reach for children to use when inspiration strikes. It can entail making sure that utensils for making a bowl of cereal are in easy reach so children can learn to take care of themselves, and take pride in their independent skill.\nNurturing self-directed learning is a combination of allowing for free and loosely-guided play and activities. Children thrive in routines, but making sure that their routines include open-ended exploration fueled by their own curiosity can help lead to independent kids with a life-long love of learning."
"The importance of learning executive functioning skills\nExecutive Functioning Disorder (EFD) is a term being bandied around a lot these days, and not just in the context of adults. In the US and UK, it seems parents are now paying for their children to be taught executive functioning skills by coaches and therapists when they are struggling to start or complete goal-oriented projects such as homework, and are habitually procrastinating as a coping mechanism.\nIn order for children to do well and succeed at school, it is deemed essential that they are able to master what is termed higher order thinking skills which include being focused, planning, prioritising, scheduling, managing their time, flexibility in problem-solving, communication skills, co-operation and researching. In addition to that, it includes being what we now term “mindful”, i.e. present, alert and relaxed and so self-regulate the emotions so as to resist the need for immediate reward and resist social media temptations.\nAn example of failure to do this may well be part of the reason for Sweden’s present mental health crisis in primary and secondary children, particularly boys. Due to the prevailing so-called social-constructivist view of schooling children, they are left to determine their own view of reality rather than taught facts. Thus they are left to their own devices in terms of how and what they learn. Neither general skills such as critical thinking are taught nor the higher order thinking skills and research now suggests that this model of education may well be linked to the high level (9%) of diagnosed and medicated Attention Deficit Hyperactivity Disorder (ADHD) in boys there.\nAlthough used a lot by therapists to help those suffering from ADHD in this country, there is no diagnosed disorder of EFD. However, any child who does not master the skills of attention and impulse control which is a large part of executive functioning, will often then struggle in daily life as an adult, including in the workplace if they do not address the distress and impairment it generates.\nLearning these skills in childhood, recognizing that procrastination stems from the belief that there is some sort of short-term gain to be had and that in the long term this process only subverts achievement is key to helping the child becoming a fully functioning adult.\nAt home, those adults and parents with poor executive functioning skills suffer the same failure to self-regulate. They tend to get distracted and let everything slide - bills pile up, there is a failure to budget, their children are often late for school and they are late for work or forget appointments. They do not plan or prepare. Things either do not get started or they never get finished, the half-finished jobs all over the house continue to increase in number and things are always getting lost, much to the chagrin of those in the family who feel that as a result, everything gets left to them to sort out. However, it must be said that in some cases it transpires that partners are actually facilitating the dysfunction by doing everything for them. Personal hygiene often suffers as those with this EFD forget to wash or shower, clean their teeth or change the bed.\nThe children of parents with EFD are frequently unboundaried because the parents do not know how to set boundaries. Appointments like the dentist get missed and school parent’s evenings get forgotten.\nIn the workplace employees who have not learned self-regulation commonly suffer from an inability to manage their time and work efficiently, they fail to delegate, procrastinate and may suffer from performance anxiety. They do not plan, organize, prioritize or schedule their work. They also struggle to create strategies to deal with any problems that may arise. So the emails and paperwork pile up, phone calls don’t get returned, the presentation still hasn’t been started for the presentation this afternoon. Distractions continue to take priority.\nIn all cases, the short-term gain of procrastination and giving in to distraction is outweighed by the longer-term pain of feeling either overwhelmed or despairing over lack of achievement because there just never seems to be enough time to get things done.\nThere are many tools and strategies to help both adults and children improve these skills including situations where there has been a brain injury or there is some other brain function impairment.\nFind a counsellor or psychotherapist dealing with ADHD\nAll therapists are verified professionals."
"Remember those days at the kitchen table working on math problems with eraser shreds everywhere?\nHomework can be challenging: both to start and complete. The environment we work in though makes a huge difference!\nIt takes a nice growth mindset, time management skills, and mentorship to be most successful!\nExecutive Functioning Implications\nLet’s first talk about what executive functioning is! Executive Functioning is defined as “the collection of cognitive skills (inhibition, working memory updating, task-set switching, attention) that give rise to goal-directed behavior (Science direct). Many of these tasks are localized largely (not entirely though) to the prefrontal cortex. It makes sense. Homework requires a lot of these cognitive skills. Without task-set switching, we can’t move on to the next task or homework problem. Without attention, we can’t focus on the homework we are doing. Working memory enables us to hold onto key information while using it when we do homework. Inhibition prevents us from acting on our impulse like getting up to do something else or checking our phone.\nWhen executive functioning challenges arise, it can be very challenging to get that homework done! Executive functioning skills don’t fully develop until the prefrontal cortex is developed in the mid 20s, and then they can be strengthened beyond that. Therefore, for kids, those skills aren’t fully developed leading to greater challenges getting things done. On top of that, some kids have larger executive functioning difficulties than others. This could be due to typical variations or weaknesses, or due to a difference such as ADHD or Executive Function Disorder.\nThe Environment Makes a Big Difference on Homework\nWhen the brain can’t serve entirely as an “executive” to help control and maintain focus to get things done… it may require external control. This could be supplied with a caregiver or mentor or structures and systems put into place. Positive reinforcement can work really well, as well as schedules and set times for getting things done. Even a timer can be super helpful. There is also the Pomodoro Method which uses a certain set of time for work with breaks in between based on a timer.\nThe environment plays a large role. Distraction-reduced environments are super helpful, as it is harder to get distracted if there are fewer distracting things.\nWhen getting things done is challenging, remember that the executive is in control! When the executive isn’t optimally functioning, external systems can be put in place.\nBest of luck! You got this!"
"Play therapy can be the best method for building rapport with any child. It can be difficult for a child, when starting therapy, to talk about what is bothering him or her. The child is in a strange place, meeting with a therapist who is a stranger. The combination of these two factors can be overwhelming and intimidating to a child.\nPlay therapy is a means of breaking the ice and building rapport with the child. Play therapy is based on what a child naturally does, that is play!!! A therapist will have a greater chance of helping the child when the child is relaxed and comfortable.\nPlay therapy can train a child to take what he learns in counseling and use the acquired skills in other areas of life. A game as simple as checkers can accomplish this.\nA child with ADHD, (Attention Deficient Hyperactivity Disorder), can derive great benefits from playing checkers during therapy. The therapist can assess the child’s ability to stay seated, wait his turn, pay attention to detail, sustain that attention, as well as how the child reacts to victory or defeat, (getting what they want or not getting what they want).\nA child with Oppositional Defiant Disorder typically does not want to follow rules. However, even in a game of checkers, the child must follow the rules of the game. The therapist can get the child to see during a game of checkers that without rules the game would be chaos. Thus, the child begins to see the importance of rules.\nRegardless of the type of play during play therapy, the child will come to realize that in order to really enjoy playing, he or she must learn to interact appropriately with others.\nFrank Kello, Registered Mental Health Counselor Intern"
"Put Strategies into Action\nOriginally published in Attention Magazine\nby Caroline Maguire, PCC, MEd\nLeader of Fundamentals of ADHD Coaching for Families program\nTeach Executive Function by Simulating the Experience\nThere is no shortage of techniques, cues, and strategies for each family to try with a child or teenager with ADHD. But when all is said and done, parents are often left frustrated and confused as to why their child carries around the ring attached to their book bag with the series of laminated strategy cards that never see the light of day. Those cards that were so creatively done and took endless hours to make just collect dust and are never used.\nThere are many useful tools that are there for the child to use—the hard part is done right? If that’s the case, then why is it so challenging to get kids to actually use them?\nThe hard reality is that, at the end of the day, you can have all the toolkits and strategies in the world to help children, teenagers, or young adults with ADHD learn how to self-regulate, but none of them will work if they are not implemented the right way. Putting a plan into action is difficult! For a child to use any strategy or tool, the child is required to be able to pause and think, and that particular function is a large part of self-regulation.\nThe solution is simulation. Any strategy or skill a parent wants a child with ADHD to learn can be enhanced with simulation.\nThe key is to learn to implement the strategies in the moment. By practicing the simulated experiences, any child will succeed.\nSimulate the experience\nSimulation is designed to replace and intensify real life experiences with guided ones that evoke or replicate significant aspects of a child’s real-world executive function challenges in a completely interactive situation. This goes beyond role-play and talking about what it will look like when the child uses his strategies.\nSimulation means allowing the child to experience and practice a scenario until the child feels more comfortable and can master the specific skill. By simulating a real life interaction—like becoming too angry, shouting, and stomping off during a play date—the child can experience the heat of the moment and then, subsequently, what it feels like to actually use strategies to down-regulate.\nThis practice is critical, so that when the child is no longer in the presence of the parent or caregiver, the child is still able to call up that past simulation and implement the strategy in the real world. With consistent practice, the child is learning how to improve self-regulation.\nThe key is to learn to implement the strategies in the moment. By practicing the simulated experiences, any child will succeed. The beautifully created ring of strategies in the backpack will get used!\nHow should you incorporate simulation?\nThere are four important steps to follow when introducing simulation to a child with ADHD.\nStep 1: Bring the experience to life.\nTo bring the skill into the real world, the parent must shadow the child, and then prompt him to use the strategies in the moment. It will require active listening and collaboration. Share with the child that you are going to work together because you understand that he wants to improve his situation and to use his strategies, but that he just forgets when things get a bit overwhelming.\nFor example: When a child or teenager with ADHD becomes too silly, laughing at a joke, flopping around giggling long after his peers have stopped, he has lost control and needs to learn to self-regulate. The child with ADHD is at a disadvantage—he doesn’t understand why over-giggling is a problem. He can’t see that his goofiness has turned from funny to weird and is causing his classmates to shy away from him. The challenge is that the child needs to be able to feel the “awkwardness” he’s created and many times the parents are not there to prompt him to use his strategies to regain control. Too often, a parent tells the child, “When you get too silly, stop and go calm down.” Frustratingly, it does not work. To properly simulate the experience, the parent needs to allow the child to lose control—to become silly and goofy, and then, while he is in that state, implement the strategies and regain control.\nStep 2: Teach everyday situations.\nExecutive function skills like self-regulation must be taught in everyday situations where the learning is transferable to the child’s daily life experiences. Simulating the event and allowing the child to practice what dysregulation feels like will allow the child to experience a parallel situation to what he is going to experience in the real world when the parents or caregivers are no longer with him. He will also learn that strategies do work.\nSimulation turns learning new executive function skills into an active experience. The child must experience the dysregulation and know how and when he is feeling it in his body. He must understand what getting out of control looks like. Then and only then can he learn what the identified strategy does for him.\nFor example: Two siblings, Chris and Jack, often fight and wrestle, it escalates, and things get out of control. The ADHD sibling, Chris, loses his self-control and the whole thing turns violent. The parents tear their hair out and wonder what to do, but the answer is always found by simulating the experience. Executive function skills can only be improved by helping the child pay attention and gain the situational awareness they need. The parents in this case need to repeat the scenario that just played out. They should discuss with Chris and Jack that a more harmonious interaction is wanted and then allow the boys to wrestle again. This time, when they begin to lose control, the parents should step in and guide Chris and Jack through each choice they made along the way. Only when a child can feel it, and understand how his actions bring certain reactions, can he make the needed changes.\nStep 3: Ask questions in the moment.\nParents can prepare the child by discussing what they have noticed during the times of dysregulation.\nFor example: Sometimes Chris and Jack have trouble remaining safe and in control when they wrestle. Prepare the children—help them understand that you know how hard it is for them to remember strategies and that you are going to help them by stepping in at certain times to guide them toward being able to use their strategies without future intervention. It is important to work with the child while in the moment. Remember, only when he is losing self-control can he experience his body signals, emotions and how he feels.\nIn short, parents must allow the child with ADHD to get worked up and dysregulated, then step in and ask:\n- How do you feel?\n- What’s going on in your body right now?\n- Describe what is happening?\n- What will happen if you keep going on with the “insert any activity”?\n- What do you think can be done differently?\n- How would the outcome change?\nThe goal is to make the child who has ADHD aware of what he experiences when he is dysregulated and have the ability—in the moment—to be able to use his strategies to down-regulate. Help him understand what that means to him. After each simulation, be sure to talk about what went well and if there were situations where he felt things weren’t working. Talk about how it felt to be able down regulate.\nStep 4: Keep it fun.\nPracticing simulation doesn’t have to be boring or related to something that causes stress for the child. Try working on getting the child completely silly.\nFor example: The parents of Chris and Jack can have them bounce on a trampoline, allowing time to wrestle until both are out of control. Then say, “Use the strategy.” Now that Chris is in the dysregulated state, he knows how it feels and how to correct it in a typical day-to-day scenario. By simulating the experience of losing control, the child can experience the physical manifestations of dysregulation and conversely what it feels like to use a strategy, pause, and calm himself down.\nA Caroline Maguire, ACCG, PCC, MEd, is a personal coach who works with children with ADHD and the families who support them. Maguire earned her ACCG from the ADD Coach Academy and her PCC from the International Coach Federation. She also received a master’s degree in education from Lesley University.\nBarkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.\nKopp, C. B. (1982). Antecedents of Self-Regulation: A Developmental Perspective.\nDevelopmental Psychology, 18(2), 199–214.\nLiebermann, D., Giesbrecht, G. F., & Muller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22(4), 511–529.\nTweet Follow @ADDCA"
"NCTAF STEM Learning Studios organize teachers, professionals, and students into cross-disciplinary inquiry teams that work on significant community challenges. Studio investigations promote deeper student learning, continuous teacher development, and high impact industry engagement. As students learn STEM by doing STEM, they become curious, thoughtful learners who develop the 21st century knowledge and skills they need to prepare for college, careers, and life.\nNCTAF STEM Learning Studios are cross-curricular, interdisciplinary teams of 4-6 teachers who collaboratively develop and implement hands-on projects. These teams of teachers in high-needs schools work with STEM professional volunteers from the community, who become part-time, long-term participants in schools. Built on 3 proven strategies (project-based learning; collaborative teaching; and well-structured participation by STEM professionals), Learning Studios emphasize the interconnectedness of STEM subjects and utilize practicing scientists and real-world resources."
"Enhancing Student Engagement\nStem Skills for Teens\nTech Skills for Educators\nUsing game based learning, project based learning and immersive technology, ILC makes learning fun and engaging. If a student is engaged, we have an opportunity to teach and the student has an opportunity to learn.\nTo provide an engaging environment, immersive technology and the motivation that enables our community to elevate their 21st century skills to become self-driven, self-directed and a life-long learner.\nOur programs enhance communication, collaboration, creativity and critical thinking."
"Service Learning (SL) means different things to different people, however the official definition is clear according to the National Service-Learning Clearinghouse: it “is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” Today, many secondary and post-secondary schools include SL as a part of their graduation requirements.\nService Learning as an instructional strategy helps to create a social awareness in students that impels them to social action with documented success at every educational level—primary, secondary, and post-secondary. For SL to be skillfully integrated into a school program, the educator must engage in curriculum mapping of content and standards. It must not be just an activity, something to do. SL is a hands-on learning experience that provides benefit both to the provider and to the recipient of the service. However, the doing is just the first part. The learning comes from reflection – from evaluation. This is where critical thinking on the part of the student occurs. As a result of one or many SL experiences, a student may engage in reassessing their goals, the impact they can have on their community and/or society, and hopefully gain a greater understanding of themselves and the needs that others have.\nAt My Learning Springboard, we help students and schools to develop and implement Service Learning opportunities in connection with the curriculum.\nPillars of Effective Service Learning:\n- Meeting an authentic community need through respectful partnerships.\n- Careful planning by educators.\n- Involving students in planning and collaborating with community members.\n- Students having decision-making and problem-solving capabilities throughout the project to foster their sense of ownership.\n- Having structured time for reflection on the service goals and learning goals of the project.\nThree Categories of Service:\n- Direct service involves face-to-face interactions between students and their community partners.\n- Indirect service activities do not include face-to-face interactions, but rather provide financial assistance or goods to another individual, group, or agency.\n- Advocacy service is intended to raise awareness of an existing need without providing financial aid, goods, or face-to-face interactions.\nPlease contact our office to discuss your interests in greater detail."
"PERSONALIZED AND SELF-DIRECTED LEARNING\nWHAT IS PERSONALIZED AND SELF-DIRECTED LEARNING?\nPersonalized and Self-directed learning intentionally puts students at the center of the learning experience and guides them to see and value themselves, own their experience, and become lifelong learners. The world as it is demands individuals who demonstrate agency and can manage and direct themselves. We are living in a time where new information is developed at lightning speed and there is no way to teach every student all of the content needed to be successful in the 21stcentury work environment or to even predict which information will be most useful.\nCSLC encourages students to:\n- think critically\n- ask questions\n- filter sources\n- discern truth from fiction\n- build the strength of character to make sound decisions\n- find solutions to their own questions or problems\nStudents are encouraged to explore diverse areas of learning and learn through a wide range of activities.\nActivities are designed around:\n- individual interests\n- academic foundations and competencies\n- independence levels.\nThis pillar cultivates iterative thinking and a desire to learn while fostering confidence and persistence. In the end, we want our students to leave empowered and engaged citizens with the desire and ability to creatively solve the problems they encounter.\n\"The potential possibilities of any child are the most intriguing and stimulating in all creation.\"\n- Ray L. Wilbur, third president of Stanford University\nChildren's SLC is a 501 (c)(3) nonprofit. To donate, please contact us.\nChildren's SLC is a nonprofit learning collaborative in Salt Lake City, UT. Our classroom largely depends on events and fundraisers to raise funds for children from diverse areas and family income structures. Money raised pays for scholarships, buys passes to various venues around Salt Lake City and provides supplies for learning and creative expression. Please contact us about donations or ask us about our annual Gala and Art Shows."
"Professionals are lifelong, self-regulated learners. Students progress from novices to experts and, eventually, masters of their field or specialty, who in turn will mentor the next generation.\nAn overarching goal of medical education is to assist medical students in becoming, lifelong self-regulated learners. In other words, we need to teach them how to learn so they can move away from instructor-dependent learning to self-directed learning.\nSelf-regulated learners generate outcomes by engaging consciously and deliberately in productive learning activity that is, using tools, resources and various funds of declarative and procedural knowledge to mediate learning. In instructor-led learning, the educator's role is to provide strategic guidance to the learner in negotiating zones of development so that the learning objective is proximal, within reach. These are called zones of proximal development (ZPDs). A developmental curriculum guides students from becoming instructor-dependent to self-regulated learning.\nLong-range Learning Goals\nWhen it comes to achieving long-term goals, the educator must consider how to create successive learning experiences, each building on the prior, to move the learner closer to achieving the distal goal. These successive experiences are cumulative zones of proximal development, and, as a whole, comprise a zone of distal development (ZDD). The ZDD requires the learner and educator to be metacognitive – aware of how they are planning, engaging and contemplating the acquisition of tools for teaching and learning, developing specific skills, procedural and other funds of knowledge, and must involve the strategic choice of methods of instruction and learning.\nThe Organizing Circumstance of Learning/Teaching\nAn effective approach to teaching and learning, then, imagines the educator and learner as reflective for, in and on the learning experience (Plack & Santasier, 2004) as they consider the:\nConditions for learning (the advantages for and constraints on the learning situation);\nPurpose or motivation of learning;\nFunds of knowledge for learning (those available and accessible to the learner); and\nLearning demands of the situation (proximity of the learning objectives and the long term goals).\nThese four factors comprise what is known as the organizing circumstance of learning – the totality of circumstances that determines the course of learning in a developmental curriculum (Spear-Ellinwood, 2011).\nThe Laboratory for Comparative Human Cognition at USCD has an active network of scholars who discuss these issues regularly and a variety of scholarly resources, including published articles on teaching, learning and development."
"Behavior analysis focuses on the principles that explain how learning takes place. ABA is simply the application of behavioral principles, to everyday situations, that will, over time, increase or decrease targeted behaviors. ABA has been used to help individuals acquire many different skills, such as language skills, self-help skills, and play skills; in addition, these principles can help to decrease maladaptive behaviors such as aggression, self-stimulatory behaviors, and self-injury\nWhen a behavior is followed by some sort of reward, the behavior is more likely to be repeated and this is called positive reinforcement. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.\nABA is the use of these techniques and principles to bring about meaningful and positive change in behavior. ABA is widely recognized as an effective therapy for individuals on the autism spectrum.\nABA uses Natural Environment teaching (NET) which is basically teaching the child and performing ABA in a natural setting. It is not sitting behind a school desk all day like typical children learning. Instead it is simply teaching the child during play. Natural environment teaching leads to an individual being able to learn skills in one environment and generalize them to other environments. It focuses on an individual’s specific needs and embeds them within the child's interests.\nIf I could give any bit of advice to new parents facing an autism diagnosis.....get your child in a good ABA program that utilizes NET as soon as you can if it is possible!!\nParents play a CRUCIAL role in their child's ABA program and how they respond. This is what one website said...\nParents are indispensable in the child’s program. They play a necessary and critical role. Studies show that children whose parents are actively engaged in the process make measurable gains (4). First, no one knows the child better than the parent; the parent’s provide critical and insightful information that will help guide the ABA program. Second, parents are able to continue to prompt and reinforce the child through his and her various daily activities - an essential component to generalizing skills. Finally, parents are in a position to be able to record and track ABC data in the home and community setting. This information is vital in hypothesizing the function (the “why”) of specific behaviors as well as for determining what conditions encourage behaviors to occur.\nTrenton goes to Harsha Autism Center and we just love our team there! Lately, Trenton has been going out in the community. He goes to certain stores and he even goes to a restaurant and works on his goals!!! I am so thrilled about this part of his training. I have worked so hard the past few years implementing this myself and now we are doing some training with this through Harsha Autism Center. I am one excited Mom!!"
"Behavior analysis focuses on the principles that explain how learning takes place. ABA is simply the application of behavioral principles, to everyday situations, that will, over time, increase or decrease targeted behaviors. ABA has been used to help individuals acquire many different skills, such as language skills, self-help skills, and play skills; in addition, these principles can help to decrease maladaptive behaviors such as aggression, self-stimulatory behaviors, and self-injury\nWhen a behavior is followed by some sort of reward, the behavior is more likely to be repeated and this is called positive reinforcement. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.\nABA is the use of these techniques and principles to bring about meaningful and positive change in behavior. ABA is widely recognized as an effective therapy for individuals on the autism spectrum.\nABA uses Natural Environment teaching (NET) which is basically teaching the child and performing ABA in a natural setting. It is not sitting behind a school desk all day like typical children learning. Instead it is simply teaching the child during play. Natural environment teaching leads to an individual being able to learn skills in one environment and generalize them to other environments. It focuses on an individual’s specific needs and embeds them within the child's interests.\nIf I could give any bit of advice to new parents facing an autism diagnosis.....get your child in a good ABA program that utilizes NET as soon as you can if it is possible!!\nParents play a CRUCIAL role in their child's ABA program and how they respond. This is what one website said...\nParents are indispensable in the child’s program. They play a necessary and critical role. Studies show that children whose parents are actively engaged in the process make measurable gains (4). First, no one knows the child better than the parent; the parent’s provide critical and insightful information that will help guide the ABA program. Second, parents are able to continue to prompt and reinforce the child through his and her various daily activities - an essential component to generalizing skills. Finally, parents are in a position to be able to record and track ABC data in the home and community setting. This information is vital in hypothesizing the function (the “why”) of specific behaviors as well as for determining what conditions encourage behaviors to occur.\nTrenton goes to Harsha Autism Center and we just love our team there! Lately, Trenton has been going out in the community. He goes to certain stores and he even goes to a restaurant and works on his goals!!! I am so thrilled about this part of his training. I have worked so hard the past few years implementing this myself and now we are doing some training with this through Harsha Autism Center. I am one excited Mom!!"
"Today’s college graduates must be able to think critically and creatively, and be able to communicate and collaborate effectively. Twenty-first century teaching and learning must be focused on more than knowledge acquisition. It must also involve a process that empowers students to self assess and take responsibility for their own learning. Yet most students are unaware of how they learn or what constitutes the most effective ways to study.\nWhat is self-directed learning?\n“Self-directed learning” is a term we use broadly to encompass many aspects of taking initiative for, being aware of, and monitoring one’s own learning, including aspects of self-regulation, metacognition, and motivation. A self-directed learner knows how to learn in different environments and for different purposes, and takes initiative and responsibility for one’s own learning. It is one of the biggest predictors of a student’s overall academic success because the learner drives the learning experience.\nSelf-directed learning is about creating lifelong learners. It helps students see their own learning gaps and develop skills to make the most of any learning situation. It is about socializing students to be productive citizens in a world where access to information and the construction of knowledge is rapidly changing. Self-directed learning helps students understand the value of what and how they are learning.\nWhy is self-directed learning important?\nMany of our course improvement efforts require that students know how to learn in different ways in order to be successful. Pilot projects undertaken at DU to redesign courses, or create hybrid, online, or flipped courses, have shown that students often struggle with new teaching methods and can not always easily adapt to different learning environments. Many students are unaware of how they learn or what constitutes effective ways to study.\nThe good news is, self-regulation is not an innate ability but can be developed by any student. Independent learning skills can be taught and encouraged through specific teaching methods.\nStrategies for encouraging self-directed learning\nPlanning for Learning\n- Include self-directed learning outcomes in your syllabus.\n- Ask students to set their own goals or learning outcomes for the class, through a discussion, a short assignment, or a learning contract.\n- Include a short reflective assignment such as, “How I earned an A in this class.”\n- Help students learn about learning. For example ask students to read and discuss Robert Leamnson’s article Learning (Your First Job)\n- Use knowledge surveys (where students do not actually answer content questions but report their confidence at being able to do so) at the beginning, beginning and end, or throughout a course as a way for students to reflect on what they think they know and can apply.\n- “Wrappers” are short handouts or surveys that students complete along with an assignment or exam. The wrapper focuses on the learning process rather than on the content itself. Exam wrappers are often completed after an exam is returned. Other types of cognitive wrappers help students self assess their learning progress before, during and after an assignment.\n- Reflective writing assignments can help students explore their own learning. Molly Smith from University College uses RDQ prompts with course readings: what Resonated with you, what do you Disagree with, and what Questions do you have?\n- Simple Classroom Assessment Techniques (CATs) can be used to help students monitor their learning progress. Useful methods include One Minute Papers (simply asking students to take a minute to answer 2-3 questions such as “what was the most important thing you learned today? or What question remains unanswered?) and The Muddiest Point (“What is the biggest area of confusion for you in this assignment/today’s class?”)\n- Encourage students to read materials using a version of Read-Recall-Review.\n- Concept maps are useful tools for both students and instructors to explore how ideas and concepts relate to each other. Some instructors have students create simple concepts maps early in the course, and then revisit them over time as a way to see how their knowledge has changed and grown.\n- “Test autopsies” ask students to describe their study time and strategies, and examine their test answers, to look for patterns and identify successful and unsuccessful study methods.\n- After providing detailed feedback to students, ask them to paraphrase your feedback back to you in their own words.\n- Ask students to write a letter to the next class/cohort, describing what worked for them in this course and what they would have done differently.\n- Have students create a list of personal takeaways or write a “future uses” paper describing how they anticipate using 3-5 course concepts or skills in their future lives.\nWho’s doing it at DU?\nThe development of self-directed learning is something that all DU instructors can do within their courses. Many of the examples below were presented at the 2014 OTL Conference.\n- Instructor’s Top Takeaways from the 2014 OTL Conference\n- Watch the OTL Conference Faculty Panel: Lessons Learned about Empowering Self-Directed Learning at DU\n- The RDQ Method: Helping Students Meaningfully Engage with Pre-Class Readings and Prepare for Stimulating Class Discussion, Molly Smith, University College\n- Putting the ‘Me’ in Media Studies: Teaching with and about new media technologies, Stephen Barnard, Media, Film & Journalism Studies\n- Stumbling toward self-regulated learning: using blog entries for promoting motivation, interaction and reflection, Alejandro Cerón with MA Students Mengye Liu and Raymond Pang, Dept of Anthropology\n- Can leadership be taught?: The self-direction of leadership learning through the Pioneer Leadership Program, Paul Kosempel & Linda Olson, Pioneer Leadership Program\n- Invitation to Engagement: How I adopted Course Preparation Assignments to allow Students Participate in their own Learning, Shimelis Assefa, Dept. of Research Methods and Information Science\n- What I learned from teaching two Hybrid courses: computer programming and simulation, Kellie Keeling, Daniels College of Business\n- Flipping the lecture: A 5-minute teaching model, Scott Toney, Daniels College of Business\n- Engaging the “I” in Learning: The Importance of All Our Identities in Educational Interactions, Thomas Walker, Center for Multicultural Excellence\n- The Power of DU Portfolio to Showcase Self-Regulated Learning, Kim Hosler, Joseph Labrecque, Carrie Lorenz, OTL\n- Kahn Academy has created a series of videos for a campaign they call You Can Learn Anything\n- Linda Nilson delivered two keynote presentations at the 2014 OTL Conference Empowering Students to be Self-Directed Learners: Part I: “Way” Beyond Study Skills: Self-Regulated Learning and Part II: Engaging Your Students in Self-Regulated Learning.\n- What it Means to be a Self-Regulated Learner\n- The Role of Metacognition in Learning"
"Today’s college graduates must be able to think critically and creatively, and be able to communicate and collaborate effectively. Twenty-first century teaching and learning must be focused on more than knowledge acquisition. It must also involve a process that empowers students to self assess and take responsibility for their own learning. Yet most students are unaware of how they learn or what constitutes the most effective ways to study.\nWhat is self-directed learning?\n“Self-directed learning” is a term we use broadly to encompass many aspects of taking initiative for, being aware of, and monitoring one’s own learning, including aspects of self-regulation, metacognition, and motivation. A self-directed learner knows how to learn in different environments and for different purposes, and takes initiative and responsibility for one’s own learning. It is one of the biggest predictors of a student’s overall academic success because the learner drives the learning experience.\nSelf-directed learning is about creating lifelong learners. It helps students see their own learning gaps and develop skills to make the most of any learning situation. It is about socializing students to be productive citizens in a world where access to information and the construction of knowledge is rapidly changing. Self-directed learning helps students understand the value of what and how they are learning.\nWhy is self-directed learning important?\nMany of our course improvement efforts require that students know how to learn in different ways in order to be successful. Many of our promising teaching initiatives have also shown that students struggle with new teaching methods and can not always easily adapt to different learning environments. Many students are unaware of how they learn or what constitutes effective ways to study.\nThe good news is, self-regulation is not an innate ability but can be developed by any student. Independent learning skills can be taught and encouraged through specific teaching methods.\nStrategies for encouraging self-directed learning\nPlanning for Learning\n- Include self-directed learning outcomes in your syllabus.\n- Ask students to set their own goals or learning outcomes for the class, through a discussion, a short assignment, or a learning contract.\n- Include a short reflective assignment such as, “How I earned an A in this class.”\n- Help students learn about learning. For example ask students to read and discuss Robert Leamnson’s article Learning (Your First Job)\n- Use knowledge surveys (where students do not actually answer content questions but report their confidence at being able to do so) at the beginning, beginning and end, or throughout a course as a way for students to reflect on what they think they know and can apply.\n- “Wrappers” are short handouts or surveys that students complete along with an assignment or exam. The wrapper focuses on the learning process rather than on the content itself. Exam wrappers are often completed after an exam is returned. Other types of cognitive wrappers help students self assess their learning progress before, during and after an assignment.\n- Reflective writing assignments can help students explore their own learning. Ask students to arrive in class with 2-3 questions about the reading as an “entry ticket.” Or give them some prompts such as ‘What concepts most stuck with you, what do you disagree with, what connections can you make to other concepts in our course?\n- Simple Classroom Assessment Techniques (CATs) can be used to help students monitor their learning progress. Useful methods include One Minute Papers (simply asking students to take a minute to answer 2-3 questions such as “what was the most important thing you learned today? or What question remains unanswered?) and The Muddiest Point (“What is the biggest area of confusion for you in this assignment/today’s class?”)\n- Concept maps are useful tools for both students and instructors to explore how ideas and concepts relate to each other. Some instructors have students create simple concepts maps early in the course, and then revisit them over time as a way to see how their knowledge has changed and grown.\n- “Test autopsies” ask students to describe their study time and strategies, and examine their test answers, to look for patterns and identify successful and unsuccessful study methods.\n- After providing detailed feedback to students, ask them to paraphrase your feedback back to you in their own words.\n- Ask students to write a letter to the next class/cohort, describing what worked for them in this course and what they would have done differently.\n- Have students create a list of personal takeaways or write a “future uses” paper describing how they anticipate using 3-5 course concepts or skills in their future lives.\n- Kahn Academy has created a series of videos for a campaign they call You Can Learn Anything\n- Questions that Self-Regulated Learners Ask Themselves, Linda Nilson\n- What it Means to be a Self-Regulated Learner\n- The Role of Metacognition in Learning"
"You have just entered into a remarkable world of ideas about education — ideas that make enormous sense, are much supported by research, and are influencing the educational thought and practice of an ever-growing number of families throughout the world. I am Peter Gray, research professor of psychology at Boston College. This website includes some of my own research findings, as well as conclusions from many other sources, about how children best learn and about alternatives to conventional schooling that have proven successful for many thousands of young people. I, and the whole team that created this site, welcome you and hope you will explore the site to discover more about home-based, self-directed learning, community resource centers, and democratic schools.\nTHE MAIN IDEAS DEVELOPED ON THIS SITE ARE:\nChildren are beautifully designed, by nature, to direct their own education. For most of human history, children educated themselves through observing, exploring, questioning, playing and participating. These educative instincts still work beautifully for children who are provided with conditions that allow them to flourish.\nCoercive schooling is not good for children. Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.\nReal alternatives already exist and have been proven to work. These options include democratic schools, in which children direct their own activities and participate in running the school; self-directed homeschooling, where children pursue their own interests with the support of parents and others in the community; and resource centers that offer community and support for self-directed learners. These self-directed approaches have been used successfully by young people representing the whole normal range of personalities and diverse socioeconomic backgrounds. These approaches nurture traits such as initiative, creativity, playfulness, and love of learning — traits that promote life satisfaction and are increasingly essential for economic success in our rapidly changing world. As an added bonus, the financial cost of such approaches has proven to be far less than that of coercive schooling.\nTHIS SITE IS FOR YOU IF YOU ARE:\na parent who is concerned about how schooling is affecting your child, or who seeks to preserve your child’s wonder and excitement of learning;\na student who feels trapped by schooling;\na researcher or scholar who wants to know the evidence concerning the harm of coercive schooling, the success of self-directed education, and the conditions in which self-directed education works best;\na journalist or event organizer, interested in featuring an authority who can discuss better approaches to education and children’s needs for freedom and play; or\na concerned citizen, looking for ways to improve education for all.\nThe Alliance for Self-Directed Education"
"You have just entered into a remarkable world of ideas about education — ideas that make enormous sense, are much supported by research, and are influencing the educational thought and practice of an ever-growing number of families throughout the world.\nTHE MAIN IDEAS DEVELOPED ON THIS SITE ARE:\nChildren are beautifully designed, by nature, to direct their own education. For most of human history, children educated themselves through observing, exploring, questioning, playing and participating. These educative instincts still work beautifully for children who are provided with conditions that allow them to flourish.\nCoercive schooling is not good for children. Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.\nReal alternatives already exist and have been proven to work. These options include democratic schools, in which children direct their own activities and participate in running the school; self-directed homeschooling, where children pursue their own interests with the support of parents and others in the community; and resource centers that offer community and support for self-directed learners. These self-directed approaches have been used successfully by young people representing the whole normal range of personalities and diverse socioeconomic backgrounds. These approaches nurture traits such as initiative, creativity, playfulness, and love of learning — traits that promote life satisfaction and are increasingly essential for economic success in our rapidly changing world. As an added bonus, the financial cost of such approaches has proven to be far less than that of coercive schooling.\nTHIS SITE IS FOR YOU IF YOU ARE:\na parent who is concerned about how schooling is affecting your child, or who seeks to preserve your child’s wonder and excitement of learning;\na student who feels trapped by schooling;\na researcher or scholar who wants to know the evidence concerning the harm of coercive schooling, the success of self-directed education, and the conditions in which self-directed education works best;\na journalist or event organizer, interested in featuring an authority who can discuss better approaches to education and children’s needs for freedom and play; or\na concerned citizen, looking for ways to improve education for all."
"Previous Chapter Chapter 7: Programming for Generalization of Literacy Skills Next Chapter\nChapter 7: Programming for Generalization of Literacy Skills\nWhen teaching new skills, the goal is for students to attain mastery and use those skills independently in other appropriate places or situations, in different or creative ways, and over time (Cooper, Heron, & Heward, 2007). For example, generalization has occurred if a student, after learning to write his name on wide-ruled paper in the classroom, can also write his name at other locations, in different ways, using different kinds of paper and writing instruments, and throughout the school year. This example illustrates the three kinds of generalized outcomes described by Cooper and colleagues (2007): response maintenance, setting/situation generalization, and response generalization.\nFor a variety of reasons, some newly learned behaviors can continue for up ..."
"Inquiry learning is a form of indirect instruction. Indirect instruction is teaching in which the students are actively involved in their learning by seeking solutions to problems or questions. In inquiry learning, students develop and investigate questions that they may have. The focus in inquiry learning is on what the students want to learn with some support from the teacher about a topic. Below are the steps of inquiry learning.\nStep 1: Ask\nThe teacher begins this process by taking the topic of the lesson and turning it into a question for the students to consider. For example, if the topic of a lesson is about flowers, a question to ask would be “How are flowers different from each other?” This is called the teacher-initiated stage of asking.\nThe student then develops their own questions that should help to answer the main question posed by the teacher. Continuing with the previous example, students may begin to ask specific questions about the various parts of a flower such as…\n- What do the pistils do?\n- What does the ovary do?\n- Why do flowers have petals?\nThis process is the student-initiated phase of the asking stage.\nStep 2: Investigate\nAfter creating questions, students need to determine how to study them. Students need to identify sources from which they can get the information they need. For our flower example, all that is needed is a textbook to find the answers. This may seem simplistic but it would often take children time to figure this out. It is the thinking process of inquiry that is important right now and not the depth thinking.\nStep 3: Create\nWhen data has been collected it is time to determine if the questions have been adequately answered. The question to consider is “does the answers satisfy the question completely?” This process of evaluation also helps in developing stronger thinking skills.\nIf there are problems here, the students can continue to do more research or adjust the questions they are asking. The goal is to evaluate the answers and synthesize them into a coherent structure.\nStep 4: Discuss\nHere, students share their results. They can compare results, develop conclusions, or share experiences. Explaining results helps students to remember them much better. Examining the results of others can also contribute to developing critical thinking skills.\nStep 5: Reflect\nIn the last step, students think about how things went in the inquiry process. Where the questions appropriate? How was the data collection? Where the conclusions accurate? Are some of the questions that could be considered. All of this information is recorded as a paper, oral presentation, or whatever form is agreed upon by the teacher and students.\nIf students are satisfied the process stops here. However, if the students believe that the results are not satisfying they may develop new questions to continue the process. As such, the end of an inquiry learning experience is often left for the teacher to decide."
"During the “guided instruction” phase of lessons, the teacher provides support and guidance through practice with new content or structures that move students toward independence with their language learning.\nDuring this phase of a lesson, the students try out their new learning through tasks that are intentionally created or selected by the teacher that gradually release control to the student.\nGuided activities can also serve as a context for teaching students routines or processes that will aid them in “owning” their new learning. When interpreting authentic text, the goal of guided tasks is to increase student confidence in their ability to unlock meaning in authentic texts.\nSome types of tasks a teacher may select for guided activities include:\nHere are some examples of teachers using authentic text in guided activities:\nThe teacher provides a copy of a poem entitled “La Vie” to students in an intermediate level French class and displays a copy on the document camera. The teacher talks students through interpreting the text in the target language using a routine called “Text Mark Up.” The students use colored pencils, markers or highlighters. The students mark all words in the text that they know in one color. Then in a second color, mark all words they can guess because of their similarity to another word in the target language or as an English cognate. Finally, students use a third color to mark words/phrases they can guess through context.\nThe teacher uses target language examples, circumlocution, and visuals, etc. to reinforce the meaning of unknown words.\nThe teacher asks students to work in pairs to guess the main idea of the text based on their highlighting and other text features. The teacher records pairs’ ideas as they are shared.\nFor an intermediate level Spanish class, the teacher selects a song by Romeo Santos called “Héroe Favorito” which demonstrates imperfect subjunctive and conditional “si” (if) clauses in context.\nThe teacher gives the students a copy of the lyrics. He leads the students through unlocking the meaning of the song by having students identify words they know, words that they can guess that are cognates, and words they can guess through context. The teacher uses target language examples, circumlocution, and visuals, etc. to reinforce the meaning of unknown words.\nThe teacher then shows the music video for the song.\nThe teacher gives students a graphic organizer that lists all of the superheroes mentioned in the song. The teacher models the first row with the class and writes the ideas on a copy of the organizer which is projected by the document camera. The students then work in pairs to complete the organizer about each superhero based on the lyrics. When time is called, each pair meets with another pair to share their ideas captured on their graphic organizers.\nOn the reverse side of the first organizer is one called “Somebody Wanted But So.” The teacher chose to use this organizer as a guided activity because this is the first time students have seen this tool. The teacher uses questioning strategies to deepen students’ comprehension of the song lyrics by collaboratively coming up with ideas for the prompts in each row. The teacher models the process doing a “think aloud” by projecting the graphic organizer on the document camera and recording student ideas as they are offered.\nUsing the ideas gleaned on the organizer, students write a summary sentence about the song.\nAs a follow up activity, students create their own superhero using the prompt, “If I were a superhero, I would…” by telling what they would be called, what powers they would have, etc."
"Thinking developmentally is one of those instructional design issues that we don’t do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?\nConsider a course that incorporates several different small group learning experiences. We have opted to use groups because we want students engaged, interacting and learning the content collectively. In addition, we want these group experiences to teach students something about working with others—how disagreements can be handled constructively, how work can be divided equitably, how the group can influence what individual members do. Thinking developmentally means that each of these group experiences should be different. Perhaps each one focuses on a different skill or each one requires more sophisticated use of developing skills. This means the order in which they’re experienced matters. Each experience should build on what happened in the previous one.\nOr, what about a course where one of the objectives is developing critical thinking skills? We’ve discussed previously in this blog how our disciplines define critical thinking differently. Teachers who aspire to develop critical thinking abilities in their students must start with a clear understanding of what it is they want students to be able to do. Our hypothetical course, like most courses, contains a variety of assignments and activities. The question is what does each contribute to the development of critical thinking skills? Once again order is important, as is how these activities are related and build on each other. We can’t just assume they somehow all work together … well, we can, but the desired outcomes are less assured and more happenstance than if we approach skill development systematically.\nThinking developmentally also should happen across a collection of courses. For individual faculty, it’s probably easiest to start with two courses in a sequence. Whether they are taught by the same professor or two different ones, they offer the opportunity to purposefully develop knowledge and skill sets across a longer time frame. They also make it possible for students to see that courses are not islands but rather connected territories where what they learn in one relates to what they learn in the other. And where what they do in one course, they can then do with greater skill in the next.\nThis kind of purposeful planning can significantly enhance the development of a variety of important skills if the planning isn’t just focused on what content should be covered in what course. That’s important yes, but the question is much more complicated than who gets to teach what. It’s also the question of what content, coupled with what assignments and activities, best develops the necessary skills and knowledge base for students in a specific program.\nFinally, thinking developmentally considers the maturation process, especially when the students are young adults. In the early 1990s Stommer and Erickson authored an excellent book called Teaching College Freshmen which was republished in 2006 as Teaching First-Year College Students. It’s a book I regularly recommend to those who teach these students. It provides an excellent overview of developmental issues relevant to beginning students. For years I’ve been saying that it ought to be the first book in a series. We need a book on teaching sophomores, one on juniors and finally one on seniors. Knowing something about where students are developmentally enables us to make better decisions about how we intervene and advance that process.\nDeveloping assignments and activities that promote deep learning and significant skill development is a challenging intellectual task. But we don’t have to do everything all at once. We can start small; thinking developmentally about a set of related activities in the course, or purposefully planning how we will use two different assignments or activities to develop a particular skill. I’m guessing the results will motivate greater involvement with this important task.\nReference: Erickson, B. L., Peters, C. B. and Stommer, D. W. Teaching First-Year College Students. San Francisco: Jossey-Bass, 2006."
"Thinking developmentally is one of those instructional design issues that we don’t do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?\nConsider a course that incorporates several different small group learning experiences. We have opted to use groups because we want students engaged, interacting and learning the content collectively. In addition, we want these group experiences to teach students something about working with others—how disagreements can be handled constructively, how work can be divided equitably, how the group can influence what individual members do. Thinking developmentally means that each of these group experiences should be different. Perhaps each one focuses on a different skill or each one requires more sophisticated use of developing skills. This means the order in which they’re experienced matters. Each experience should build on what happened in the previous one.\nOr, what about a course where one of the objectives is developing critical thinking skills? We’ve discussed previously in this blog how our disciplines define critical thinking differently. Teachers who aspire to develop critical thinking abilities in their students must start with a clear understanding of what it is they want students to be able to do. Our hypothetical course, like most courses, contains a variety of assignments and activities. The question is what does each contribute to the development of critical thinking skills? Once again order is important, as is how these activities are related and build on each other. We can’t just assume they somehow all work together … well, we can, but the desired outcomes are less assured and more happenstance than if we approach skill development systematically.\nThinking developmentally also should happen across a collection of courses. For individual faculty, it’s probably easiest to start with two courses in a sequence. Whether they are taught by the same professor or two different ones, they offer the opportunity to purposefully develop knowledge and skill sets across a longer time frame. They also make it possible for students to see that courses are not islands but rather connected territories where what they learn in one relates to what they learn in the other. And where what they do in one course, they can then do with greater skill in the next.\nThis kind of purposeful planning can significantly enhance the development of a variety of important skills if the planning isn’t just focused on what content should be covered in what course. That’s important yes, but the question is much more complicated than who gets to teach what. It’s also the question of what content, coupled with what assignments and activities, best develops the necessary skills and knowledge base for students in a specific program.\nFinally, thinking developmentally considers the maturation process, especially when the students are young adults. In the early 1990s Stommer and Erickson authored an excellent book called Teaching College Freshmen which was republished in 2006 as Teaching First-Year College Students. It’s a book I regularly recommend to those who teach these students. It provides an excellent overview of developmental issues relevant to beginning students. For years I’ve been saying that it ought to be the first book in a series. We need a book on teaching sophomores, one on juniors and finally one on seniors. Knowing something about where students are developmentally enables us to make better decisions about how we intervene and advance that process.\nDeveloping assignments and activities that promote deep learning and significant skill development is a challenging intellectual task. But we don’t have to do everything all at once. We can start small; thinking developmentally about a set of related activities in the course, or purposefully planning how we will use two different assignments or activities to develop a particular skill. I’m guessing the results will motivate greater involvement with this important task.\nReference: Erickson, B. L., Peters, C. B. and Stommer, D. W. Teaching First-Year College Students. San Francisco: Jossey-Bass, 2006."
"LESSON PLAN 1\nOBJECTIVE Students will be able to describe what the four key strategies are and how to use\nThe reciprocal teaching approach consists of two main features. The first feature includes four strategies (summarizing, generating questions, predicting, and clarifying) that help readers develop their reading comprehension. The second feature of the reciprocal approach is called scaffolding, Scaffolding is an instructional process in which a teacher acts as a model of reading to help students read. That is, before students are ready to read, will be taught to what the four strategies are and they will also participate using these four strategies. There are four key strategies that readers use when they meet with problems while reading. These four key strategies are summarizing, clarifying, questioning and predicting. In the summarizing process, students will be taught to identify the most important ideas or the main idea of a text. In the generating questions process, students will be taught to construct questions related to the main idea or the important information of a text. This process will help readers check their understanding of the text being read. In the process of making predictions, students will be taught to link their background knowledge (schemata) to the new information or the knowledge found in the text, and will be taught to find some clues in the text to predict what it is about. In the clarification process, students will be taught to restore meaning by using context clues when there is comprehension breakdown or confusion."
"In my opinion, one of the highest goals of education is to develop self-directed learners. These are individuals who have not only learned from their teachers but can go forward and acquire new knowledge on their own. They have learned how to learn by themselves and are no longer tethered to their teachers.\nOne strategy among many for developing self-directed learners is the use of reciprocal teaching. Reciprocal teaching allows students to explore content through the vehicle of a controlled discussion. In other words, reciprocal teaching is classroom discussion that has a purpose and a sense of direction to it. The teacher guides the students through a process during the discussion that stimulates reflective thinking and critical thinking skills.\nNormally, reciprocal teaching has the following four steps to it.\nLet’s examine each step\nThe discussion begins by having the students make guesses about the text they are going to study. They can examine pictures in the text, the title, subheadings, and other clues to develop an idea of what they may learn. Students’ prior knowledge can also be a guide for making decent predictions.\nAfter prediction comes the content experience in which the students read the text our learn it through some other approach of the teacher.\nDifferent students take turns asking the class questions about different aspects of the text or learning experience. Students respond to the questions and ask new ones. Developing questions is not as easy as it sounds, especially for children. It takes thought to develop decent questions as well as deep thinking to develop answers. At this point, the students are leading the learning experience while the teacher is facilitating.\nOne person is selected to provide a summary of what has been learned during the discussion. The teacher then calls on other students to comment on or elaborate on the summary. Again, the burden of learning is on the students and the teacher is only managing the classroom without much input.\nIf anything was unclear now is the time it is discussed. In many ways, this is like a miscellaneous section where loose ends are dealt with. Section of the reading or teaching are experienced again until the students have a better understanding of the content.\nSelf-directed learning is one of the major goals of education and reciprocal teaching is one way to address this goal. I would like to know if anyone has other ways of developing learners who can learn on their own"
"What Parents Need To Know About Differentiated Instruction?\nWhat Is Differentiated Instruction?\nThe teacher in a differentiated classroom realizes that individual students have different needs. Because of this, the teacher proactively plans a variety of methods to get students to express learning. Where a traditional lesson changes reactively when learning is not occurring as planned, a differentiated lesson is proactively planned so that individual needs are addressed before the lesson occurs.\nDifferentiated instruction is not the amount of work given to students but rather putting students in a learning environment in which students can achieve learning. For example, a student who has already mastered a concept in math should not be given more problems, but should stop practicing that skill and more on to a subsequent skill. In addition, giving a student who is struggling less examples is less effective. This student may need more assistance or an alternative way to express knowledge.\nDuring instruction, teachers are conscious of three elements, content (what students learn), process (how students make sense of content) , and product (how students demonstrate what they have learned). When using the differentiated approach in the classroom, teachers can offer different approaches in what students learn, how they learn it, and how they demonstrate what they have learned.\nA differentiated classroom is one that allows the student to think for his or her self. The teacher does not tell the students everything but rather allows the student to discover concepts independently growing at his or her pace. Lessons are designed to engage growth in all students. Lessons are neither too difficult or too easy for the individual student, but challenging.\nIn a differentiated classroom, students receive types of instruction, whole - class, group, and individual instruction. When working together these types of instruction as a whole increase student learning. During whole class instruction students gain a feeling of community and common understanding. After whole - class instruction, students may move into group or individual instruction and conclude by sharing what they have learned in a whole - class setting.\nWhat Differentiated Instruction Is Not?\nIn a differentiated classroom students are engaged in meaningful movement and discussion. Students are not out of control, misbehaving. Teachers of a differentiated instruction classroom manage many activities simultaneously, correcting any misbehaviors.\nIn a tradition classroom setting students are in homogenous groups. For example, students may have been divided into the following reading groups, the bluebirds, cardinals, or buzzards. The problem with this grouping is that students are always interacting with the same students, working on similar skills. Student growth is hindered because of this. In a differentiated classroom students are grouped in a variety of ways. Over time, students get a chance to work in many groups with students of all abilities.\nThis page was adapted from \"How To Differentiate Instruction In Mixed - Ability Classrooms\" - Tomlinson 2001"
"(back) (next) (contents)\nfor Social Success\nReprinted from In Touch, the newsletter of the New Jersey Parents of Blind Children, February 2000.\nPlaying pretend games together helps these kids (one of whom is blind) develop social skills. And they thought they were just having fun.\nThe term “social skills” is an all-encompassing one. It includes:\n-- Friendship-Making Skills, e.g., joining in a game, giving a compliment, sharing.\n-- Skills for Dealing with Feelings, e.g., expressing your feelings, dealing with anger.\n-- Skill Alternatives to Aggression, e.g., using self-control, responding to teasing.\n-- Skills for Dealing with Stress, e.g., dealing with being left out, reacting to failure.\n-- Classroom Survival Skills, e.g., following instructions, asking for help.\nFor children who show a weakness in one or more of these skill-based areas, there are many ways to help them. Teachers, parents, and other professionals such as social workers can all help to promote skill acquisition in either a group setting or individually. They can do this by modeling the desired behavior; coaching when things go wrong; role playing in a structured, protective situation; and/or by social problem-solving, which uses the child’s cognitive abilities to help self-correct undesirable behavior.\nAs the development of social skills is dependent on many variables and is such an individual process, each child’s needs in the end are slightly different. For example, blind children are presented with unique physical challenges and their ability to receive visual cues from others is limited. However, there is no reason why they should be any less adept in social situations because of this. Their visual impairment may preclude them from discerning visual cues; however, they can learn to become more attuned to auditory cues from others and can develop superior verbal skills to communicate. It therefore becomes the job of the teacher, parent, or social worker to identify each child’s strengths and to design an intervention that can reinforce strengths while overcoming any disability and/or weakness.\nTeaching better social skills and achieving improvement is not only attainable for all kinds of children, it is highly recommended. Studies have shown that children who are continually rejected by others exhibit more sadness and anxiety and tend to withdraw from interacting with others. Conversely, those children who have or develop strong social skills receive the nourishment from others that builds self-esteem and even better academic performance.\nTo learn more about social skills and how to teach them, the following books may be useful:\nSocial Skills Intervention Guide by S. Elliott and F. Gresham, Published by American Guidance Service, Inc., Circle Pines, MN 55014-1796 (1991).\nSocial Skills Activity for Special Children by D. Mannix, Published by the Center for Applied Research in Education, West Nyack, NY 10995.\nSkillstreaming the Elementary School Child, by E. McGinnis and A. Goldstein, Published by Research Press Co., 2612 North Mattis Ave., Champaign, IL 61821.\nTo speak to a social skills trainer, call Ann Hicks, MSW, at the Family Service and Child Guidance Center (New Jersey), (97--) 564-5244.\n(back) (next) (contents)"
"Play to Learn Playing for a better future\nJoin us for a presentation by Karin Benjamin and Luuk Kemperman of Play to Learn. Play to Learn is a project initiated by Industrial Design Engineering students from the HAN University in The Netherlands, emphasising user-centred innovative design in the Theewaterskloof municipality.\nThe educational toys of Play to Learn are designed based on the needs of the children in Theewaterskloof school. Interdisciplinary research showed that toys could help to improve the fine motor skills of children. The aesthetic toys that were designed and made improve the fine motor skills as well as the hand-eye coordination and concentration activities of the 5- and 6-year-olds.\nBy improving the fine motor skills and social competences the children’s learning abilities, future job opportunities and quality of life will increase. Additionally, Play to Learn seeks to stimulate transfer of skills both in designing and producing as well as in business skills by collaborating with local craftsmen.\nParticipation: Please email [email protected].\nParking: Information may be found here."
"Children who play outdoors and in groups often have a head-start in social situations. They may be more emotionally resilient, less anxious socially, and better at establishing nurturing, protective and lasting relationships with their peers.\n- In situation where children have to deal with each other without direct supervision, they have to be socially adaptable. Playing together in both competitive and non-competitive situations presents opportunities for learning how to cooperate and overcome conflicts.\n- The ability to join and participate in social activities from an early age, and to think of oneself as an active member of a group, can help to prevent children from ending up in situations where they feel isolated, now and in the future, and to combat feelings of powerlessness, depression and low self-esteem.\n- Connection to local environments through outdoor play enhances community values, strengthens relational bonds and provides everyone involved with stronger networks of support.\n- The same values and benefits are felt in the family. Parents and kids who take the time to foster their connections through shared play and engagement with the outdoors can develop deepen their relationships and experience deeper communication.\nNote: Information presented here is based on research findings, reports and literature views from leading UK and US charities and education organizations. You can access these reports at Play England and the Children & Nature Network."
"Teaching social skills to young children assists in their development to become well rounded adults. Social skills can help children express their needs and emotions as well as the way they interact better with their peers.\nWith the right social tools children are able to build meaningful friendships that are based on communication and understanding.\nRemember, social skills are in fact learned behaviors. The primary place children are socialized is in the family. Many children pick up social skills intuitively, some need to be made aware, and others need much instruction and practice.\nThere are many skills children need to acquire in order to properly function in a society. Consider beginning with the following:\nBeing able to to understand a social situation from another person's perspective.\nBeing able to control initial impulses (thoughts, desires) and not acting on them.\nShowing patience. Being able to delay gratification of needs and desires.\nBeing able to solve an interpersonal problem with a peer without resorting to verbal or physical aggression.\nDuring my interview with Dr. Miri Arie, child psychologist who specializes in children's social skills, I discussed the importance of developing social skills in young children before they enter grade 1.\nConversation skills are an essential part of social development. This page includes hand-on tips for teaching children how to deal with conflicts, feelings of frustration and general awareness of others.\nSince social skills are a learned behavior I gathered my favorite social skills games and social skills activities you can play with your child."
"Social interaction is a necessity for children, but they also benefit from spending time alone. Independent play, when your child occupies himself with toys, games or self-guided activities, is a valuable skill and no less essential than group play. Encouraging your child to be appropriately independent has long-term benefits, not only for your child, but for you as well. Here are some of the benefits your child will get from learning to play alone.\nIncreased Imagination and Creativity\nImagination and creativity are valuable for both children and adults. In later life, imagination and creativity become key components of innovative problem-solving skills. Life depends on solving problems; people who have good problem-solving skills are likely to do better at work and in other areas of life too.\nRELATED: How to Encourage Independent Play\nA child who is accustomed to entertaining himself or herself develops skills and abilities useful when facing problems in life. Self-confident children are less likely to be swayed by peer pressure, and are more likely to be a positive influence on others.\nBetter Self-Direction Skills\nThe ability to make decisions and good use of time help your child develop leadership skills. By helping your child grow to be an adult with problem-solving skills, self-confidence and the ability to lead and positively influence others, you are giving him the best chance to be successful.\nDavid Reeves is Marketing Manager of Playland Inc. in Carrollton, GA. Playland Inc., is a total solutions manufacturer and supplier to many industries, with its roots deep in the park and playground markets including churches, schools, and day care centers. It has developed into the only company in its field to offer direct to all of its customers, the ability to purchase outdoor playgrounds, shelters, shade, indoor playgrounds, water slides and site amenities. Connect with SII on LinkedIn or Facebook."
"Video Modeling in the iMsocial Program\nThere are many advantages derived from the use of video modeling, including:\n- Increased efficiency of skills instruction and acquisition,\n- Reduced need for prompting and prompt reduction strategies,\n- Faster uptake of skills, and,\n- Improved maintenance and generalisation of learned skills.\nThe iMsocialTM program utilises two Video Modeling (VM) methods: feed-forward and positive self-review.\nis the creation of videos displaying skills that children have not yet developed. Creating Feed-Forward videos typically requires the editing and collation of different components of skills that children possess, but have not yet displayed appropriately. Children can participate in a role-play with another person, demonstrating the targeted behaviour. A role-play can show a person or a peer acting out the desired skill even when they are not yet proficient in that skill.\nTypically, feed-forward is used to teach a skill that is above the current skill-level of the learner. For example, you can teach children how to say hello to someone they do not know using the feed-forward video modeling method.\nPositive self-review VM:\nis used to improve the frequency and/or quality of an existing behaviour. The aim is to reinforce a positive skill. Children are filmed performing the same skill or behaviour multiple times. The footage is edited to show only the best instances of the desired behaviour. Any undesirable behaviour (i.e. swearing or hitting out) is edited out of the footage so that only the best examples of the targeted behaviour are retained. For example, you can teach children how to take turns using the positive self-review method.\nFor both feed-forward and positive self-review video modeling to be succesful a video model needs to be watched 5 to 10 times.\nThe Focus on Positive Behaviours in iMsocialTM Video Models\nThe iMsocialTM program teaches positive skills utilising VM that is strength-based, rather than deficit focussed. In this way, each VM focuses on what children are capable of achieving rather than reiterating what skills they lack. Using negatives or mistakes to teach new skills can result in problems with confidence, frustration and an increase in problem behaviours. This is particularly the case for children with developmental delays, who may not have the confidence or capacity to differentiate between positive and negative when presented to them on screen.\nThe focus on positive behaviour in video models is also important because some children with ASD have the ability to mimic behaviour. This means that if children are presented with a video model that contains negative behaviours, it is unlikely that children would self- critique the behaviour but instead model what has been seen. Therefore, the negative behaviour is more likely to be reinforced.\nWhy is Video Modeling Effective for Children with ASD?\nChildren and adults with ASD often have a tendency to focus on one point or focus of interest, and ignore other aspects. Children with ASD can focus on the learning material on the DVD and ignore whatever else is going on around them. Furthermore, the highly visual learning processes of people with ASD results in the effectiveness of VM because VM is ‘observational’, thus the person observes the video and learns the skill."
"By Alex Munchak\nEvery learner is different; therefore, it is crucial to understand your child’s unique learning style in order to help support their study/learning habits. A short online quiz can help assess your child’s learning style, and in turn, allow you to best support their educational journey at home.\nThis information can also better inform your choices for after-school activities such as camps, sports, and extracurricular classes.\nThere are 3 main learning styles: Auditory (listening-drawn to sound), Visual (seeing-observant learners) & Kinesthetic (moving- physical learners). Determining which type of learner your child is will facilitate academic success. For example, sitting down at a quiet table to do homework, may not be an ideal learning environment for your child. Instead, your child may benefit from standing up, sitting on a bouncy ball, listening to music or background noise etc.\nHow-To-Study.com has an easy quiz that your child can take in 5 minutes. The results will reveal your child’s learning style, and you will be given learning tips and strategies to aid in their academic success. This will surely make your child’s learning process smooth, effective and efficient!\nTake the quiz here.\nAlex Munchak is the owner of http://www.educationdelivered.com"
"Some children will do anything to avoid reading. Your child’s OptiKode Learning Style provides clues to what genres will get more reading out of them. Transform your child from being a picky reader to being a regular reader.\nOptiKodes Learning Styles is a more actionable and interactive learning style theory. Ready to learn how to create learning breakthroughs for your struggling child?\nEmotional regulation is a necessity if your child is going to thrive in school and in the world. Nontraditional learners are at a very high risk of becoming dysregulated with standardized teaching methods.\nThe struggle of nontraditional learners almost always follows them into adulthood. Theirs is a hidden and painful world of low self-esteem and worry in the workplace and in their personal lives.\nAre you worried sports are interfering with your child’s school success? Depending on their OptiKode Learning Style, eliminating them will make matters worse."
"Benefits of Group Instruction\nSocial Learning Theory has been popular since the 60’s and 70’s and is the foundation of our educational system. It’s no secret that children learn from observing others. In fact, we have specialized cells in our brains called mirror neurons that allow us to do exactly that – learn from watching and observing others.\nWhat I love about group instruction is the increased participation I see from students. Kids love to participate with their peers. I consistently see strong engagement and willingness to try when completing small group work. There are many drivers or motivators such as competitiveness, a safe space of learning and discovery, not wanting to be left out, or not wanting to be singled out! Whatever the motivator for each individual, group instruction provides an opportunity for extroverted learners to be outspoken and expressed, and introverted learners to participate and learn without needing to be in the spotlight.\nGroup instruction is also effective as it allows a structured learning environment with increased exposures and repetitions. In addition to their own turn, children can learn from observing other children’s turns, and also benefit from the scaffolding, cueing, prompting, and error correction that other children receive. The net result is that the purpose or intention of the lesson gets delivered and consolidated across consistent trials with multiple exposures – just what we need for letter recognition, word recognition, and letter-sound correspondence learning!\nOf course, not to be overlooked is the affordability of group instruction. With several children working together, hourly rates are often half as much – or less!! This can be a significant benefit to families to ensure we can meet the required instructional volume without banking the bank. It is also a nice option when a family has more than one child that needs support!\nGroup instruction is a great place for children to gain confidence and boost self-esteem. As part of vicarious learning, children can apply powerful learning tools such as observation, modeling, and imitation. A unique opportunity of group instruction is that it affords a new perspective. Children can observe the process of reading, writing, and spelling at arms-length. When a child is working through a literacy task, they are often processing so much information that there is little room for reflection, meta-cognition, and self-monitoring. When observing others, a child can more easily tap into the process of learning and reflect on their own learning process. This is where deep learning can really get consolidated.\nWe will group children of similar age and ability (maximum 4 per group). Our hands-on and fast-paced instructional approach uses whole-body and multi-sensory activities to teach strong speech and language foundations and apply them during functional reading and writing tasks. We have a special focus on strategy acquisition to support challenges with memory, attention, speech, phonological awareness, grammar knowledge, and letter-sound correspondence.\nTake advantage of this opportunity during the summer months to give your child a jump on their next grade!! Also refer back to our website for information on group instruction spots during the school year."
"Learn as if you to live forever. “Self Learning” is an instructional strategy to take charge of your learning process, often referred as self-directed learning. Adult education scholar named Dr. Stephen D. Brookfield takes the credit of exploring this notion. In this type of learning, a practitioner takes the responsibility of taking initiative to the execution via planning and management the whole learning process. It is either on the individual basis or in a group. Above all, learner takes the ownership of learning.\nImportance of Self Learning\nLearning is not confined to classrooms. With the increased access to academic resources, the trend of spoon-feeding is reducing significantly. Everyone is trying to seek knowledge and perform practical own his/her on. So, its importance is worthwhile.\n- Stress-Free Learning – Whatever we do, we never want tension at all. Similarly, in learning, we surely require calmness of our mind. When you want to learn, you can go for self learning. It places emphasis on stress free process regardless the outcome and efficiency as well.\n- Learning without External Assistance – It causes the confidence building in a practitioner especially in students. Because, when you try to solve a problem by yourself, then you come to know the different scenarios under the same question. Further, you tend to cope without the assistance of external tutor or any guide. So, learning without external assistance reveals us the importance of self learning.\n- Development of Critical Thinking – Ability to think critically only needs practice for developing your own opinions. Self learning will force you to think critically and pass arguments under the light of credible pillar statements, statistics and evidence.\n- Preparing for Future Endeavors – All you learn today acts as a furnished experience for tomorrow. Self learning provides you exposure and makes your concepts clear in a broad perspective.\n- Understanding What, Why, When & How to Learn – Learning in the workspace under instructor’s guidance is quite apart from the self leaning. In self learning, you ask yourself what to learn, how to learn and many more question. It also includes the self-assessment of your gain, whether you’re on the right track or not.\nSelf Learning Process\nLearning beyond the classes often makes us fell asleep. Yes! We want to study more but we don’t feel like that. There are many factors causing divergence from the main course of self learning. Let’s find a way to have motivation for spending more and more time with the knowledge resources.\nArrange Study Space\n- Find out Pleasant Environment – This can be a library, scientific laboratory, computer lab, your room with less distraction or a cafe with the pleasant atmosphere.\n- Gather Useful Study Material – It includes all of your books, research papers, guides, notebooks, stationery and scientific gadgets i.e. calculator.\n- Keep Food Items by Side – One may take juice, water or snacks but try to avoid having junk of food like all those containing the high level of sugar but contain the low amount of protein and vitamins etc. Excessive use of fruit will make you active and healthy.\nRemove Distractions and Clutters\n- Meditation – It’s de-concentration of mind in which we let our mind to dissolve. It provides you deep rest at the runtime and stops distracting the mind from the less important clues.\n- Switch the Phone to Silent Mode – In this era, we spend a lot of time on chatting or calling. Better yet, don’t forget to make silent your phone. If you place the phone out of your study site, it is good enough.\n- Wear Comfortable Outfits – Try to wear loosely fitting clothes like trousers and T-shirts etc. Because anything uncomfortable will eat your attention.\n- Close Irrelevant Tabs – If you’re using the laptop, computer or tab in case of soft study material to read, close all the irrelevant tabs i.e. songs, movies, social networking websites or games.\nSet Study Aims\n- Decide the Smart Goals – It includes all the outcomes you plan to attain in the shortest possible time frame, known as smart goals. You can achieve your short-term goals in minutes/hours also.\n- Do Effective Planning – Planning by the learner is the most crucial among all the stages. So, be careful while planning because this is a roadmap. Your performance depends on what you have planned so far.\n- Set an Ultimate Target – This is actually your lifetime goal for which you decide to start learning whether in an institution or by yourself. All it requires is hard work, optimism and consistency. Regardless the novelty of your aim, stay committed all the times.\n- Plan to Reward yourself – After achieving the daily/weekly/monthly goals, at least acknowledge your efforts. A short party or friends meetup is the best possible reward. This really works to buck up.\n- Develop Study Schedule – Forming timetable according to time per learning activity is always been an evergreen technique to move on. It reflects a broad picture of your planning comprised of all minor and major details of the learning phase.\n- Be Proactive – Always stick to your schedule, it will release psychological pressure. Moreover, there exists no pile of topics to learn at the end or a night before the examination.\nTake Elegant Start\nSunrise is the proof of marvellous beginning of the morning. So, always try to take a good start. Because plans without actions are same like the libraries without books. After the making efforts gradually, you will start taking interest in learning.\nSelf Learning Techniques\nThere are several techniques one can adopt for self-learning but we’ll add the most influential techniques here. So that, you may experience a significant upgrade.\nTechnique is noticed most markedly in the case of those who have not mastered it.\nOne-on-one and group conversation are simplest ways to learn. You can make conversation at home, educational institution or workspace. This will encourage you to strive to learn a lot, so they can keep teaching you what they know. Moreover, the practice of teaching is a way to furnish a concept. You may have consulted to the following:\n- Online Discussion Forums\n- Study Groups on Social Networking Sites\nRead Books and Research\nThe most reliable and authentic source of knowledge is books and research. Books provide the reader leisure and encourage him/her to increase the understanding of any concept or baselines effectively. You may consult the following:\nWatch Informative Video\nWe learn abruptly what our mind watches. Nowadays, trend of E-learning is going upward because it contains worthy material like tutorials, experiments and implementations with best quality audio and video. Informational videos are now the fastest source of learning. Apart from these, motivational videos are also available to recover the energies and stay motivated. Don’t forget to type the following:\nPlay Tricky Games\nTo promote your learning, there are much games on English, mathematics and general knowledge. Playing tricky games and solving puzzles sharpen your brain. Visit the following to get/play free available games:\n- Play Store\n- Online Gaming Portals\nKeep Practicing Questions\nIt’s a common opinion of all intellectuals that if your keep doing practice, you will easily sail through in any examination. Making study notes and using computer-aided software assist your practising activity. More you practice, more you learn about the incorporated situations. Have a look at the following for doing practice:\n- Unsolved Questions Available at the End of Chapter\nAdvantages of Self Learning\nSelf learning has been an attribute of all the leaders and revolutionists. They are avid readers and fond of self learning. There are numerous perks a self learner can enjoy. Observations regarding the advantages are mentioned below:\n- Enriched Knowledge\n- High Level of Adaptation\n- Critical Thinking\n- Exposure to Advance Learning Resources\n- Problem Solving Approach\n- Self Discipline and Personality Development\n- Unique Point of View\n- Enhanced Performance\n- Strong Emotional Commitment\n- Sense of Sharing Knowledge\n- Life Time Learning Capability\n- Public Relation (PR) Development\nThe key to pursuing excellence is to embrace an organic, long-term learning process, and not to live in a shell of static, safe mediocrity. Usually, growth comes at the expense of previous comfort or safety."
"Putting the student in charge of the learning experience\nActively participating and engaged\nUsing a technology-rich environment, student-driven learning means lectures are complemented or replaced with active learning strategies and learning guidance, rather than memorization, to engage the student and improve learning, support knowledge retention, and raise achievement. It’s a way to connect with every student —right where they are— to support progress toward grade-level standards, while cultivating the development of the whole child. The main objective of a student centered classroom is to create a learning environment in which each child is able to actively participate in his or her own learning experience. This requires a certain level of personalization, because students are no longer the passive recipients of knowledge being transmitted by teachers standing at the front of the classroom.\nHow DreamBox motivates\nDreamBox Learning Math and its Intelligent Adaptive Learning technology was designed to help students become more active participants in their learning. The student learns at her own pace and uses her own strategies. She is more intrinsically than extrinsically motivated and learning is more individualized than standardized. Student-centered learning develops ‘learning-how-to-learn’ skills such as problem solving, critical thinking, and reflective thinking. The game-like environment, with its rewards and multiple learning pathways spurs engagement and going-to-the-next-level inspiration."
"Why is self study better?\nBeing self- taught helps a student to score better. A healthy competition is one where a student competes with himself. Since self-study aids in better comprehension of the subject matter, it prevents one from blanking out during an examination. Students are better focused and they are well revised with the subject.\nHow do you create an appendix in a table of contents?\nIn the References ribbon, choose Table of Contents, then choose Custom Table of Contents (or Insert Table of Contents in Word 2010). Click on the Options button. Your Appendix Heading style should show up in the Available Styles list.\nWhat are the appendices in thesis?\nAppendices provide supplementary information to the main thesis and should always appear after the references/bibliography. If you are unsure about whether content should be included in the thesis or in an appendix, consult with your supervisor. The thesis and appendices must be uploaded in a single file.\nWhat are appendices in research?\nDefinition. An appendix contains supplementary material that is not an essential part of the text itself but which may be helpful in providing a more comprehensive understanding of the research problem or it is information that is too cumbersome to be included in the body of the paper.\nWhat is a self-study report?\nDefinition: The Self-Study Report is an evidential document completed by a program undergoing initial accreditation or re-accreditation. The Self-Study Report consists of an electronic Excel-based file and appendices that are sent in advance of the site visit.\nWhat are the 5 keys to success?\nThe most important of which being that there are 5, not 1, keys to success. They are: Determination, Skill, Passion, Discipline And Luck. Determination is necessary but, like each of the 5 keys, not sufficient for success.\nWhat is self learning skills?\nSelf-directed learning skills involve the ability to manage learning tasks without having them directed by others. They are skills necessary for effective lifelong learning and are one of many learning skills students are expected to develop in college."
"In the USA, children with low reading skills are often referred to a tutor by a teacher. These tutors will work with the child in a classroom setting but not on the same day. Tutors and parents will establish a working relationship and maintain a portfolio of the child’s progress. There are many benefits to tutoring, and these benefits will help children become successful readers. Here are some of the advantages.\nPersonal tutors provide a non-judgmental environment where students can practice without fear of judgment. There is no time limit for individual sessions, and the tutors use a question-based approach to determine a student’s level of understanding and provide examples and visual aids. They also check understanding throughout each session. They teach procedural fluency from conceptual understanding. In the USA, tutors are not required to meet a minimum number of times per year.\nTutoring programs are supported by the Department of Education and the National Institute of Education. The National Institute of Education (NIE) is the government’s research arm. It uses research-based methods and curriculum to improve educational outcomes. The National Institute of Education (NIE) has found that the use of computers in educational settings can help students improve their reading skills. This framework was used by the Chattanooga Family Service Corps in the USA.\nThe most important element of a successful tutoring program is a qualified tutor. The tutor’s knowledge and skills are crucial to the success of the program. Therefore, stakeholders in the tutoring program must create a plan to make sure that all tutors are qualified and have the appropriate experience. The curriculum of a tutoring program should include guidelines for hiring a tutor and evaluating their performance. In addition, a tutor must be a good role model."
"Learning is an inescapable part of our lives as adults and children. You could be mystified as to why your youngster is sluggish and uninterested in learning. It’s likely that youngsters lack the attention and focus required to study. Exam fatigue and a loss of passion for learning are possible outcomes. This is not a one-of-a-kind problem, but rather one that affects many youngsters. Continuous pressure on youngsters may result in burnout. If you keep a close eye on them, they could even become resistant to studying and learning. How can you re-align your children’s interests and get them back on track academically or in their learning?\nEvery parent has high hopes for their child’s future. Yes, parents may be embarrassed by their children’s slow learning habits. Continue to be concerned. It does not provide a solution for a parent. Regardless of your irritation, it is best to follow some well-known advice from well-known specialists you recognize. Yes, self-directed learning is the solution for parents who want to influence their child’s destiny. By allowing children to explore and design their own learning experiences, this notion flips the standard, rote-learning technique. A smooth and encouraging learning environment change the mindset of kid to learn easily and quickly with a lot of happiness.\nParents must support self-directed learning in their children at home. Without a doubt, the ultimate purpose of parents is to develop their children’s development attitude. The self-learning exercise is enjoyable for children rather than a tiresome or challenging assignment. Naturally, children can acquire and learn new things that interest them. They absorb and comprehend new information as it is presented to them. Parents may encourage their children’s curiosity so that they get used to self-directed study. With this work, the children are not necessary to be constantly observed by their parents. Their children are only intelligent because they are guided in the proper manner.\nIn this article, we shall learn about the methods or tips for parents on encouraging kids’ self-directed learning at home.\nBenefits of self-directed learning for kids\nChildren may show an interest in learning new things at their own speed. Through self-directed learning, the children create fresh learning goals and plans. The children experimented with numerous techniques of learning. They eventually comprehend and choose the most convenient technique of learning. The self-directed learning approach increases the youngsters’ learning independence more than ever before. They have a strong love for and interest in learning, which is the ultimate result of self-directed learning.\nLet’s take a closer look at some strategies for supporting self-directed learning in children at home. Encouraging self-directed learning in your children necessitates your time, energy, and fundamental knowledge.\n1. A question should always be the starting point for learning\nIt is critical to foster your children’s intellectual curiosity. Naturally, the never-ending whys may be taxing for children. Creating an environment in which children are encouraged to ask questions, on the other hand, may help them learn unfamiliar things or discover new things for their future lives. New environments shape children’s development as intellectual persons in the future. The questions posed through social contact increase the youngsters’ engagement to the nth degree. They will comprehend the topic and why it is critical that they study it. This method aids a person’s learning in a new setting.\n2. Paving the right way to your kids’ learning\nThe learning environment is critical for children’s development. In general, children value having freedom in the classroom and having fun in all situations. As a result, an appropriate environment is essential for a child’s aspirations and expectations. When a youngster is taught a technique other than the standard one, he or she learns more effectively. Traditional learning techniques may be tiresome and embarrassing for youngsters at times. As a result, self-directed learning supports pupils in determining their preferred learning style. They have an unrestricted capacity to learn and follow rules. They are granted complete freedom with minimal monitoring. Harsh learning requirements may not offer your children the happiness and vibrancy you want.\nA child who likes studying grasps the material more easily than a child who is forced to study. The self-directed learning technique ensures that the learning process is pleasurable for children. Only when a child is actively engaged in the learning process does it become a valuable and pleasant feature. They have a different manner of learning activities through a self-directed method, and hence the predicted success is close. Children discover their preferences through a self-directed learning technique, and as a result, they demonstrate an interest in studying.\n3. Hassle-free environment\nThe school atmosphere may compel a child to study, and as a result, an unfavorable outcome may ensue. The same child may do better and become smarter if he is allowed to study at his own speed. Home restraint standards, once again, do not yield the anticipated effects. Instead, your child is free to study at his own pace through self-directed learning. Children must be provided with the opportunity to study thoroughly at home using their preferred modalities of learning.\nExact flexibility for children motivates them to sail in the appropriate path without difficulty. A stress-free environment at home puts kids in a good mood to study. They do not experience anxiety, frustration, or discouragement in the same way that students do in school. Instead, kids acquire a feeling of freedom and inventiveness, which aids in their mental and physical development. Brains that are fearless and joyous capture things more easily than minds that are confused and sad. Self-directed learning allows you to make your children brave, joyful, and enthusiastic about learning. A stress-free environment may set your child on the path to learning many things effortlessly. An open mind absorbs more than a pressured or tight rigid mind.\nAn unshakable and self-sufficient intellect knows precisely what it needs. Yes, a child with a strong mind and a keen sense of logic shines brighter than others. This is only feasible if the child is given the independence and encouragement to study that he deserves at home. A parent should follow this guideline to the letter for their children’s academic and personal development.\n4. Kids do not require the pressure of learning\nUnderstanding a lesson is not the same as scoring pass marks in it. Marks alone were required to pass, regardless of the children’s comprehension abilities. Because his class of learning is permanent, a child who understands the teachings has the potential to become intelligent. The amount of points achieved on the exam is less essential than the quality of learning. Our school schedule, however, and the pressure of tests cause a child to become a slave to results. Students are classified as bright or dull based only on their maximum scores. How come a kid becomes a happy individual as long as the pressure is on his head to score marks? Yes, the exam and marks pressure make a kid dependent, less motivated, becomes frustrated and unhappy in the end. Hence, the learning process becomes a chore for our lovable kids.\nA kid that requires lifelong long learning has to be independent through self-directed learning. A safe learning environment provides kids to learn things without any pressure. He does not have the necessity to prove himself through scoring marks. Parents can take the pressure off the kids without a second thought with the help of the self-directed learning method. Instilling the core idea of fun learning instead of marks among kids must be the principle of parents.\nNote for parent\nNewtonshow camp in Singapore will help your child improve. The multi-activity camp in Singapore improves your children’s conduct and activities even more. As a result, you may send kids to these camps before beginning self-directed learning at home. As part of a self-directed curriculum, camp preparation assists your children in adhering to the guidelines prescribed by you. The Singapore children’s camp enables students to easily grasp the learning program directions. You may put together a wonderful camp for your child to help him excel in the future.\nThis post will be eye-opening for every parent who wants to improve their children’s learning abilities. This parents’ guide to self-directed learning at home encourages their children to study freely and without stress or anxiety. The advice in the post is ideal for children who are struggling to learn. With the tips provided above, you may improve your children’s learning curve in a favorable way.\nAre you a parent who is concerned about your children’s slow learning habits? If this is the case, you are not alone in the world, and many individuals fall into your group. So, without a second thought, your concerns have vanished. You can deal with your needs and expectations by using the advice provided above. This self-directed learning technique may lighten your load. These suggestions not only increase your child’s academic abilities, but also his or her entire well-being. Parents with a demanding schedule may find these suggestions beneficial and productive in general."
"Self-discipline is resisting distractions, impulses, and sticking to one’s plan while motivation is our internal or external drive to complete a certain task. If discipline gets you to accomplish a specific task, motivation is the drive to exceed expectations. Discipline alone will suffice if one could foretell each step needed to reach their long-term goal. Motivation is that friend that takes our hand and encourages us to make the extra mile. Motivation takes over when cognitive fatigue overpowers us. They work in concert in helping us arrive at our destination.\nJoin 971 other subscribers"
"Discipline. For some people, that word makes them shudder. For great leaders, they associate it with a sense of peace and comfort. According to the Merriam Webster dictionary, discipline might be thought of as an “orderly or prescribed conduct or pattern of behavior.”\nGenerally speaking, discipline is about doing what you need to do first and what you want to do second. It’s about prioritizing issues, while managing the expectations of one’s constituency.\nGreat leaders know the importance of exercising a sense of discipline in all that they do. They’re able to accomplish a great deal because they create systems that allow them to do more – faster, easier, and with less effort. They create procedures for handling routine matters which leaves them more bandwidth to focus on bigger and more important issues. They also systematize as many activities as possible – all with the intention of getting things done more efficiently and effectively.\nDiscipline, as it applies to leadership roles, also includes staying on track with the mission, vision and values of the organization. After all, that’s why you’re in the leadership role – to carry out the wishes of the organization or those who may have elected or put you in that position of power.\nIt’s not about you or being arrogant or doing what you think is important. It’s about carrying out the goals and objectives of the organization. It takes discipline on the part of leaders to not let their ego overshadow or unduly influence their role and responsibilities. Each day, he or she must remember why they’re in that position and must do all they can to resist the temptation to misuse their power or role in the execution of their duties.\nDiscipline also relates to one’s character. It takes discipline to always choose the higher road, to resist those who want to pull you off your goals and to withstand the criticism and contempt which, more often than not, goes along with being in a position of power. It takes a diligent calling forth of inner resolve and courage to do the right thing no matter what challenges you face. True leaders always pass the test with flying colors; those who cannot and succumb to unethical or immoral behavior fall away and are quickly replaced with others who can lead from a place of integrity.\nWhat disciplines do you adhere to? How do you think they’ve influenced your effectiveness as a leader? In what areas might you institute more discipline – whether it be within yourself or in terms of implementing systems or procedures to help in the execution of organizational objectives?\n“Leadership is one of the things you cannot delegate. You either exercise it, or you abdicate it.” — Robert Goizueta\nTara Kachaturoff is the creator, producer and host of Michigan Entrepreneur TV, a weekly television talk show featuring business leaders and businesses from start-up to stellar. With over 15 years of experience in corporate finance in the tech sector, she now coaches executives, business professionals, and entrepreneurs on leadership, management, productivity, and marketing issues. Tara is also the author of 21 Qualities of a Leader from which this article is excerpted."
"Quotations for Motivation #21 --- Concentration\nQuotations on Concentration\nIndividual concentration is a mental process, one that you can learn to switch on or off at will, dependent upon your desire, your self-discipline and your determination to succeed. In itself, the ability to concentrate will not make you a success, but it will provide you with the basic tool, without which you invite frustration and disappointment each time you try to focus your attention on a new challenge. With it you can push steadily forward, functioning at your peak of efficiency, mastering the skills you need to achieve your most ambitious goals. The choice is yours to make, to set aside all competing interests and fix complete attention on becoming the best person it is within your power to become. To concentrate is to choose. This simple fact holds the key to any successful attempt at concentration--likewise success.\n—Delilah H. Brown, Thoroughbred, Louisville, Ky., July 1962.\nConcentration is simply the power to overcome or to command the picturing faculty in the interest of directive mental achievements.\n—Ralph Tyler Flewelling, The Personalist, Los Angeles, Calif., April 1925.\nConcentration is the grasping and use of the opportunities already before us.\n—Paul Griffin, Fishers of Men, Hamburg, West Germany, November 1963.\nConcentration is self-mastery. The one who really accomplishes is the one who holds himself hard to one achievement. Your power goes where your attention goes.\n—Carlysle H. Holcomb, Dallas Morning News, Dallas, Texas, Jan. 8, 1952.\nConcentration means specialization. Special habits of study will give memory, attention, expression and concentration. To concentrate is to discriminate. ... Concentration means demonstration. You are in the world to demonstrate, to show that you have the goods. \"Show me\" is the cry everywhere and you must--in order to succeed. You demonstrate by demonstration. You learn to walk by walking, and to talk by talking. Go ahead and use your best in every place where you are and you will make yourself come to something worthwhile. Obligate your concentration to a life and not a living. This is the goal of all being.\n—E.L. House, The Shreveport Times, Shreveport, La. Oct. 27, 1925.\nConcentration of thought is like plowing–to plow deep you must have a narrower spread. Success is concentration. Give your will plenty of exercise. Weak-willed scatter-brains never force themselves to do anything they don't like to do. Ask yourself, \"When was the last time I really disciplined myself?\"\n—Casper W. Merrill, West Central States Mission Bulletin, Billings, Mont., August 1958.\nMen do not lack strength; they lack the will to concentrate.\n—Elbert Hubbard, quoted in Deseret Evening News, Salt Lake City, Utah, July 29, 1905.\nSuccess is not half so much a matter of talent as it is of concentration and dogged persistence.\n---J. Marvin Nichols, Gainesville Daily Sun, Gainesville, Fla., Sept. 23, 1907.\nThe only man who is fitted to disseminate his thoughts is he who can concentrate them.\n---Elijah Powell Brown, Duluth Evening Herald, Duluth, Minn., April 27, 1901.\nUnless thought is concentrated it only drizzles.\n---James Milton Racer, The Citizen, Berea, Ky., Nov. 17, 1904.\nConcentration comes naturally through a lifetime of habit and persevering.\n‑‑‑Ernest L. Wilkinson, As a Man Thinketh, Provo, Utah, March 3, 1970.\nConcentration is confidence that you what you intend to concentrate upon is worthy of the concentration.\n---Jack Williams, Sr., Waycross Journal-Herald, Waycross, Ga., July 6, 1934.\nWhatever an individual or a people concentrate upon it tends to get, because concentration is just as much of a force as is electricity. The youth who concentrate upon law, thinks law, dreams law, reads everything he can get hold of relating to law, steals into courts and listens to every chance, is sure to become a lawyer. It is the same with any other vocation or art, medicine, engineering, literature, music, any of the arts or sciences. Those who concentrate upon an idea, who continue to nurse it, to develop it in every possible way, who never lose sight of their goal, no matter how dark or forbidding the way, get what they concentrate upon. They make their minds powerful magnets to attract the thing they have concentrated upon. Sooner or later they realize their ambitions. The force of concentrated thought is dynamic, creative, just in proportion to its intensity and persistency. We are often surprised at the remarkable achievement of someone who is not distinguished by any special ability. This is because we never figured on the factor of concentration in his makeup. It is well nigh impossible to measure the dynamic force, the creative power of concentrated thought persistently applied in any particular direction. Concentration has made men of average ability seem geniuses and it has made men of great talent colossal. If you can concentrate your thought persistently and work with it along the line of your greatest ambition nothing can keep you from its realization. But spasmodic concentration, spasmodic enthusiasm, however intense, will peter out. Working by fits and starts will only waste your power. It is the persistent, concentrated endeavor that wins.\n‑‑‑Orison Swett Marden, The Chicago Daily News, Chicago, Ill., Aug. 9, 1916.\nShrinking from the things which are painful, but which are good for us because they tend to life enlargement, is a temptation which, if yielded to, proves fatal to one's best interests, to the reaching of one's largest possibilities. There is no other way to develop than by concentrating on the doing of the things that are good for us. All human achievement is the result of concentration. There is no one thing which would mean so much to the future of a lot of people as training in the art of concentration, especially concentration on the line of their talent. There are plenty of down‑and‑outs in the great failure army today who have a lot of ability but who are failure victims, poverty victims, because they never learned to bring their ability to a force, never concentrated it on acquiring proficiency, experience, in any one thing. Concentration on the mental faculties is like the concentrating of the sun's rays in a burning glass. These rays taken separately would perform no execution in the way of force. They would not injure the skin of the most delicate babe. But concentrate them and they will burn a hole through wood, melt all sorts of metals, even melt stone. Because we cannot see this force we call concentration, because it is not tangible to our senses, we do not half appreciate what a terrific power it is. Yet we know very well that specialists in any line of human endeavor become so largely by concentrating upon their specialty. A great chemist said, \"My friends laugh at me because I have but one idea, but I have discovered that if I ever expect to make a breach in the wall I must play my guns continually upon one point.\" Make it a life rule that in whatever you undertake, you will be all there. Don't be half there and half somewhere else.\n‑‑‑Orison Swett Marden, The Chicago Daily News, Chicago, Ill., June 9, 1917.\nNothing great is ever done in this world without vigorous, intense concentration. It is your intense energy that creates. Registering your vow is clinging to your vision with a little greater determination.\n‑‑‑Orison Swett Marden, The Chicago Daily News, Chicago, Ill., Sept. 8, 1917.\nThe people who count in the great game of life learn to concentrate their all on a single great purpose. Concentration is consecration to one great goal or objective. If we can concentrate on one job and keep concentrating long enough we become consecrated to the task we have chosen. We will become masters in our profession, whatever it may be. Happy is the man with a worthy goal in life. Thrice happy he is if he will concentrate all his efforts toward reaching his goal. Our goal must become a great consecration.\n---Chelsea H. “C.H.” Kelley, Williamson Daily News, Williamson, W. Va., Aug. 4, 1952.\nTo be able to think straight through a problem, to avoid confusion that arises when other than the germane issues are considered in any proposition, to give definite form to one's processes of thinking, to have a single‑track attention to any particular case under consideration, to shut out the noise of voices discordant to the main note, to think clearly without confusion‑‑such an ability can be secured only through patient practice and tutelage. Clear thinking must be based not only upon the orderly functioning of the intellectual process but also upon the power to give correct valuation to the materials of thought. Education not only must cultivate those processes, but it must help to evaluate the contents of thinking. Herein enters the part that judgments play in thought, and these judgments are evaluated in terms of character.\n‑‑‑Albert R. Bond, Baptist Education Bulletin, Birmingham, Ala., March 1922.\nWhen a man notices that his mental or physical powers are failing he should begin to put on the brakes—to lighten his burden a little. Do not keep too many irons in the fire. Concentrate your business so that it can be attended to easier and managed with less expenditure of nerve force. “The one principle in life is concentration; the one evil is dissipation.” Don’t spread out, but concentrate your business; let down the nerve tension, keep cool, and don’t hurry or worry. Above all, don’t allow yourself to get excited over trivial matters. If trifles disturb you, if you are irritable, if you carry your business to bed with you and are worried and unable to sleep, you may be sure that you are on the verge of a nervous breakdown. There are danger signals which a man is very unwise not to heed. The average man undergoes certain retrograde changes at about 50 years of age; there is what Dr. Holmes called “a general flavor of mild decay,” and it behooves every business man to recognize this “flavor” and govern himself accordingly.\n---George F. Butler, Mahoning Dispatch, Canfield, Ohio, Dec. 3, 1909.\nOf all the failings which beset the human family, perhaps the most apparent is a lack of consistency, or if you prefer it, a lack of concentration. Something nearly always happens to our high resolves. They begin with such zeal and purpose, and dissipate so noiselessly, that we are hardly aware that the great ideal (whatever it was) has died. New Year resolutions come and go within the space of a few weeks, providing ample evidence of a general weakness somewhere in the scheme of human endeavor. Every lad coming out of high school has some plan in his life, but ask him 20 years afterwards whether or not he fulfilled it, and most of the time he will give a reluctant negative. The goal he had set for himself gets lost. The young man’s vision becomes, with the passing of time, the old man’s dream of something that never happened. Many of us are forced to become content with second best, and nobody suffers much but ourselves and our families. Put the “I” back into [our] effort[s]. We use the first-person enough in all conscience; now is the time to use it without selfish intent. Let the slogan be for all of us: “I resolve to rededicate myself to high endeavor, and go in in increasing strength unto the end.”\n---Dudley F. Kemp, The Calgary Herald, Calgary, Alberta, Canada, Sept. 13, 1941.\nYou must have noticed, on visiting your public library, the sign in the reading room: “Silence is expected of all using this room.” Has it ever occurred to you that this sign proffers a hint invaluable for personal application outside the public library? In the reading room silence is required so that all in the room may have a maximum of opportunity for mental concentration. Theoretically, people ought to be able to concentrate, however noisy their surroundings. And as a matter of fact some people train themselves to concentrate amid much noise. But noise always tends to distract the mind, and usually does. The quieter the environment the easier it is to think. At some set time every day—perhaps after the other members of your family have gone to bed, or, better, in the early morning, when you are fresh—find a place where you can have absolute quite for half an hour. Spend that half hour in practicing mental concentration. Take some specific problem of personal significance to you. Look at it from every angle. Make a mental study with a view of determining the wisest method of approach. Keep your mind fixed on this problem. Cling to it as your dog clings to his bone.Because you are not used to concentration you will at first find this no easy matter. But also, because you have surrounded yourself with silence, you will soon find it becoming much easier. And soon your silence-aided concentration will begin to bring definite results. After a while you will find yourself thinking with unusual effectiveness in no matter how noisy surroundings. This because you have unconsciously developed your concentration power as a whole. Make an honest trial of this plan, if you feel the need of it. It will help you, it is bound to help you, in your efforts to win success.\n---H. Addington Bruce, Milwaukee Journal, Milwaukee, Wis., May 3, 1918.\nHe who would make a success in life must cultivate the power of concentration, strive against absentmindedness, concentrate the mind upon the subject under consideration, never allow the energies to relax but earnestly labor for the ultimate object. A person’s progress also depends largely on obedience to the laws of health, both moral and natural. Manifold benefits are derived from complying with such a course. Life in its truest sense will be realized, the spirit of progressive man will come down upon him and good moral habits will become second nature, a healthy body and strong mind will be the result and force of character be secured. By complying with these rules, people can accomplish a work that will be a credit to themselves, and become useful members in society, in eliminating error and vice from the human family and sowing seeds of happiness and progressive intelligence in their stead. Let our progress be marked by patient and persevering efforts, even though difficulties meet us at every step. Remember that “diligence is the mother of good fortune.” Let us overcome all obstacles until we reach the viewpoint where we shall be best fitted for our life work, and we will have no reason to regret the course we have pursued.\n—Edward Hinckley Daily Enquirer, Provo, Utah, May 23, 1890.\nWhen you have a particularly hard job to do, first you must have a correct conception of it as a whole, but in the doing it should be divided into parts. By doing in parts apparent difficulties, when viewed as a whole, vanish. To be sure you must think ahead, so as to not waste a count or a moment in going from one part to the next, but concentrating on one part at a time. And don't carry over difficulties of one part into the next part. Find a real‑‑an actual‑‑relief at the accomplishment of each part in its natural sequence and proceed steadily. Steady‑‑that is the trick‑‑not jumping over the traces in your extreme joy at results accomplished as you go along. Your failures have been through trying to whirlwind things into shape. Nothing was done well, or you saw things as gigantic, and lost your nerve. You should be afraid of nothing within human personality if along a line in which you have had experience. Then go ahead, step by step, forgetting what is ahead in doing what is at hand, except to be ready for the next step when it comes‑‑forgetting what is behind in the steps of your future work. One thing at a time, don't overlap worry either way, steady, and here you are.\"\n‑‑‑J.J. Mundy, Kansas City Post, Kansas City, Mo., Jan. 1, 1919.\nWhat the average man needs is more concentration and less dissipation.\n‑‑‑Phil H. Armstrong, Florida Times‑Union, Jacksonville, Fla., Feb. 19, 1925.\nConcentrate, and you will accentuate.\n—Ernest C. Wareing, Western Christian Advocate, Cincinnati, Ohio, Oct. 8, 1925.\nThat work should play such an important part in a man's success is not surprising because it has a surprising effect on him who really labors. Conscientious effort requires concentration, and concentration makes one forget annoying trivialities which in themselves might and do frequently divert the expenditure of energy into other channels.\n—J.J. Metz, Industrial Arts and Vocational Education, Milwaukee, Wis., August 1931.\nTime is a poor measuring rod. It means little to say you spend ten hours a day at the office. It means little to say you have lived fifty years. Some men do not spend more than four hours a day at the office, and do more than others who are there eight. Some men at 35 or 40 have accomplished more than old men who die at 90. Time is nothing. Concentration is everything.\n—Grove H. Patterson, Milwaukee Sentinel, Milwaukee, Wis., Feb. 3, 1930.\nIt doesn’t take so much time or a great deal of energy to do a great deal of work. The time and the energy are mostly consumed in stalling around before we start to do what there is to be done. We use much time and effort in doing a number of trifling things that are quite unnecessary in order to delay the beginning of the real job we know we have to begin sooner or later. Usually later. Probably the one thing above all others that most people need on every kind of job is concentration.\n---Grove H. Patterson, Meriden Record, Meriden, Conn, Aug. 13, 1929.\nThe human mind to be healthy must have a certain amount of practice in concentration. If vitally, enthusiastically, youthfully interested in something, get interested in something‑‑even if it's only some kind of play. If you can become vitally concerned about some particular work‑‑that is best of all. If you prefer to concentrate on a hobby, that is better than nothing. But the mind cannot be healthy without the exercise of concentration. An idle mind keeps the door constantly open to all sorts of destructive thoughts. And destructive thoughts help tear down both mind and body.\n‑‑‑Grove Patterson, Milwaukee Sentinel, Milwaukee, Wis., April 9, 1930.\nTo know exactly what you want to do is to be about 50 percent along the way. Most of us fail because we have vague ideas of what we want to do. We do fuzzy thinking. We think we may do this, that, or something else one of these days but we are indefinite about it. Fuzzy thinking accounts for jobs only half done and near‑successes.\n‑‑‑Grove Patterson, Milwaukee Sentinel, Milwaukee, Wis., Nov. 24, 1930.\nMental balance means, first of all, the removal of fear, lack of confidence, uncertainty. Its main basis is a clear, cool head, a stout heart, a serenity of mind and a concentration on the job. It means that the brain must be in shape to send a decisive message to the muscles through steady nerves. It means the ability to think through, clean through, straight through, without wavering. This can't happen when the brain is bogged by worry, fear, rate or uncertainty, or where the mind is trying to think of outside matters. Try sometime to write a letter while talking on the phone on an entirely different matter. Mental balance means determination plus concentration plus experience. \"So-and-so loses his head.\" That means losing his mental balance. Decide definitely–and then go through with it. Your judgment will improve with experience, and in the meanwhile you will have a winning habit ready to back this judgment up–the habit of thinking on through. There can be little mental balance in times of stress without experience. It is impossible to keep concentration going when you have no knowledge of the next move to make.\n—Grantland Rice, New York Tribune, New York, N.Y., April 1, 1924.\nConcentration is keeping your mind on the actual performance–not on the result. \"Think of the right thing at the right time and think on through,\" advised Jim Barnes. You can't beat that for sound advice. One of the favorite human customs is to think part of the way through and then suddenly to switch to something else. Whereupon melancholy astonishment is expressed at the big collapse which follows.\n—Grantland Rice, New York Herald Tribune, New York, N.Y., Sept. 3, 1924.\nConcentrate upon the main job at hand, the next play to make, without indulging yourself in any vain regrets for past mistakes.\n---Grantland Rice, New York Tribune, New York, N.Y., July 26, 1921.\nThe winning temperament in sport is determination plus concentration.\n---Grantland Rice, New York Tribune, New York, N.Y., Sept. 22, 1921.\nWhat is the correct concentration in sport? It is all the same, in its main details, whether a man is playing golf, tennis, football or baseball. It shouldn't be, as many seem to think, an intense, high-powered affair. It merely means fixing one's mind on the game and keeping it there until the main business at hand is completed. One can think too hard or over-concentrate, just as one can over-try in a physical way. There should be mental rhythm as well as physical rhythm. One can get wrought up to such an extent mentally that his nervous system can't carry the burden. It is always possible to concentrate successfully without tying a knot in the brain.\n---Grantland Rice, New York Tribune, New York, N.Y., Dec. 27, 1921.\nThere are certain qualities which count for all; and in the main they are determination, concentration and application. These are three winners, where one has the knack to start with. Minus any one of these three qualities, there is no chance to be a champion.\n---Grantland Rice, New York Tribune, New York, N.Y., May 9, 1923.\nOne of the most important features of mental balance is the action of the subconscious mind, instinct developed through long habit. The right habit of doing a thing carries a long way in an emergency.\n---Grantland Rice, New York Tribune, New York, N.Y., April 2, 1924.\nThere is one pattern that few learn in sport--and that is the process of thinking of the right thing at the right time--and thinking all the way through.\n---Grantland Rice, New York Tribune, New York, N.Y., April 5, 1924.\nWhat one thing is most important of all in the making of a champion? We should say it is \"thinking through the job.\" The champion realizes what his deficiencies are, how far away the goal is, and the hard work he needs to build himself up. He doesn't think part of the way through--and then take the rest for granted. He first builds a foundation--and then develops the scoring play.\n---Grantland Rice, New York Tribune, New York, N.Y., May 20, 1924.\nEnthusiasm is concentration under another name. You cannot be enthusiastic over anything without concentrating upon it, and how can you concentrate upon a thing with vigor without enthusiasm? They are twins and are never found apart.\n—Orison Swett Marden, The Chicago Daily News, Chicago, Ill., May 22, 1918.\nThe clock ticks just one little tick at a time as it ticks off the seconds, minutes and hours of the day. Suppose it undertook to tick off all the seconds in a day at one time, what sort of clock would it be? Why it would be a very unsuccessful clock. No such clock could be invented. It would be an impossible thing. Just so it is with the individual who does not concentrate upon each moment as he performs his work and daily tasks. Too many people try to do it all in the same moment instead of utilizing each little moment patiently, carefully and intelligently. We see every day men and women who have never yet learned to work effectively. They go to their respective places of business in the morning with the day full of tasks before them. They dawdle away the morning hours and noon comes with little or nothing done. They have no system to their work, and yet they have worried enough, even too much. Perhaps the afternoon will go the same way, and in this manner day after day slips by them, bringing no results as to practicability. They work at about ten per cent efficiency. They have not learned the simple thing of concentration on each little duty to be performed, one at a time, cutting out worry and friction. They have not yet learned that the efficient worker is the worker that tackles one task, one duty at a time and with that before him, concentrates all his energy and thought upon it until it is out of the way, and then turns to another task. He is happily constituted and well regulated in his daily life who has his daily tasks methodized in this manner. He will live longer and do more and better.\n—Emmett J. Lee, The Gazette, Farmerville, La., April 24, 1929.\nTo be a pronounced success in life, you must know what you wish to do, and strive incessantly to that direct You must concentrate your attention and all your energy in the subject you wish to accomplish--you must not let other ideas distract your attention from your main object, or your power will scatter and you will not succeed. There are times when your thoughts are not as clear as at other times, and your mind does not seem to work so freely--that is probably from your mind being 'overloaded'--too many hours of continuous mental effort--worry, vexation, fear or distracting thoughts or desires. Concentrate your mind on something you extremely desire--and you will find your mental ability as good as ever. If you are frittering away your mental power by directing it in a hundred ways, stop. Exercise your powers in concentration upon ONE main object--to the exclusion of all others; and your success will be phenomenal. The successful man is one who never hurries, is never in haste, but who moves methodically and regularly, who knows just what he intends to do--and does it systematically. The man of RUSH and HURRY and BUSTLE is the man of small caliber, who makes a big show with little results. The successful man attends to business in business hours, and the pleasure after business hours. He does not mix his vocations. ... You can greatly assist your mental powers by remembering that the three keys to success are C.C.C. CONFIDENCE in your ability to do what you wish. CONCENTRATION of all your ability in your efforts. CONSTANCY in all your efforts.\n—Paul McCombs, The Llano Colonist, New Llano, La., May 4, 1929.\nIntense concentration will cause you to persevere in the pursuit of what you are after, until your end is gained. Decide upon some ONE single thing as your main object in life; concentrate all your attention and energy upon it, and you have an ideal for which you will give your life to the exclusion of all other things. Concentration in its highest meaning, is absorbing, passionate devotion to an ideal. Absolute concentration is the supreme effort of efficiency--it cannot fail. Concentrate upon your ONE purpose and object, and you will have an unfailing measure with which to judge the opportunities of life--as to whether they are to your benefit or not. You will choose those things that will aid you to attain your ends; you will cast aside those things that will not aid you. You ask, \"How can I concentrate?\" You can learn ONLY by practice coupled with a sincere desire and a persevering will.\n—Paul McCombs, The Llano Colonist, New Llano, La., May 25, 1929.\nSuccess will depend upon your ability to control your mental processes; and when you concentrate your attention upon a single idea, it tends to stimulate impellent energies to transfer that ideal into bodily shape. When you have centered your attention exclusively on one single idea you have become so wrapped up in that idea that you have inhibited your senses to all other ideas‑‑shut them out. Visualization is one of the most potent auto‑suggestions that we know of, and should be used constantly by those who are struggling for success. When you come to a difficulty that seems unsurmountable, give yourself up to visualization, and with a little practice, you will soon be able to work out the details of your difficulty to your entire satisfaction. Visualization is the key to Realization, and the more earnest and consistent you are in practicing this, the greater will be your ultimate success. You must not expect to succeed in your Visualization at first‑‑it is an art; and it must be cultivated by incessant practice. Not only must you vision yourself in the act of success, you must also see the ways, and means and methods of action to make the success complete. Keep before your mind the eternal question, \"How can this be done?\" and your subconscious will furnish the answer. You must have confidence in your ability to do what you desire. Let me tell you how to get this self‑confidence. Words are powerful‑‑use them. When you go into the silence to visualize, talk out loud to yourself‑‑a splendid auto‑suggestion‑‑say: \"I can and I will do what I desire. I have the ability, and nothing can prevent me. I know that I can do it. Keep making asserting FACTS of this kind about yourself; and in the end you will have abundant confidence in your ability to succeed. All timidity and self‑depreciation will leave you; and you will be a person of energy and ability. You will build character. This character will generate creative thought, which will produce efficient work, which will in the end‑‑WIN. Let me warn you‑‑NOT TO EXPECT IMMEDIATE RESULTS. It has taken many a man long, tedious years to accomplish that which you can do in a short time‑‑according to the earnestness of your efforts.\n‑‑‑Paul McCombs, The Llano Colonist, New Llano, La., June 1, 1929.\nConcentration is the life of work.\n—Carson City News, Carson City, Nev., Dec. 24, 1922.\nConcentration is the best culture medium for the germ of a new idea.\n—Idaho Statesman, Boise, Idaho, Aug. 29, 1926.\nConcentrate. No man ever put her over the fence while his eye was off the ball.\n—Utah Payroll BuiIder, Salt Lake City, Utah, April 1914.\nConcentration comes only when one wills–that is, intensely wishes–to concentrate.\n—H. Addington Bruce, The Chicago Daily News, Chicago, Ill., Nov. 24, 1920.\nAs self-discipline leads to concentration so does concentration increase one's ability to make decisions.\n—Daryl K. DeSpain, California Mission, Los Angeles, Calif., August 1960.\nTo excel in anything calls for concentration. You cannot be a smatterer and expect to hold more than a mediocre place. In other words, until you begin to live intensely, you will remain among the unclassified.\n—Frank Francis, Ogden Standard-Examiner, Ogden, Utah, June 15, 1925.\nConcentration is the microscope which reveals the germs of thought.\n—W.A. MacKenzie, Florida Times-Union, Jacksonville, Fla., Nov. 28, 1922.\nIf a man will use will power and concentration, he can become anything in life except an infant prodigy.\n—James L. Dilley, Life, New York, N.Y., Feb. 14, 1930.\nThe most successful people are those who have acquired the habit of concentrating upon a single thing at a time instead of spreading their efforts over many fields. If the person who meets failure would concentrate on the search for its cause, facing facts honestly, he would insure himself against a repetition of the cause. But many concentrate instead upon creating an alibi to escape responsibility for failure, or upon trying to shift the blame to someone else. This has precisely the same result as a prayer for failure--because the subject is laying himself open to a return visit. Concentration also will help you acquire another valuable asset, a dependable memory. ... The habit of concentration helps one not only to listen well but to remember what he hears and sees. The main reason we often find it hard to recall a person's name two minutes after being introduced lies in our failure to concentrate our attention when the name is first given us. ... Any person who attains a high degree of success usually starts off by putting everything he has behind a single objective. Such people stay on a single track until they get to their destination. After that, they may branch out by setting new goals for themselves. A postage stamp has two interesting peculiarities--the tremendous load it carries at so little cost, and the way it sticks to its job until it reaches its destination. What about your own habits of concentration? Do you know exactly what you want from life? Have you a definite plan for getting it? Then your next step is to concentrate on the goal and the plan with such determination that no obstacle can block your way. Remember, your only limitations are those you set up in your own mind. Concentrate on overcoming them and nothing can stop you.\n—Napoleon Hill, Houston Post, Houston, Texas, Sept. 11, 1956.\nMental dawdling is a common human weakness. But it us a costly one, preventing myriads of people from attaining the success that might otherwise be there. It may be described as a bad habit found in all who, when required to concentrate on anything, do so feebly. There may be no wandering of the attention to other things, but there is no thinking about the task in hand with real energy. Or, as George Herbert Betts has more elaborately put it: \"We do not gather up our mental forces and mass them on the subject before us in a way that means victory. Our thoughts may be sufficiently focused, but they fail to 'set fire.' \"It is like focusing the sun's rays while an eclipse is on. They lack energy. They will not kindle the paper after they have passed through the lens. \"'This kind of attention means mental dawdling. It means inefficiency. For the individual it means defeat in life's battled. For the nation it means mediocrity and stagnation.\" Stated still otherwise, the mental dawdler takes twice as much time--or more--to absorb information and form conclusions as the energetic thinker. And because of the fatigue which his time consuming mode of thinking creates he is far less fit than the energetic thinker to turn to practical account the knowledge he has gained. Thinking feebly and slowly, he acts feebly and slowly. ... Now, there are several factors which enter into the formation of the habit of mental dawdling. But the dominant factor is always a lack of real interest in the information to be acquired or the problem to be solved. Many men, unfortunately, have their interest centered on the rewards of learning and acting, not on the learning and the acting. Money is to them the supremely important thing, or fame, or leisure. Their word is of quite secondary importance. Naturally they do not \"enthuse\" about it. And because of this they go at it in a halfhearted way. Hence they dawdle in their thinking, so far as their work is concerned. This is inevitable. Hence, also, to their bitter disappointment they find themselves cheated of the money or the fame or the leisure they have craved. To be enthusiastic about one's job, always that is the indispensable to doing one's job well. And those who refuse to take this truth to heart will ever find themselves in the ranks of the obscure, the mediocre and the poverty stricken.\n—H. Addington Bruce, The Chicago Daily News, Chicago, Ill., Jan. 2, 1920."
"What is focus?\nFocus is about being able to concentrate on the steps you need to take towards achievement of your goal, without being distracted. Whether your goals relate to achievement in either the world of business or sport, the ability to focus is integral to performing at your best.\nFocus involves having a laser beam orientation and a single minded determination to finish what you have started and not get side-tracked along the way. Therefore, it is important that you are applying your focus to a goal that is worthy of your time and attention, and is one that you have judged should be your priority.\nFor those of you who have ever performed in front of an audience – whether as a public speaker, or perhaps delivering a dance routine, or perhaps performing a kata in a martial arts grading, or perhaps shooting a free-throw for goal in basketball – you will know what focus is. And you will probably also know what gets in the way of it\nFocus is controlling your mind and attention on nothing else but what you are doing and not allowing any other thoughts or activity around you to get in the way of what you have to get done. The ability to focus is the foundation for achieving success in life, in sport, at school or at work.\n4 quick tips for developing focus at work\n- First, decide that what you are going to do is important and worth the effort. However, before making this assessment, ensure you’ve stepped back and dispassionately considered the “bigger picture”; weighing up what stands to be be gained versus lost, by placing your focus on this goal and committing yourself to it as a priority.\n- Plan the actions and steps you need to take towards achievement of your goal, with realistic time-lines attached\n- If it is a task or project that will take quite a bit of time, remain mindful of the benefits that you will gain through completing it., so as to help stay motivated\n- Remain confident in your ability and do not allow any fear or doubt to distract your focus on the step-by-step progress you are making. Your long term vision of success can provide you with the fuel and stamina you need to persevere. However, success is equally dependent upon your ability and discipline to concentrate your attention on the short term steps of the “here and now”. It is the detail in the present moment that cannot be overlooked if you are to be successful.\n“Vision provides the motivation but success is in the detail”\nFocus is a bit like building a house. You work with an architect to design your house plan – this becomes the vision of success. Then it is about carefully executing the construction and paying attention to detail throughout the stages of laying the foundations, erecting the frame, plastering the walls and painting the rooms.\nIn the background of all activity and keeping you motivated during periods of hard work is the vision of living and enjoying your dream home.\nYou have your house plans that provide direction, but is important that throughout every stage in construction that attention to detail occurs, so that a quality job is completed. It can be dangerous if you are hammering nails to be dreaming of how good the house is going to be – you must have your attention on the detail of the moment.\nBeing in the moment\nIt’s like shooting for goal in the dying moments of a big game. You don’t allow your mind to dream of the accolades you’re going to get after the game…. Instead you focus on the here-and-now of the technique needed to make the shot.\nNor do you allow your mind to fearfully start imagining what could happen if you miss the shot …. instead you focus on the immediate actions required as part of good shooting technique .\nIn developing your ability to focus, you will gain greater self-discipline and mental strength. These capabilities will provide you with a strong and sound platform for achieving success in all aspects of your life.\nReturn to Personal Development"
"12 Simple Secrets To Staying Motivated:\nMotivation. Everyone needs it, yet many seem to lack it. Without motivation it's nearly impossible to meet a goal.\nWhat exactly is motivation? The answer is going to vary depending on whom you talk to. The word itself comes from the root word \"motive,\" which refers to a desire, want or need that drives you towards reaching a goal. Motivation, then, is the art of tapping into that desire to keep striving toward a goal. It is a psychological phenomenon in which people are pushed to meet their needs and wants through working towards goals.\nPresident Eisenhower put it well when he said, \"Motivation is the art of getting people to do what you want them to do because they want to do it.\" If you can find this art internally, you will position yourself for success no matter what your goals are. Motivation is what will push you to take risks, work toward a goal and, ultimately, succeed.\nYet, finding motivation is not the hard part. It's often keeping yourself motivated in spite of failures and setbacks that is challenging. By adhering to these twelve rules of motivation, you can find, and then keep, motivation in your life, so you can push yourself harder as you strive toward your personal and professional goals.\nDownload Cary's book and start reading it on the Kindle right now.\nAbout Cary Bergeron\nSee more books from this Author\nPublished March 23, 2013\nby Arrabella Publishing.\nBusiness & Economics, Self Help."
"Discipline – The Secret Ingredient of Success\n“Discipline is the bridge between goals and accomplishment.”- Jim Rohn\n“Discipline is based on pride, on meticulous attention to details, and on mutual respect and confidence. Discipline must be a habit so ingrained that it is stronger than the excitement of the goal or the fear of failure.” – Gary Ryan Blair\nDiscipline is the most crucial factor in accomplishing your goals. If you are undisciplined then do not expect your goals, visions, or aspirations to be manifested. Discipline is the force which belies, drives, and empowers your persistence in achieving your goals. Discipline is required since there will be opposing forces to the accomplishment of your goals, visions, and aspirations. This is because pre-existing systems, thoughts, and ideas will almost always resist new, cutting-edge, dynamic or innovative ones. It is then up to you, the innovative and creative individual, to have total belief in the new system that you have created and to employ all your resources, abilities, talents and power to overcome these obstacles.\nDiscipline is not only important for maintaining drive or persistence, but it is also important for maintaining focus. I have heard that a “talented person without discipline is like an octopus on roller skates.” That is because this person, who may be talented or intelligent, do not know if he/she is going forward or backward. That person do not have the discipline to focus or channel their talent or intelligence so that he/she can gain the success or achievement that person desires. Discipline allows you to focus on your goals and desired irrespective of personal discomfort, disappointments, discouragements or lack of self-gratification. A person who is disciplined is focused regardless of the circumstance or situation.\nYour internal power or strength needs to be developed by discipline. When you learn how to not readily succumb to your proclivities and desires, you develop your internal capacity to channel the power within you to achieve and accomplish what you desire. Your mind will be able to focus its attention on achieving your goals since it will not be a slave to the baser self’s destructive, sabotaging, or addictive habits. This explains why Frank Herbert states the following: “Seek freedom and be captive of your desire. Seek discipline and find your liberty.”\nHere are some tips to developing and maintaining discipline:\n- Write a to-do list everyday and try to stick to it.\n- Instead of using credit cards to purchase items while at the mall, carry a certain amount of money with you. This will stop you from over spending.\n- If you eat a dessert everyday, try to forgo this course for a day or two.\nWhen you cultivate discipline or self-control, you are showing and telling yourself that you love and respect it to the extent that you will reject those things that it desires, which are destructive and sabotaging to it. This explains why Abraham J. Heschel stated that “[s]elf respect is the fruit of discipline; the source of dignity grows with the ability to say no to oneself.”\nTo find out more about inspirational author Jodi-Ann Walker and to receive more inspirational insights, resources, quotes, and inspirational speeches go to http://breakingforth2dispelthedarkness.yolasite.com.\nFREE eBook Gift for Signing Up\nGet Your FREE eBook\nSubscribe to Robert's mailing list and get a FREE eBook offer.\nThank you for subscribing.\nSomething went wrong."
"Five Ways to Overcome the Folly of Perseverance\nBad ideas were good once but nothing always works.\nQuitters never win. At least that’s what we think.\nThe danger of perseverance is\nit’s virtuous but not always wise.\nThomas Edison famously said, “Many of life’s failures are men who did not realize how close they were to success when they gave up.”\nDon’t let Edison’s statement drive you along a losing course.\nWhy we persevere when we should quit:\n- Self-confidence. Leaders persist when they should adapt because of perceived competence. “I can make it work.”\n- Progress. A little progress is a dangerous thing.\n- Hope. “Hope is the worst of evils, for it prolongs the torment of man.” Friedrich Nietzsche.\n- Success in the past.\n- Fear of failure.\nBonus: The value of past effort drives people to commit more effort in the present, sunk cost.\nHow to quit:\n- Adapting isn’t giving up. Stay focused on big goals while adjusting methods.\n- Define failure, as well as success, before beginning.\n- Ask, “What would new leaders do?” Then, do it.\n- Invite feedback from outsiders. You don’t see what others see.\n- Believe self-confidence may lead you astray.\nBonus: Never let the fear of failure and losing face make you foolish. Humble yourself.\nWhy do leaders hang on too long?\nHow can leaders learn to let go of things that aren’t working?"
"“A great person attracts great people and knows how to hold them together.” —Johann Wolfgang Von Goethe\nWhat does it take to be a great leader?\nBill Sims (author of Green Beans and Ice Cream) teaches a leadership course, and whenever he asks what are the core traits of a great leader, he gets a common set of answers.\nPeople actually agree that a great leader has the following 12 leadership traits:\n- Good Communication Skills\n- Willingness to Listen\n- Knowledge and Experience\n- Good Attitude\n- Ability to Motivate\n- Ability to Stay Organized\n- Ability to Inspire Respect\n- Leadership that Sticks (Positive Reinforcement)\nThe One Leadership Trait that Most People Miss\nMost people usually miss #12 – Positive Reinforcement. And, yet, according to Sims, it’s THE most important trait.\nPositive Reinforcement is the trait that trumps them all.\nHe even provides the following clues to help remind us why Positive Reinforcement is so important:\n- If every employee gave us perfect human performance, we wouldn’t need managers.\n- The Measure of a Leader is what the followers do in the moment of choice when nobody is watching\n- The most important ability of leaders is the ability to change the behavior of their followers.\nLeadership that Sticks is your ability to deliver and sustain Positive Reinforcement to drive high performance.\nWhat are the traits of your favorite leaders?\nYou Might Also Like\nThe Leadership Page\nGetting Started with Leadership\nThe Leadership Guide\nThe Leadership Checklist\nBest Leadership Books\nBest Leadership Quotes\nTop 5 Characteristics of Leaders\nTop 10 Leadership Lessons"
"Leadership traits of a good leader:\nBe a Great Communicator\nA good leader must be able to communicate with others in order to lead them.\nBe a Lifelong Learner\ngood Leaders are readers. Be a self learner. Grow yourself. Abraham Lincoln had less than a year of formal schooling but he learned how to learn on his own for the rest of his life.\nDemand Excellence in Yourself\nGood Leaders always expect the best of from themselves in order to encourage others to do well to.\nLearn From Failure\nGood leaders always learn from past mistakes and do better in the future.\nBe a Role Model\nGood leaders are also good role models for others to follow.The would do good deeds so that other may follow.\nBelieve in Yourself When No One Else Does by Having the Courage of Your Convictions\nGood leaders have to believe in their selfs to lead with confidence and for others to believe in them.\nGood leaders are good decision makers getting both his/her opinion and everyone else's opinion.\nHow do you think a good leader manages crisis under stressful situations?\nThey would keep looking at the bright side of the situation no matter how hard.\nIn order to solve the problem they would de stress themselves and keep trying until they have succeeded. A good leader would not put their frustration on anything but to control it instead."
"Perseverance is a great element of success. If you only knock long enough and loud enough at the gate, you are sure to wake up somebody. ~Henry Wadsworth Longfellow\nLife is not easy for any of us. But what of that? We must have perseverance and above all confidence in ourselves. We must believe that we are gifted for something and that this thing must be attained. ~Marie Curie\nGreat works are performed not by strength but by perseverance. ~Samuel Johnson\nI do not think that there is any other quality so essential to success of any kind as the quality of perseverance. It overcomes almost everything, even nature. ~John D Rockefeller\nPerseverance is the hard work you do after you get tired of doing the hard work you already did. ~Newt Gingrich\nThrough perseverance many people win success out of what seemed destined to be certain failure. ~Benjamin Disraeli\nPatience and perseverance have a magical effect before which difficulties disappear and obstacles vanish. ~John Q. Adams\nSelf-Discipline: So important in a Leader\nAs we continue on the journey of learning the mindset of a leader, I have found that ALL great leaders have mastered the art of self-discipline in their lives. Without it, a leader cannot be successful!\nIn the book. “The Way of the Leader”, author Donald G. Krause, talks about the importance of self-discipline in the life of a leader. Here are some excerpts to stimulate your thinking on this important subject and hopefully inspire you to ACTION:\n- A leader tends to live by a set of rules or principles that he determines are appropriate for him and acceptable to his constituents (followers or team). A leader does not need external motivation to ensure performance.\n- Self-discipline is the basic ingredient of self-control and the foundation of self-respect. If an executive lacks self-discipline, self-control, or self-respect, even if he is the person in charge he will not, in fact, be the leader.\n- Self-discipline means; at the most personal level, means that you do not attempt to deceive yourself. Always be careful what you think and do, but be particularly careful when you believe you are alone.Practice self-restraint in your private life. Remember a person’s opinion of himself eventually shows in his face and is reflected in his outward behavior. A true leader exercises self-discipline through controlling his thoughts and action even when he believes that no one else can see him.\n- An effective leader exhibits a poised, self-assured, direct, and controlled demeanor under all circumstances. A controlled manner bestows powerful competitive advantages.\n- Above all, an effective leader is dignified without being arrogant. Arrogance comes from ignorance and lack of self-confidence. When a person displays arrogance he is confirming that he knows very little about true dignity and more importantly, very little about true leadership.\n- Few people will admit their own failures and ever fewer will acknowledge that the true cause of failure lies within themselves. But a person who practices self-discipline and continuously develops his level of skill seldom fails in the long run.\n- An effective leader worries about his own shortcomings and seeks improvement from within. When a person demands excellence from others, but never corrects problems within himself, he cannot lead.\n- Study widely; inquire sincerely; adhere steadfastly to your principles; consider carefully your experiences, what works and what does not work for you. It is in doing these things that you will discover the meaning of excellence. Moreover, find the best leaders and emulate their methods. In this way, you will also discover the meaning of leadership.\n- Excellence in leadership or anything else is not something remote or difficult to find. We need only practice self-discipline, and it (excellence) will begin to appear in our lives!\nConcentrate (focus) all your thoughts\nupon the work at hand.\nThe sun’s rays do not burn until\nbrought into focus.\n~ Alexander Graham Bell\nWhat you choose\nto FOCUS your mind on\nis critical because you will become\nwhat you think about most of the time.\n~ Noel Peebles\nOne reason so few of us achieve what we truly want is that\nWe NEVER direct our focus;\nWe NEVER concentrate our power.\nMost people dabble their way through life, never deciding to master anything in particular.\n~ Tony Robbins"
"Conversations about success are abundant. In most of these conversations, many of the drivers of success are often cited such as passion, confidence, intelligence, and drive.\nRarely is sacrifice, or the willingness or ability to make sacrifices, given the attention or credit it deserves. Sacrifice is not a precursor to success, but a prerequisite. Not to be confused with discipline (or its importance), sacrifice is what enables you to exercise discipline. Discipline is about obeying rules and restrictions (set by someone else or yourself). They work in tandem.\nSacrifice means: To surrender or give up, or permit injury or disadvantage to, for the sake of something else. It takes discipline to consistently give up something you want now (like having fun, doing nothing, or spending time with others), for something you will want more, need, appreciate, or value greater in the future. That's why sacrifice is often viewed and spoken of as \"an act.\"\nThe ability to make sacrifices is not an issue of character, but one of conditioning. Those who have the most discipline are often able to make the greatest sacrifices. This is obvious and well-documented in children who excel in academics, the arts, and sports.\nIt's not so obvious with adults, but it holds true just the same. Success without sacrifice is nearly impossible. You have to give something up now, to get something you want later. Those who attempt to defy this truism will confront its reality in retrospect, when they look at the success they don't have in present, and realize what they did not sacrifice in the past in order to get it."
"Ethic is used here as a synonym for values and principles.\nEthic is defined very broadly as anything that influences your way of life and upon which you base your behavior, judgment or attitudes. It is also what gives you a personal sense of what is good, beneficial, important, desirable or beautiful and may help you decide what is right or wrong for you.\nMany examples of such ethic, values or principles can be found in old and contemporary writings from philosophy, psychology, sociology and religion. The golden rule, for example—treat others as you would like to be treated—is common to many cultures and religions. The stoic principle of focusing on what you can control and accepting what you cannot control is another example.\nAfter you have filled in the Ethic column, you can proceed to the last element, Purpose."
"Work ethic refers to the moral guidelines that encompass the acceptable behaviors and beliefs in a workplace.\nWhy Is Work Ethic Important?\nWork ethic is what keeps people accountable for their actions. It creates a sense of security by identifying the limits of acceptable behaviors.\nWork ethic also helps shape the relations between employees and influence the company culture. It helps managers make decisions that profit both the employees and the organization.\nA good work ethic helps foster a productive working culture. Work ethic is a key skill to have as an employee.\nWhat Are the Benefits of a Strong Work Ethic for an Organization?\nBenefits of a strong work ethic for an organization include:\n- Increasing the productivity of employees\n- Building a strong company culture\n- Achieving goals as a team\n- Nurturing a respectful workplace\nWhat Are Examples of Good Work Ethic?\nTypically, good work ethic derives from values such as:\nEmployees who show good work ethic tend to be productive, organized, loyal, cooperative, passionate, etc.\nHaving a good work ethic generally also includes following the laws and the industry regulations.\nFor example, an employee with a good work ethic always keeps their promises. If they say they will take over a shift, they will show up and do the work as agreed.\nWhat Are Examples of Poor Work Ethic?\nExamples of poor work ethic include:\n- Never being on time\n- Not achieving goals on a regular basis\n- Not showing up for work\nTypically, employees who have a poor work ethic lack ambition and professionalism.\nHow to Develop the Work Ethic of a Team?\nSeveral strategies can be use to develop the work ethic of a team such as:"
"Young people´s work ethic – then and now\nThere is no doubt that good work ethics are essential to become a good employee. If you do not have good work ethics, then all the skills you bring to your job are of no importance. Anyway, is there a difference between young people´s work ethic then and now? On the outset, it must be considered that nowadays young people want an office with a secretary where they really do not have to do a thing. They do not want to have an exhausting job where they have to work with their hands. However, a lot of companies want dedicated workers, who love the job they do. Especially students see the job as a way to make some extra money. This makes the reliability, quality and service of the business very poor. It is very important to have a good attitude towards your job. Even the best employees have bad days, but you are not allowed to show it. Apart from that, in former times, people knew if they want to get where they want, they must work hard. People worked full time and often had two or three jobs at once. The young people got the initiative and work ethics of their older predecessors. They treated their employer with dignity and respect and they arrived at work punctually. Furthermore, in former times success and hard work were more important than entertainment and personal pleasure. To sum up, I would say that young people´s work ethic has changed. In previous times they learned a good work ethic of their predecessors and they knew that they have to work hard to achieve their aims. Nowadays young people do not want to work hard. They only do the most necessary to struggle through life.\nPlease join StudyMode to read the full document"
"While some individuals try to get by doing as little work as possible, others possess a dedication that leads them to give it their all every day. People who possess a strong work ethic embody certain principles that guide their work behavior, leading them to produce high-quality work consistently and without the prodding that some individuals require to stay on track.\nReliability and Dependability\nReliability goes hand in hand with a good work ethic. If individuals with a good work ethic say they are going to attend a work function or arrive at a certain time, they do, as they value punctuality. Individuals with a strong work ethic often want to appear dependable, showing their employers that they are workers to whom they can turn. Because of this, they put effort into portraying -- and proving -- this dependability by being reliable and performing consistently.\nDedication to the Job\nThose with a good work ethic are dedicated to their jobs and will do anything they can to ensure that they perform well. Often this dedication leads them to change jobs less frequently, as they become committed to the positions in which they work and are not eager to abandon these posts. They also often put in extra hours beyond what is expected, making it easy for their employers to see that they are workers who go beyond the rest of the workforce and truly dedicate themselves to their positions.\nProductivity that Doesn't Quit\nBecause they work at a consistently fast pace, individuals with a good work ethic are often highly productive. They commonly get large amounts of work done more quickly than others who lack their work ethic, as they don't quit until they've completed the tasks with which they were presented. This high level of productivity is also due, at least in part, to the fact that these individuals want to appear to be strong workers. The more productive they are, the more beneficial to the company they appear to those managing them.\nCooperation and Teamwork\nCooperative work can be highly beneficial in the business environment, something that individuals with a strong work ethic know well. Because they recognize the usefulness of cooperative practices -- such as teamwork -- they often put an extensive amount of effort into working well with others. These individuals commonly respect their bosses enough to work with any individuals with whom they are paired in a productive and polite manner, even if they do not enjoy working with the individuals in question.\nThose with a good work ethic often also possess generally strong character. This means they are self-disciplined, pushing themselves to complete work tasks instead of requiring others to intervene. They are also often very honest and trustworthy, as they view these traits as befitting the high-quality employees they seek to become. To demonstrate their strong character, these workers embody these positive traits daily, likely distinguishing themselves from the rest."
"Workplace ethics or professional ethics are the values which influence the development of an ethical culture within the workplace. Check out articles on workplace ethics.\nAll employees are expected to talk, act, and dress in a professional manner. We present you a list of different employee ethics to be practiced at the workplace.\nWork ethics is to work what social conduct is to society. And good work ethics is what separates an ordinary employee from the best. Read this article on good work ethics to know more.\nEthical dilemmas are found in almost all areas of work. The common ethical issues in a particular workplace are listed in this article. Learn on to know more!\nHave you ever wondered what ethical dilemma is? This article discusses this concept and also deals with moral dilemma examples. Read on!\nDefining servant leadership is an easy task as it is has come to be an extremely popular model. To be aware of the servant leadership definition better, read on.\nWhat are the ethical dilemmas in business today? Read on to know the business ethical dilemmas which have been haunting generations of working people.\nNone of us is as strong as all of us! The most challenging part of the job is to improve teamwork for a good working environment. This article gives you tips on improving team work when on the job!\nTeam up for great results! Read on to know the importance of teamwork at a workplace.\nTreat people the way you would want to be treated. Find out how to build respect at your workplace.\nNot in the mood to work? Here are some work excuses that are sure to work!\nAre late comers ruining the sanctity of your workplace? Check out how you counter workplace tardiness.\nEmbrace the role of an employer; read on to know about employer ethics that will breed good will in your company.\nDoes the negativity at work making your life a living hell? Here are some tips to minimize the negativity at your workplace.\nWeed out all that is a hindrance to productivity! Here is how you build professionalism at a workplace.\nProfessional ethics are values or codes of conduct to be adhered to by people in every profession. Go through the article given below to understand the need for professional ethics.\nHere are some morale building activities that are definitely going to make people look forward to work.\nAbsenteeism in the workplace is bad. Read on for ways of curbing employee absenteeism and make your life easier.\nConfidentiality or secrecy in the workplace is a must for safety reasons. Read more on confidentiality in workplace and learn how to maintain confidentiality at the workplace.\nStuck in a moral dilemma? Here is a list of ethical issues at wok and how to deal with them.\nAre you running out of excuses for days, you are late? Here are some excuses that are bound to save your skin, on a particularly unlucky day.\nIn order to bring out the maximum work potential in employees, there has to be some fun at the workplace. Read on to get some ideas for fun at the workplace.\nDon't feel like working today? Never mind. Use a few excuses to get out of work mentioned below and save the day\nHate your work? Try the following tips. They'll help in making your work a pleasurable experience.\nEthics in a workplace helps in preserving the integrity of the same. Read below to learn more on ethics in the workplace.\nJob satisfaction is an important factor for evaluating an organization's success. Have a look at this piece of writing to know of the job satisfaction factors."
"Work ethic is a value based on hard work and diligence. It is also a belief in the moral benefit of work and its ability to enhance character.\nWorkers exhibiting a good work ethic in theory would be selected for better positions, more responsibility and ultimately promotion. Workers who fail to exhibit a good work ethic may be regarded as failing to provide fair value for the wage the employer is paying them and should not be promoted or placed in positions of greater responsibility.\nThere are several work ethics and each of them is as important as the other. However, if the interview poses a question about which work ethic would be considered the most important by; you can say that you consider self responsibility and hard working (dedication) to the most important. Self responsibility is most important because it is one of the core work ethics. Also, if a person has self responsibility and works hard to achieve goals, it is beneficial to the company as well as the person, simply because the company would not have to spend resources keeping an eye on the person as the employee would work well.\nAside from indicating that you have a strong work ethic, you can bring up several other effective, related qualities. You might say, \"I am highly motivated and work hard when I believe in what I am doing. I have shown strong performance in a similar position because I have a passion for the work.\" In this response, you touched on self-motivation and passion for the work, which managers commonly look for.\nThe entire purpose of the interview is for the manager to decide whether he likes you and if you're the best fit for the job. Many interview questions, including this one, center on the broader question of \"What are your strengths?\" Before the interview, list your strengths and compare them to the job. Identify the three or four best matches. Throughout the interview, including your response to a \"work ethic\" question, you should carry on the theme by emphasizing those strengths.\nIt takes a certain level of commitment to finish your tasks every day. An employee with good discipline stays focused on his goals and is determined to complete his assignments. These employees show a high level of dedication to the company, always ensuring they do their part.\nSome employees do only the bare minimum, just enough to keep their job intact. Employees with a strong work ethic care about the quality of their work. They do their best to produce great work, not merely churn out what is needed. The employee's commitment to quality improves the company's overall quality.\nIntegrity stretches to all aspects of an employee's job. An employee with integrity fosters trusting relationships with clients, coworkers and supervisors. Coworkers value the employee's ability to give honest feedback. Clients trust the employee's advice. Supervisors rely on the employee's high moral standards, trusting him not to steal from the company or create problems.\nA strong sense of responsibility affects how an employee works and the amount of work she does. When the employee feels personally responsible for her job performance, she shows up on time, puts in her best effort and completes projects to the best of her ability.\nBeyond providing the summary response that describes your work ethic, give examples. This point is true in essentially any question that gets to your qualities or strengths. Whether asked or not, you should offer an example to prove your point. You might say, \"I am an extremely dedicated and hard-working professional, though I like to have fun and enjoy a positive work culture as well. In my last job evaluation, my supervisor noted that I have a strong mix of professionalism and personality.\nAlways keep in mind the key concerns of the employer. Your work ethic often gets to quality and efficiency, from a management or business perspective. In your answer, address one or both concerns. In a retail store, sales and service performance are keys. For a retail sales associate job, you might say, \"I have a very strong work ethic that I have demonstrated as the top seller in my current store. I also have consistently high marks on customer satisfaction surveys.\" This response touches on efficiency and quality and provides tangible support."
"A Good Work Ethic\nJonathan Klemens, author of “The Protestant Work Ethic: Just Another “Urban Legend?”, argues that a strong work ethic is a great trait to own, and that we should take pride in. He states how he sees everyone now a day passionate towards their jobs and always ready to clock in. He also mentions how hard-work is symbolized in societies; Amish, Mennonites, and other religious groups who encourage a ‘simple life filled with hard-work and spirituality.’ Klemens labeled Max Weber as the root to good work ethics being so popular and valued, and ties him and the Protestants as the root for the good work ethic idea as well. He also states how free labor force has given private company owners such a powerful force in our society that our economy has grown so much and created so much competition that we have become the most successful nation on Earth. Klemens’s broad definition of the American work ethics consist of traits; dedication, hard-work, honesty, moral ethics, and rationalization. He believes that strong work ethics that are identified by those who have found work or an occupation that offers society both a helping hand and a self-peace of mind. With that being said, I partially agree with Klemens’s argument that a work ethic is “firmly entrenched as a powerful and valued American social trait.”\nA strong work ethic must include three big traits that will help give outcomes that are wanted in whatever calling one chooses to follow. The first trait one should have should be “hard-working”, which is a great deal or amount of effort and endurance. Effort is big when working hard because it shows you want to do whatever you are doing for a reason, and endurance will prove that one can put up with the amount of effort they are putting in for a while not just temporary. The second trait should be honesty. Honesty is the quality of being free from untruthfulness or lies to him/her-self. Being honest is a good trait for a strong work ethic because it will keep you from slacking off or making excuses on why you do not want to do something efficiently. The third trait to a good work ethic should be determination, which is the strength of character or the process of establishing something exactly. Klemens did not specifically mention determination but with a few of the traits he mentions they pretty much sum up determination when working towards a strong work ethic. Throughout my summer break of last year, I was working full-time as a warehouse associate. It was neither the easiest nor the best paid job for me, but it offered a lot of hours including overtime. After a month or so I was so annoyed of it that I would think of quitting. However, I realized that I needed that income so I told myself to finish through strong and efficiently. I determined myself to clock in and clock out with the same amount of energy and enthusiasm every day till I returned to being a full-time student. It was not that I was just determined, but I was a..."
"A strong work ethic.\nEric Chester, the author of Reviving Work Ethic: A Leader's Guide to Ending Entitlement and Restoring Pride in the Emerging Workforce, describes work ethic as, \"positive, enthusiastic people who show up for work on time, who are dressed and prepared properly, who go out of their way to add value and do more than what's required of them, who are honest, who will play by the rules, and who will give cheerful, friendly service regardless of the situation.\"\nWorkers who view the work they do--fun or not fun, menial or noble--as a critical part of the bigger picture and execute the work with excellence, derive higher levels of satisfaction from their work, unlock more opportunities, and become more promote-able than those content with the minimum effort required.\nWith those type of benefits, why wouldn't someone want to cultivate a strong work ethic?\nWork ethic is a value based on hard work and diligence. It's the principle that hard work is intrinsically virtuous or worthy of reward. In other words, work ethic is not something we are born with, it's a learned behavior.\nWork ethic is part of an individual's personal values and much like a company's corporate values, they must be taught and modeled daily.\nPrevious generations have defined success at work by time and tenure, but Millennials measure it by impact.\nMillennials ask themselves, \"What's the biggest impact I can make with the limited time that I have?\" This mindset is often interpreted by managers as \"lazy\" because it clashes with previous generations view of what hard work is and should be. (Here is an article that explores this topic further.)\nWe must be careful when comparing a new generation of workers with previous generations when the way in which we work has changed so significantly over the generations.\nHere are a few actions that can help instill a strong work ethic into Millennials...\n- Clearly communicate the expected work ethic. Too many managers make assumptions that Millennials ought to know the expected work ethic. Stop assuming and tell them.\n- Demonstrate the right work ethic daily. Not being innovative and working smart or not having a healthy work-life balance may deter Millennials from following your example.\n- Create channels for work ethic. Ensure Millennials are equipped and have access to innovative tools where they can put their unique skill sets to work.\n- Connect work ethic values to the big picture. The job of a leader is to paint a picture of the preferred future. Help Millennials connect their actions to the bigger picture.\nBecause of the shifting landscape of work and Millennials' varied approach to work, one of the greatest challenges when instilling work ethic into Millennials is defining a baseline for strong work ethic. The best way to overcome this is...\nLet the customer define the work ethic.\nThe behaviors that Millennial employees need to demonstrate should be defined by the needs of the customers or clients.\nIf customers need...\n- Reliability - then employees must be available or deliver products/services when or where customers need them.\n- Quality - then employees must do everything in their power to produce high-quality products or service.\n- Honesty - then employees must display integrity in their actions and in every interaction.\n- Professionalism - then employees must dress, act, and prepare like professionals.\n- Positivity - then employees must commit to serving the customer with positivity, friendliness, and enthusiasm.\n- Delighting - then employees must find ways to go the extra mile.\n- Promptness - then employees must be timely in their responses, attendance, and deliverables.\nExpertise - then employees must demonstrate authority or a willingness to learn.\n- Respect - then employees must be poised, diplomatic, and display grace under pressure.\n- Determination - then employees must embrace challenges and focus on solving the customer's problem.\nIt's the responsibility of the leader to understand what the customer or client needs and to clearly and consistently communicate the work ethic needed to satisfy those needs to their Millennial employees.\nOnce the customer-defined work ethic has been established, give space to Millennial employees to see how they take ownership and execute the newly formed values.\nAs your customers evolve, so will the work ethic needed to create the best results for customers.\nLooking for a scalable way to instill a strong work ethic into your Millennial workforce? Check out 21Mill, the first ever micro-learning platform designed specifically to help Millennials develop work ethic, overcome entitlement, and more. (Full disclosure: I am a proud partner of 21Mill.)"
"The Pleasure and Gain activity is great for talking about all work related things and how does if affects each participant (in relation to being pleasant or not), and how much gain it brings to the team.\nRunning the activity\n1.Draw the pleasure and gain graph.\n2.Instruct the participants to add notes to the graph\nFrom the things you do at work, please answer the following questions:\n- Do you have pleasure or feel pain for doing such thing?\n- How much gain or loss do you have by doing such thing?\n3.Explain the participants about the magic quadrant, the pleasure and gain quadrant, and about the Big Pain intersection.\n4.Hold a conversation on what could be done so we move each item towards the magic quadrant.\nThis activity is based on the Psychologist Daniel Kahneman’s Loss Aversion Theory. The theory findings indicate the pain of losing is psychologically almost two times as powerful as the pleasure of gaining. Tie the Loss Aversion Theory with Freud’s Pleasure Principle (a human’s innate tendency to seek pleasure and avoid pain), and it’s not hard to see why this activity foster very important conversations that can change a team."
"... Lives and the Highest Good: An Essay on Aristotles Nicomachean Ethics\nBridge with Popsicle Sticks Designs\nPersonal Narrative Essay Examples\nGet Inspired by 7 Famous American Essay Writers - NinjaEssays - Blogs ...If individuals with a good work ethic say they are going to attend a work function or arrive at a.\nMark Timmons Conduct and Character\nIs what promotes the greatest good for the greatest number necessarily ...In other words, ethics is the order of dealing with the good.\nWhat Is Situational Ethics\nArgument Essay Examples On Abortion\nAn example of good work ethics is coming in to the office on time even if the boss is on vacation.Five Characteristics of Having Good Work Ethics by Lisa Finn.\ngood narrative poem? - GCSE Religious Studies (Philosophy & Ethics ...Business Ethics Essay Contest is a competition designed. your statement indicating this essay is your original work with.\nBest Essay Writing Service UK CollegesBusiness ethics are performed through practices such as performing routine work and are not.\nBusiness Ethics Research Paper Topics\nBusiness Essay Samples\nEwing Marion KauffmanPoor attendance also causes bad feelings among co-workers who follow the rules and practice good work ethics.Every employee, from the CEO to entry-level workers, must have a good work ethic to keep the company.Our morals and values tend to determine how we behave in the workplace.\nWhether you are working at a job or studying at school, developing a good work ethic can be critical to success.\nCheck out our top Free Essays on Work Ethics Attendance to help you write your own Essay.Good work ethics include being a hard worker, not cutting corners.\nSuch work may include consulting, researching, teaching and writing."
"What does ethics mean?\nAccording to the definition of ethics, ethics is a set of general rules that must be followed to be part of society. In addition, this leads someone to live well in society. These special rules are spread all over the world. These ethical principles are inherited and learned by individuals from the lifestyle of their families.\nDefinition of work ethic:\nWork ethics is nothing more than rules and procedures that employers and employees must apply in the office to maintain a professional culture and better relationships with their clients through better service.\nWorkplace ethics play an important role in the growth and development of the company.\nExamples of work ethics:\nWorldly values are the basis on which work ethics is based. Some of them are\nEthical benefits at workplace:\nAlso Read: The benefits of diversity at the workplace?\nThe following are some of the advantages of workplace ethics\nAn important ethical culture in your company is important to protect your assets. Employees who adhere to workplace ethics can protect and respect the company’s assets. For example, they will avoid long-distance personal calls to management.\nEmployees can only respect company ownership if they treat it with respect and dignity, which makes them proud to work for their company. Make sure your employees work in an environment of integrity and ethics. This increases employee pride and prevents them from stealing supplies or equipment.\nProductivity will increase:\nWhen work and workers appreciate the work they do and, therefore, do all the work they do on time and achieve their goals, this has a great impact on the sales and productivity of the company. This is why you can be sure of having a group of people who will manage your business, even in the worst cases of market deterioration, while maintaining constant business and business growth.\nThe team work will develop:\nWhen all workers do their job responsibly, there are times when they reach the goal before the deadline and questions arise about what should be done later. The situation automatically links everyone with a team.\nThese people now work as a team and for the benefit of the company, so they will receive or achieve their incentives. This mutual understanding of the employees is a positive sign that the company will be able to survive for a long time in various market conditions.\nThey deserve a lot of respect and a strong public image when they make ethical decisions. For example, you can fulfill your social responsibilities by reducing your company’s waste discharge.\nThe public expects your company to operate with respect and integrity, respecting others for profit. Building a solid public image through ethical behavior will also bring more customers. Clients will develop trust in you and do business with your organization.\nAdaptive to changes:\nEmployees with professional ethics at work are clearly the key to success. Teams of people who understand, are reliable, reliable, motivated, concerned and responsible will adapt specifically to any job and job they occupy.\nAlso Related: How to make the workplace a happy place?\nIn addition, it has been shown throughout the world that workers refuse when a company requires changes in production or changes in the nature of work in wandering market conditions.\nIn some situations, companies are left empty because they leave the company due to changes. However, the situation is the opposite if you have a group of reliable and responsible employees who can make their own changes depending on the business situation and the situation. Let the company work even in difficult market situations.\nMaking and implementing decisions is always easy:\nAlso Read: Empowerment of women at the workplace?\nWhenever important decisions must be made, the best decisions are made according to the suggestions of the company’s employees and what is best for each employee who respects that decision and helps the company make a decision.\nThis is the power of ethics in entrepreneurs who respect the company’s decisions and let them flow with them. This is very rare in large companies, but where this scene occurs; Companies change the big brands overnight.\nWork environment without problems:\nWhen everyone is unknown and nobody wants to meet, the possibility of a big problem is greater and where there is a friendly, respectful and understanding environment among employees, it is likely that the employee has the smallest problem.\nWhen it comes to situations where employees have a small misunderstanding, this is resolved through a better and more complete understanding of all employees. Management does not have to worry about these little things, because they know that employees take better care of themselves.\nThere are no negatives workers:\nWhen employees separate and someone becomes negative with respect to the company’s work, it has been shown that many are affected by this single negative employee.\nThis causes a sudden decrease in the work of employees, but when everything goes well and everyone is worried, everything becomes systematic and, if someone becomes negative, a positive and supportive environment positively influences the person and once again begins to work for the best.\nLess legal problems:\nIf everything is systematic and functional, and your employees are also cooperative and understanding, you will not have to face problems or legal obligations on the part of the employees because all employees are treated fairly and everyone is in good condition with their job responsibilities. It is known that they are necessary for them.\nWhen everything is managed and systematic, all legal procedures and formalities are the most important things to consider more often. So there are no legal questions.\nThe company will reach a new level of success:\nIf everything is organized and systematic and employees’ understanding of their strong ethics is there, the company will surely achieve new goals and even grow its business.\nWhen your employees become experts in their fields and respective works, their commitment and determination to complete the job shows the right colors and produces more useful results."
"Work ethic has always been a key factor in determining how someone will perform when on the job. But how do we measure something as ethereal as work ethic? First, we must define what work ethic is and what it means in our environment. Then we can narrow down ways to determine work ethic based on interview questions. Here are a few things to consider.\nWhat is Work Ethic\nWorth ethic is defined as a belief that work is a moral good. It’s the value that the importance of doing good work and the determination to work hard is the goal everyone should strive for because it is simply the best way to do things. While many people will say they have a good work ethic, it’s hard to judge until you see how someone works, which is why the interview process is imperative.\nQuestions About Worth Ethic\nBefore you plan your next hire, consider some ways you can determine someone’s work ethic based on an interview.\nWhat Does Work Ethic Mean to You?\nBy asking your candidate to define work ethic, you will see if their definition and yours align. It’s okay if they don’t recite the actual dictionary definition, but you will want to make sure that what they believe is compatible with your corporate values.\nCan You Tell Me About a Time You Went Above and Beyond for Your Job?\nCompanies place a high value on employees willing to put in the extra work to ensure that a job is well done. Often this is referred to as “going above and beyond.” You want to know how they perceive this and what they’ve done in the past.\nHow Do You Stay Motivated on the Job?\nA lot of work ethic is about motivation. It’s the idea that doing good work is the reward, not that there have to be additional benefits. However, everyone has a different motivation for why they want to do a great job. Again, you want to see if the things that motivate them are a part of your organizational structure.\nAre you Willing to Work Overtime?\nFor some companies, overtime is an essential part of the job. If overtime is expected in your organization, you’ll need to find out if that’s something that will impact how they work and their perception of that work. You want to see if someone has done overtime in the past and how they respond to requests.\nAre you looking for quality candidates for your open positions? Call CornerStone Staffing today."
"A good work ethic is more than logging long hours on the job. It involves an attitude and actions that reflect integrity. Learn about the importance of work ethics and how developing your work ethic now will help you later in your career.\nIf you won $10 million in the lottery, would you continue to work or would you quit?\nYou might be surprised to learn that according to a recent Gallup survey, two-thirds of American workers say they would continue working even if they won $10 million in the lottery.\n- 44 percent would keep their current job\n- 23 percent would seek new employment\n- 31 percent would quit working\nIn fact, the number of people who said they would continue working is higher than it was the last three times Gallup asked this question between 1997 and 2005.\nGranted, given inflation the perceived value of $10 million isn’t what it used to be. But Gallup’s Frank Newport says that one reason the majority of American workers say they would stay on the job could be because workers today have a renewed appreciation for the value of having a job.\nWhich could speak to a renewed emphasis on a strong work ethic.\nWhy is Work Ethic Important?\nStrong work ethic: a requirement in today’s job market\nAccording to Saint Leo Assistant Director of Career Planning Tiffany Nelson, developing a good work ethic is more important to career success than ever before.\n“The job market is so competitive now that if you don’t have a good work ethic, employers don’t think twice about looking for someone who meets the bill.”\nNelson winces when she recalls a painful lesson she learned during college about being on time for work, but she is grateful for the opportunity the experience gave her to learn and grow.\n“In the ‘real world’ outside of college, however, you don’t get second chance,” she said. “One mistake could cost you your job.”\nEven if repercussions are not immediate, people notice. People know who has a strong work ethic and who doesn’t. \"Your professional reputation precedes you. If your reputation is positive, people want to have you around, and that can lead to more opportunities and career advancement.”\nSo what can you do to help strengthen your work ethic?\nHere are some ideas that you can use whether you are currently in the work world or preparing to enter the job market.\nImportance of Work Ethics\nThe foundation of a good work ethic is one of Saint Leo University’s core values: integrity. Saint Leo defines integrity as being “honest, just, and consistent in word and deed.” To develop integrity, you should:\n- Act the same when people are not watching you, as when they are.\n- Perform consistently at the same level of quality. Be conscientious.\n- Be honest in all things. A philosopher said that honesty is not a policy; it is a state of mind.\n- Take responsibility for your actions, which includes being punctual.\nDevelop positive communication skills\nKnowing how to communicate in a way that is positive and constructive – and shows respect for the feelings of others – is an invaluable skill. To help develop positive communication skills, you can:\n- Avoid negative talk and gossip.\n- Provide feedback that improves situations and builds people up.\n- Be an active listener and keep an open mind.\n- Be considerate of others and respectful of their roles in the organization.\nDevelop a can-do attitude\nNelson says that a strong work ethic involves both actions and attitude: what you do and how you do it. To cultivate a can-do attitude:\n- Take initiative. Procrastination can lead to missed opportunities.\n- Be willing to assist in efforts outside your realm of responsibility.\n- Cultivate flexibility.\n- Take calculated risks – share new ideas.\n- Be helpful and enthusiastic.\nAccomplishing all things as if they were great and noble\nOne way to develop a good work ethic is to identify someone you believe personifies a good work ethic, observe their behavior, and then emulate it.\nYou could also look to Helen Keller.\nShe probably was not referring to how to develop a strong work ethic when she said it, but the social activist, public speaker, and author sums it up succinctly:\n“I long to accomplish some great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble.”\nDo you have any other suggestions on how to develop a good work ethic?\nImage credit: andrewr\nOther posts you may be interested in:"
"The textbook definition of work ethic is as follows: “The principle that hard work is intrinsically virtuous or worthy of reward.” What this means is that the greater a person values the work they are doing, the better that person’s work ethic. In other words, if a person finds the work they are doing to be meaningful or of importance, that person is more likely to develop a ‘work ethic,’ or an increase in willingness to do that work. In my opinion, just about any kind of job holds a certain amount of importance. As long as a person can see that, they should be able to motivate themselves to carry out the task at hand.\nAs an employee, I would find a good work ethic to be of great importance to myself and fellow employees. If we see our own work as important, we would be motivated to carry it out, exercising a work ethic. As a manager, one could argue a work ethic to be of even greater importance. Employees can be very easily influenced by the way in which a supervisor or peer would react to a situation. If one person has a positive attitude, that mindset is likely to spread.\nIf I wanted to implement a good work ethic among my employees, I would be certain that everyone knew how their job benefited the company as a whole. Motivation can be inspired by the idea of reward or positive consequence as a result of carrying out a task. Work ethic has a direct tie-in with motivation, as motivation is what inspires work ethic. A person with a good work ethic should find it easy to motivate themselves to complete a task, particularly if the reason for the task is clear to that person.\nPersonally, I find that I can carry out tasks more easily if I am alone or in a small group. Thusly, this could be something to improve on. I have difficulty working with a large amount of people, particularly if the task at hand is unclear. One way I might be able to improve on this could be pushing myself to work with other people more often, and get used to the feeling of being a part of a team. This is important in a working environment, as a successful business requires all parts of a team to work\ntogether successfully. Teamwork is a very important skill to have when on the job. I know that as an employer, I would want to avoid hiring employees that have difficulty working together, as this may hinder the quality of the work done. As long as a group of people is able to get along and work effectively with each other, the effectiveness of such a team should be more than adequate to easily tackle most problems they face.\nIn conclusion, work ethic is a very important quality of effective teams as well as individual workers. It benefits the people working, as well as who they are working for. A positive attitude when carrying out tasks is also beneficial to everyone involved, as it is often inspired by a good work ethic. Overall, an effective team must be able to work together well, and exercise good work ethic, as well as a positive attitude."
"“Work ethic is important because, unlike intelligence, athleticism, charisma, or any other natural attribute, it's a choice.” – Mike Rowe\nHiring candidates who are good on paper, highly skilled, and talented will only do your company good if they have a strong work ethic.\nAnd although 73% of companies wish to hire candidates with good work ethics, they often make the mistake of focusing on solely skills and experience.\nHowever, to attract employees with strong work ethics, the organization too needs to establish and uphold good work ethics and morals.\nWhen your company and its employees have good work ethics, it boosts productivity and reliability and fosters a positive brand image for your business.\nRead on to learn more about work ethics and get clarity on related questions like the following:\n- What is the definition of work ethic?\n- What is the importance of work ethics?\n- How to assess work ethics among employees and recruits as an HR?\n- What are some work ethic examples?\nWork Ethics Definition\nWork ethics can be defined as a set of moral values that guide or dictates how a person works and performs at a job. It is a professional’s perspective or attitude towards their career and work.\nEmployees with good work ethics prioritize professional success and give their best at workplaces, making them desirable to every employer.\nSome elements of good work ethics include integrity, punctuality, accountability, dedication, and discipline.\nHowever, unlike hard skills that can be acquired through training and assessed practically, assessing an employee’s work ethics upfront can be quite difficult, as it is a soft skill or a personality trait that can be developed.\nAn employee with a strong work ethic considers the moral implications of their actions before taking any step and ensures that it will benefit both themselves and their employers.\nIn contrast, employees with poor work ethics lack motivation and discipline, which directly hamper their performance.\nBehaviors like not putting in enough effort, failing to meet deadlines, or being consistently late to work are some bad work ethics examples.\nImportance of Work Ethics\nOne of the key reasons why a good work ethic is so important is that it directly impacts an individual's performance and productivity.\nPeople with strong work ethics are typically more motivated, focused, and disciplined, which allows them to achieve more in their work.\nThey are also more reliable and responsible, which are essential qualities for any employee. Needless to say, an employee’s work ethic contributes to the overall success of the organization.\nAdditionally, hiring employees with good work ethics also builds a positive work environment, as these individuals are more respectful and considerate of others and are less likely to engage in toxic behavior, like workplace gossip.\nListed below are some other factors that make work ethics an essential part of a business’s growth:\n- Builds and maintains a positive brand or company image in the industry\n- Encourages teamwork and fosters positive workplace dynamics\n- Enhances customer loyalty and trust\nHow To Assess Work Ethics as an HR?\nGiven the importance and advantages of good work ethics, human resource professionals must be competent enough to assess the work ethics of both new recruits and existing employees.\nThe following are some tips that HRs can implement to assess work ethics more effectively:\nConduct a Standardized Test or Survey Questionnaire\nOne approach to assess work ethics among existing employees is by conducting survey questionnaires or tests that measure an individual’s attitude and beliefs towards their work.\nThis can shed light on the employee’s business ethics, predict reactions to various work situations, and test their business judgment, along with their compliance with the company’s policies and culture.\nConduct Behavioral Interviews\nAnother way to examine the business ethics of candidates is by conducting physical interviews.\nWith this method, you can ask employees behavioral interview questions to gain insight into their ethical conduct, professionalism, and integrity.\nGiven below are some behavioral questions that you can ask candidates during interviews:\n- What does having a good work ethic mean to you?\n- Describe a time when you went above and beyond to achieve a goal at work.\n- Do you consider yourself to have a strong work ethic?\n- What motivates you?\n- How do you manage your time and prioritize tasks at work?\n- Describe a situation where you had to overcome a challenge at work.\nDo a Keyword Search in Resumes\nSimply looking for keywords that indicate good work ethics is also one way to determine whether or not the candidate has a good work ethic.\nLook for words like “dedicated”, “reliable”, and “hardworking” when reviewing resumes and cover letters.\nHRs can also cross-check with references listed by the candidates to assess if what the candidate claimed on paper is true.\nWork Ethics Definition Examples\nTo help you identify employees with strong work ethics, listed below are some of the chief characteristics and personality traits that are associated with good work ethics:\nOne of the key characteristics of a strong work ethic is an ingrained sense of responsibility.\nFor instance, an employee with a strong work ethic is more likely to take ownership of their tasks and are committed to completing them to the best of their abilities.\nThey take accountability for their actions and understand the importance of meeting deadlines and achieving set goals.\nAnother important characteristic related to good work ethics is a positive attitude.\nEmployees with a strong work ethic approach their work with enthusiasm and are willing to learn and grow.\nThey are optimistic, don’t mind going the extra mile to get the job done, and are open to constructive criticism & feedback to improve their performance.\nA strong work ethic also involves being a team player. Employees with a strong work ethic understand that they are part of a larger team and are willing to collaborate and support their colleagues.\nThey are respectful and considerate of others and always willing to lend a helping hand.\nCommitment to Professionalism\nEmployees with a strong work ethic are professional in their appearance, behavior, and communication.\nThey try to maintain a high level of professionalism in all their interactions, be it with colleagues, customers, or clients.\nKey Points from the Blog\n- Work ethics can be defined as a set of moral values that guide or dictate how a person works and performs at a job. It is a professional’s perspective or attitude towards their career and work.\n- Some elements of good work ethics include integrity, punctuality, accountability, dedication, and discipline.\n- One of the key reasons why a good work ethic is so important is that it directly impacts an individual's performance and productivity, and hence the company’s growth.\n- Conducting surveys, behavioral interviews, and screening resumes for keywords are some ways HRs can assess work ethics among employees."
"What are some examples of work ethics?\nExamples of ethical behaviors in the workplace includes; obeying the company’s rules, effective communication, taking responsibility, accountability, professionalism, trust and mutual respect for your colleagues at work. These examples of ethical behaviors ensures maximum productivity output at work.\nHow would you describe your work ethic?\nTips for Giving the Best Answer Be specific: Provide examples that show how you have demonstrated your work ethic. Be concise: Share your example succinctly, without rambling on too long. Showcase qualities valued by the job at hand: Think back to the job description and any research you did about the company.\nCan you give examples of your work ethic?\nExample Answer #1: I would describe my work ethic as reliable and consistent. I enjoy my work and I find it easy to stay motivated and productive. I’ve also noticed that I feel better at the end of the day when I’ve had a great, productive day. So I find it rewarding, too.\nWhat is a good work ethic?\nPeople with a good work ethic have the ability to stay focused on tasks for as long as necessary to get them done. Focus is equally as important as persistence when it comes to work ethic. Focusing will allow you to finish tasks more efficiently while avoiding distractions.\nWhat are unethical Behaviours?\nUnethical behavior is an action that falls outside of what is considered morally right or proper for a person, a profession or an industry. Individuals can behave unethically, as can businesses, professionals and politicians.\nWhat do you do when you have no work ethic?\n- Read good books.\n- Educate yourself daily on ways to improve.\n- Eliminate unnecessary activities.\n- Always plan a year, a month, a week, a day or an hour before.\n- Spend time with people who value good work ethics and try each day to not be lazy.\n- Listen to great podcasts.\nWhy have I lost my work ethic?\nFeeling bored or stuck is a huge contributor to losing your work ethic. If your work seems easy and you’re no longer challenged, the drive to do better can quickly disappear. If you fall under this category let your manager know you have more to offer.\nHow do you teach employees work ethic?\n26 Tips to Encourage Strong Work Ethic\n- Create the Right Environment That Encourages a Good Work Ethic.\n- Transform a Moment into a Movement.\n- Eliminate Weak Words from Your Business Vocabulary.\n- Promote Transparency Within the Workplace.\n- Clearly Identify Daily Priorities.\n- Encourage Employees to Work Smart, Not Hard.\n- Begin at the Beginning.\n- Buy Them Lunch.\nIs work ethic genetic?\nIn other words, about half of the total variation in personality, work ethic included, is due to genetics. The impact of shared environment on personality is consistently zero.\nHow do you instill work ethic for teens?\n5 Ways To Help Teens Develop A Strong Work Ethic\n- Model a Strong Work Ethic. Leading by example may sound a little simplistic, but it truly is one of the best ways to encourage a strong work ethic in teens.\n- Make Personal Responsibility a Priority.\n- Teach Them How to Balance Commitments.\n- Give Them Space to Fail.\n- Allow Them to Experience the Results of Hard Work.\nIs work ethic nature or nurture?\nWork ethic is one of the most important factors for any professional’s success. While there are some indications that your work ethic is partially preset by genetics and the environment in which you’re raised, there’s just as much evidence to suggest that adults can “learn” to develop their work ethic.\nHow can I improve my work ethic at school?\nHere are some things you can do now to develop a good work ethic.\n- Practice punctuality. Develop the habit of being on time or early for all appointments.\n- Develop professionalism. Professionalism goes beyond a crisp white shirt and tie.\n- Cultivate self-discipline.\n- Use time wisely.\n- Stay balanced.\nCan work ethic be taught?\nIt’s the principle that hard work is intrinsically virtuous or worthy of reward. In other words, work ethic is not something we are born with, it’s a learned behavior. Work ethic is part of an individual’s personal values and much like a company’s corporate values, they must be taught and modeled daily.\nWhat is a good work ethic in school?\nAttendance and punctuality: Whether in school or work, you learn and accomplish most when you show up, on time and prepared. People with good work ethics are goal-oriented and dedicated to achieving the success they envision. They understand that there are many steps to success and they’re willing to take them all.\nCan you be fired for unethical behavior?\nWhen companies fire someone, it can be for a number of reasons. For example, poor work performance, unethical conduct, or breach of contract.\nWhat are three examples of unethical behavior in the workplace?\n5 Most Common Unethical Behaviors Ethics Resource Center (ERC) Survey\n- Misuse of company time. Whether it is covering for someone who shows up late or altering a time sheet, misusing company time tops the list.\n- Abusive Behavior.\n- Employee Theft.\n- Lying to employees.\n- Violating Company Internet Policies.\nWhat is unethical behavior in the workplace?\nEthical behavior, simply put, is doing the right thing. Unethical behavior is the reverse. In the workplace, unethical behavior certainly includes any deeds that violate the law, such as theft or violence. Examples of unethical behavior can be found in all types of businesses and in many different areas.\nWhat is unethical mean?\n: not conforming to a high moral standard : morally wrong : not ethical illegal and unethical business practices immoral and unethical behavior.\nWhat is an unethical leader?\nUnethical leadership refers to leader behaviors or actions that are illegal or violate existing moral standards (Brown & Mitchell, 2010. (2010). Common examples of such behavior in the workplace include hostile, abusive, and oppressive behaviors by managers (Tepper, 2007.\nWhat makes a toxic leader?\nToxic leaders are very boastful and arrogant. They think that they are always right, and expect others to accept their word as gospel truth. They extend no help to others, and they hate it when someone else dares to correct them, especially if that someone is a subordinate.\nWhat are the reasons for unethical behavior?\nResults show that exposure to in-group members who misbehave or to others who benefit from unethical actions, greed, egocentrism, self-justification, exposure to incremental dishonesty, loss aversion, challenging performance goals, or time pressure increase unethical behavior.\nHow do you deal with a toxic leader?\nHow best to handle it?\n- Get help:\n- There are many avenues here. First, you can seek support from friends, family, mentors and colleagues.\n- Don’t isolate yourself:\n- Get out to as many events as you can manage.\n- Know when to pull the pin:\n- With a lot of toxic bosses, there’s only so much you can do."
"Gritty people work on their weaknesses\nAngela Duckworth, Psychologist at the University of Pennsylvania, on 'Grit' and what makes Gritty people stand out\nIf people are gritty, they should have demonstrated it in something. It could be in their hobbies, in their relationships, their work etc\nMost people will have some component of the work they don’t like. Use your strength to work around your weakness\nAbhijit Bhaduri: Is Grit the same as Persistence or Perseverance? Angela Duckworth: I define Grit as having passion for a long-term goal and then working really hard consistently over an extended period of time. Gritty people work towards goals that would take years to achieve. If you are a person who is just working hard and don’t have a consistent goal to guide you, then you don’t have one half of grit. Likewise, you may have the passion for something, but not the resilience. Some people drop out of things they do and it is not because they had a serious setback or something terrible has happened but because of the slow progress. Like in science, you could be working on something that could take years and where you make only a tiny bit of progress every day. You need perseverance for that even though you don’t need resilience. Perseverance or persistence is also a part of grit. Abhijit Bhaduri: You have talked about the importance of self-control in building Grit. ...\nRead full story"
"Improving Work Habits is one of the courses included in Vital Learning Corporation’s Leadership Essentials Series. It focuses on interpersonal skills, emphasizing communication and improvement of management skills by using behavior modeling. For maximum benefit, it is recommended that learners first experience the two foundation modules, Essential Skills of Leadership and Essential Skills of Communicating prior to taking this course. The audiences for this course are team leaders, supervisors, and first-line managers. Improving Work Habits provides the tools necessary to recognize and to address poor work habits – even those of a team member who may be successful in his or her job. By focusing on the negative behavior and gaining the individual’s acceptance and commitment to change, the manager effectively addresses the issue before it develops into a disciplinary problem for everyone on the team.\nWhen you have completed this workshop on Improving Work Habits, you will be able to.\n- Distinguish between job performance and work habits.\n- Understand the importance of dealing with unsatisfactory work habits early, before they require disciplinary action.\n- Explain clearly and specifically to a team member the nature of his/her unsatisfactory work habits, focusing on behavior rather than personality or attitude.\n- Involve the team member in the process of correcting the unsatisfactory behavior through an interactive process which maintains the team member’s self-esteem.\n- Increase team member accountability by getting team member commitment to a clear plan of action and by reviewing progress regularly."
"Improving Work Habits is one of the courses included in Vital Learning Corporation’s Leadership Essentials Series. It focuses on interpersonal skills, emphasizing communication and improvement of management skills by using behavior modeling. For maximum benefit, it is recommended that learners first experience the two foundation modules, Essential Skills of Leadership and Essential Skills of Communicating prior to taking this course. The audiences for this course are team leaders, supervisors, and first-line managers. Improving Work Habits provides the tools necessary to recognize and to address poor work habits – even those of a team member who may be successful in his or her job. By focusing on the negative behavior and gaining the individual’s acceptance and commitment to change, the manager effectively addresses the issue before it develops into a disciplinary problem for everyone on the team.\nWhen you have completed this workshop on Improving Work Habits, you will be able to.\n- Distinguish between job performance and work habits.\n- Understand the importance of dealing with unsatisfactory work habits early, before they require disciplinary action.\n- Explain clearly and specifically to a team member the nature of his/her unsatisfactory work habits, focusing on behavior rather than personality or attitude.\n- Involve the team member in the process of correcting the unsatisfactory behavior through an interactive process which maintains the team member’s self-esteem.\n- Increase team member accountability by getting team member commitment to a clear plan of action and by reviewing progress regularly."
"Work is an inherent part of human behaviour. Most adults spend at least 30 percent of their life time in their work place and/or in work related activities. Like in any other context, human behaviour in the organizational and work context is a complex phenomenon. Individual behaviour at work is a result of interaction between various individual, group and organizational level factors. Understanding how individuals and groups behave at work place will not only help improve their effectiveness but also nurture the quality of work life of the individuals. This course will help students to be cognizant of these work place dynamics so that they make conscious decisions in their future work life as well as long term career."
"Understanding why individuals act the way they do is one of the major goals of the study of organizational/work behaviour. What exactly are we talking about when we say “behaviours”? Job efficiency, corporate citizenship habits, absenteeism, and attrition are all concerned with work behaviour.\nWork behaviour can also be defined as a person’s intent or way of communication with other people at the workplace. For example, confidence is a nonverbal behaviour that is often mirrored in workplace verbal contact. It reflects your mentality toward your coworkers and teammates. An individual’s constructive and productive work behaviour contributes to a higher team or individual success, morale, and great outputs. This is the most critical area for Human Resource professionals to work on from an organizational perspective."
"Work habits, at their core, are the deeply ingrained patterns of behavior that shape how individuals approach and execute their professional responsibilities.\nUnlike routine tasks, work habits extend beyond mere actions; they encapsulate the mindset, discipline, and consistency that individuals bring to their roles.\nPicture the definition of work habits as the silent architects of productivity, quietly influencing outcomes and reflecting the intrinsic values of a person.\nInnovatively defining work habits involves recognizing that they’re not solely about time management or task completion.\nThey encompass a dynamic interplay of\n- and behavioral elements.\nFor instance, a proactive work habit might involve regular reflection on one’s professional goals and values, ensuring that daily efforts align with broader aspirations.\nThis holistic perspective on work habits acknowledges the interconnectedness of mental processes, emotional well-being, and tangible actions in shaping a fulfilling professional journey.\nWork habits also extend into the realm of collaboration and communication.\nIn this evolving definition, emphasis is placed on cultivating habits that contribute to a positive and constructive team environment.\nBeyond individual tasks, fostering habits of effective communication, active listening, and collaboration becomes pivotal.\nThese collaborative work habits transcend individual success, creating a synergistic workplace culture where collective achievements outshine individual accomplishments.\nFurthermore, the modern understanding of work habits recognizes the significance of adaptability and resilience.\nInstead of fixating on rigid routines, individuals cultivate habits that embrace change and uncertainty.\nThese adaptive work habits involve a continuous process of learning, experimentation, and adjustment, ensuring that professionals not only survive but thrive in dynamic and unpredictable work environments.\nThe ability to seamlessly integrate change into one’s work habits becomes a hallmark of a resilient and forward-thinking professional.\nLet’s dive deep and discover what scholars have to say about the meaning of work habits!\nWork Habits Definition: 8 Answers from Research Papers\nWork habits are defined as context-behavior associations in memory that develop through repeated experiences of rewards for a given action in a given context (Mazar, 2018).\nThey are not inherently good or bad but can be changed through a two-stage process of exposure to rationalized plans and a stated intention to use them (Russell, 2021).\nThese habits are influenced by self-regulatory resources and can be measured through self-report, implicit, behavioral, and ecological momentary assessment methods (Mazar, 2018).\nIn the workplace, work habits play a significant role in shaping behavior and can be influenced by attitudes, subjective norms, and perceived behavior control (Hinsz, 2007).\nWork habits are a crucial aspect of employment success, particularly for individuals with a history of substance abuse (Popick, 1981).\nThese habits are learned behaviors that are influenced by the environment and can either facilitate or hinder adaptation to challenges (Yerxa, 2002).\nEffective work habits are essential for professional growth, as they provide direction, improve work quality, and enhance productivity (Radha, 2012).\nIn group settings, habitual routines play a significant role, with their functions and dysfunctions impacting group performance (Gersick, 1990)\nHow Do You Define Work Habits for Students? (6 Research-based Answers)\nEffective work habits, such as regular attendance, punctuality, organization, persistence, and teamwork, are crucial for academic success and future workplace performance (Williams, 2000).\nOnline work habits, including timeliness and regularity, are positively associated with academic performance (Dvořák, 2016).\nHowever, working 20 or more hours per week is linked to negative health behaviors and lower academic performance (Miller, 2008).\nChildren’s work habits, particularly their growth from first to sixth grade, directly predict academic outcomes in high school and indirectly predict educational attainment in adulthood (Simpkins, 2020).\nWrapping Up: Mastering the Definition of Work Habits\nDefinition of work habits can be summarised as follows:\n- Core Foundation: Work habits are ingrained behavior patterns that shape how individuals approach and execute professional responsibilities.\n- Beyond Actions: Work habits encompass mindset, discipline, and consistency, acting as silent architects of productivity.\n- Holistic Definition: They involve a dynamic interplay of cognitive, emotional, and behavioral elements.\n- Proactive Engagement: Innovative work habits include regular reflection on professional goals, ensuring alignment with broader aspirations.\n- Interconnectedness: A holistic perspective acknowledges the interconnectedness of mental processes, emotional well-being, and tangible actions.\n- Collaborative Culture: Work habits extend into collaboration and communication, emphasizing positive team environments.\n- Adaptability and Resilience: Modern work habits recognize the significance of adaptability, involving continuous learning, experimentation, and adjustment.\n- Integration of Change: Seamless integration of change becomes a hallmark of resilient and forward-thinking professionals.\n- Scholarly Insights: Research defines work habits as context-behavior associations influenced by rewards and susceptible to change through exposure to rationalized plans.\n- Measurable Factors: Work habits can be measured through self-report, implicit, behavioral, and ecological momentary assessment methods.\n- Influence in Workplace: They play a significant role in shaping behavior and are influenced by attitudes, subjective norms, and perceived behavior control.\n- Crucial for Success: Effective work habits are crucial for professional growth, providing direction, improving work quality, and enhancing productivity.\n- Group Dynamics: In group settings, habitual routines impact group performance, with functions and dysfunctions playing a significant role.\n- Student Focus: Effective work habits for students include regular attendance, punctuality, organization, persistence, and teamwork.\n- Online Work Habits: Timeliness and regularity in online work habits are positively associated with academic performance.\n- Cautionary Note: Working long hours for students is linked to negative health behaviors and lower academic performance.\n- Long-Term Impact: Children’s work habits predict academic outcomes in high school and indirectly impact educational attainment in adulthood.\nIn mastering the art of work habits, it’s crucial to recognize their multidimensional nature, from individual discipline to collaborative team dynamics, and to embrace adaptability as a key factor in thriving in dynamic work environments. Scholars and research provide valuable insights, emphasizing the need for measurable and positive habits for both professionals and students alike."
"Have you ever noticed how some people seem to just get things done? They don’t need “productivity hacks” or GTD and procrastination is a foreign word to them. These people have a reliable work ethic.\nA work ethic is a set of values based on the ideals of hard work and discipline. Building a reliable work ethic means training yourself to follow these values. Training yourself so that work becomes automatic instead of a struggle.\nA work ethic is based on habits. Persistence, focus, “do it now,” and “do it right” are the key habits in building a dependable work ethic. Here are some steps for building those habits:\nForming the Persistence Habit\nThe first part of a reliable work ethic is persistence. If you quickly burn out after only a short period of work or you can’t stay focused on a task for long, you lack persistence. Building persistence is like building endurance for a race, slowly training yourself to work harder for longer periods of time.\nPersistence should always be balanced with periods of rest. Working twelve hours straight won’t usually be the most effective strategy even if your work ethic is strong. But training yourself to work longer can help you if you need to and it makes working shorter periods of time easier.\nHere are some tips:\n- Measure Yourself – Figure out how long you can work effectively. Measure how long it takes before you slow down or give up. Measurement can be a source for improvement.\n- Run a Burnout Day – Try working longer for one day, following it with a lighter day afterwards. By stretching your focus for longer periods once in a while you can boost your persistence for normal days.\n- Do an Extra 20% – When you feel like quitting, go an extra 20%. If you’ve been working intensely for three hours but are feeling the desire to stop, try another forty minutes before taking a break.\nForming the Focus Habit\nEven more critical than persistence is focus. A car going 70 mph for one hour will go further than a car going 10 mph for six. Focusing all your energies for even a short period of time can be tiring, but combined with persistence it is a powerful ability to have.\nHere are some tips for forming the focus habit:\n- Timebox – Give yourself 60-90 minutes to work on a particular task. During that time you can’t rest or engage in any distractions.\n- Accelerate – It can take anywhere from 10-30 minutes to build up a concentrated focus. Give yourself time to accelerate into a focused state.\n- Cut Distractions – Practice the habit of turning off all outside noise. Phones, e-mail, RSS, Twitter and visitors should be shut out while trying to focus.\nForming the “Do It Now” Habit\nDon’t let yourself procrastinate. Having a strong work ethic means having the phrase “do it now” as a constant hum in the background. Time for leisure is fine, but if you are trying to work make sure the only thing you are doing is work. Don’t let yourself procrastinate when you still have an unfinished to-do list.\nDo it Now for 30 Days – Kill the procrastination bug for good. For the next thirty days define periods of your day you want to devote to work or personal projects. During those periods of time, remind yourself of the “do it now” phrase and get working whenever you feel the urge to procrastinate.\nForming the “Do it Right” Habit\nThe final aspect of getting things done is doing them properly. Sloppy work, hastily finishing things or spending too little time working out details leads to poor quality. If you aren’t going to do something properly, it’s probably not a good idea to do it at all.\nPerfectionism isn’t necessary for many tasks, but most things require a minimum standard of quality. Writing code without useful variable names or documentation. Graphics with merged layers. Articles filled with spelling and grammatical errors. The “do it right” habit means actively slowing yourself down slightly to fix problems before they occur.\nHere are some tips:\n- Separate Creation and Criticism – Ideas require mess. Solving a programming problem or writing an article often requires that you first let go of your need for perfection. But once you’ve finished the idea, you should separate a specific time for clean-up afterwards.\n- Measure Twice, Cut Once – For tasks that don’t have an Undo feature, take extra care in doing them properly the first time.\n- Set Two Deadlines – Avoid analysis paralysis by setting two deadlines. One to complete the task, and another to review and polish the work. With two deadlines you won’t stumble into the trap of perfectionism, but you won’t hastily finish something that isn’t ready.\n- Sit on It – If you’ve hit a milestone in a task or project, take a few minutes to work on something else. When you come back you can use a fresh perspective to tweak problems.\nUsing the Habits\nWhat’s the point of building a work ethic in the first place? I can’t comment on your job, but if you don’t feel a natural desire to get more done and work harder, you are probably in the wrong line of work. Doing the absolute minimum and laziness might seem like an ideal solution if your working at a job you hate. But if you are involved in a job or personal project you love, having a work ethic means you get to create, accomplish and provide even more."
"Have you ever noticed how some people seem to just get things done? They don’t need “productivity hacks” or GTD and procrastination is a foreign word to them. These people have a reliable work ethic.\nA work ethic is a set of values based on the ideals of hard work and discipline. Building a reliable work ethic means training yourself to follow these values. Training yourself so that work becomes automatic instead of a struggle.\nA work ethic is based on habits. Persistence, focus, “do it now,” and “do it right” are the key habits in building a dependable work ethic. Here are some steps for building those habits:\nForming the Persistence Habit\nThe first part of a reliable work ethic is persistence. If you quickly burn out after only a short period of work or you can’t stay focused on a task for long, you lack persistence. Building persistence is like building endurance for a race, slowly training yourself to work harder for longer periods of time.\nPersistence should always be balanced with periods of rest. Working twelve hours straight won’t usually be the most effective strategy even if your work ethic is strong. But training yourself to work longer can help you if you need to and it makes working shorter periods of time easier.\nHere are some tips:\n- Measure Yourself – Figure out how long you can work effectively. Measure how long it takes before you slow down or give up. Measurement can be a source for improvement.\n- Run a Burnout Day – Try working longer for one day, following it with a lighter day afterwards. By stretching your focus for longer periods once in a while you can boost your persistence for normal days.\n- Do an Extra 20% – When you feel like quitting, go an extra 20%. If you’ve been working intensely for three hours but are feeling the desire to stop, try another forty minutes before taking a break.\nForming the Focus Habit\nEven more critical than persistence is focus. A car going 70 mph for one hour will go further than a car going 10 mph for six. Focusing all your energies for even a short period of time can be tiring, but combined with persistence it is a powerful ability to have.\nHere are some tips for forming the focus habit:\n- Timebox – Give yourself 60-90 minutes to work on a particular task. During that time you can’t rest or engage in any distractions.\n- Accelerate – It can take anywhere from 10-30 minutes to build up a concentrated focus. Give yourself time to accelerate into a focused state.\n- Cut Distractions – Practice the habit of turning off all outside noise. Phones, e-mail, RSS, Twitter and visitors should be shut out while trying to focus.\nForming the “Do It Now” Habit\nDon’t let yourself procrastinate. Having a strong work ethic means having the phrase “do it now” as a constant hum in the background. Time for leisure is fine, but if you are trying to work make sure the only thing you are doing is work. Don’t let yourself procrastinate when you still have an unfinished to-do list.\nDo it Now for 30 Days – Kill the procrastination bug for good. For the next thirty days define periods of your day you want to devote to work or personal projects. During those periods of time, remind yourself of the “do it now” phrase and get working whenever you feel the urge to procrastinate.\nForming the “Do it Right” Habit\nThe final aspect of getting things done is doing them properly. Sloppy work, hastily finishing things or spending too little time working out details leads to poor quality. If you aren’t going to do something properly, it’s probably not a good idea to do it at all.\nPerfectionism isn’t necessary for many tasks, but most things require a minimum standard of quality. Writing code without useful variable names or documentation. Graphics with merged layers. Articles filled with spelling and grammatical errors. The “do it right” habit means actively slowing yourself down slightly to fix problems before they occur.\nHere are some tips:\n- Separate Creation and Criticism – Ideas require mess. Solving a programming problem or writing an article often requires that you first let go of your need for perfection. But once you’ve finished the idea, you should separate a specific time for clean-up afterwards.\n- Measure Twice, Cut Once – For tasks that don’t have an Undo feature, take extra care in doing them properly the first time.\n- Set Two Deadlines – Avoid analysis paralysis by setting two deadlines. One to complete the task, and another to review and polish the work. With two deadlines you won’t stumble into the trap of perfectionism, but you won’t hastily finish something that isn’t ready.\n- Sit on It – If you’ve hit a milestone in a task or project, take a few minutes to work on something else. When you come back you can use a fresh perspective to tweak problems.\nUsing the Habits\nWhat’s the point of building a work ethic in the first place? I can’t comment on your job, but if you don’t feel a natural desire to get more done and work harder, you are probably in the wrong line of work. Doing the absolute minimum and laziness might seem like an ideal solution if your working at a job you hate. But if you are involved in a job or personal project you love, having a work ethic means you get to create, accomplish and provide even more."
"How to Increase Persistence\nHow this resource helps:\nOffers strategies for overcoming procrastination by increasing grit, setting goals, and finding motivation.\nPersistent students persevere through difficulty and overcome procrastination by redirecting focus on making action plans, setting short- and long-term goals, and understanding “grit.” Grit means following through with homework that’s been assigned, setting aside time for studying and actually studying, and telling yourself that you finish what you begin. This document discusses all of these approaches in detail and suggests concrete action steps that all students can take to improve their academic performance and well-being.\n- Understand and increase “grit”.\n- Find something you are passionate about and what motivates you.\n- To persevere through difficulty, resist the urge to engage in “grass is always greener” thinking.\n- Try to promote a growth mindset for yourself, rather than a fixed mindset. People who have fixed mindsets tend to believe their ability to learn something new is “fixed,” while someone with a growth mindset believes that eventually s/he will learn something new and improve with deliberate practice and effort."
"Drive: The Surprising Truth About What Motivates Us\nBy Daniel H Pink (2009)\nInvolve people in goal-setting. Would you rather set your own goals or have them foisted upon you? Thought so.\nUse extrinsic rewards for menial work only. Otherwise, they can have a negative effect (to avoid this they should be unexpected and “offered only after the task is complete”).\nHire Type I people (intrinsically motivated), not Type X people (seek extrinsic rewards). Type I:\n- Seek to master\n- Want to control their lives\n- Higher self-esteem\n- Better relationships\n- Greater well-being\nType I behavior is made, not born.\nType I people look for:\nEffort is one of the things that gives meaning to life. Effort means you care about something, that something is important to you and you are willing to work for it. It would be an impoverished existence if you were not willing to value things and commit yourself to working toward them.\nPraise effort, not intelligence; praise in private and make it specific."
"By Shanat Kuphur\nAs in studies of psychology and neuropsychology, motivation is referred to a person getting engaged to a particular behavior, a human behavior to be more specified. The reason for a person engaging to a behavior can be as simple as the basic needs like food or a high profile multi level project, goals in life etc. according to Mr. Geen, motivation means the initiation, intensity, direction, persistence of one's behavior. Everyone needs motivation to achieve success and reach their goals to fulfill their dreams in life. Motivation just cannot be for one single reason or purpose and it is present or needed for the field of business, personal causes, sports, work, and much more.\nThere are a few concepts which increase motivation of a person. One of the best s to introduce motivation to a person is by giving him/her rewards. A reward is presented to a person after he or she does a certain work and when gifted by a reward, a person might get better at the performance to give better results and get motivated and become confident enough to do it again. A reward changes the attitude of a person working, gives a positive attitude towards the work. A study proves that if a person is rewarded as soon as he or she is done with a task, the effect is much better, and this will initiate a person to be more motivated and work much quicker. A reward for motivation can be characterized in two ways, one is the extrinsic and other one is the intrinsic. Extrinsic rewards are given in the form of money or some gifts. Intrinsic rewards are directly given to the person in the form of praises, satisfaction with work, accomplishment etc.\nThere are some ways in which you can increase the motivation for yourself or one can say that these are the rules one must follow for motivation. One is to set a goal with following the path, initially one must set mini goals that may lead to other paths or goals. When you are succeeding with the mini goals, you will surely get motivated and then you can go for the major goals. One must finish what has been started; giving a break to something which you have started won't be of any help to anyone. Without motivation you may be urged to quit when things will not work out. So it is very important that one must finish the work once started no matter how long it takes. Find what you are naturally made of, as an individual one must find out what is he or she is really interested in rather the routine job. For example if you wanted to be a tennis player, then just grab that racket and start playing with your friends, if you win you get motivated and motivation will give you persistence and persistence will get the job done.\nThere is one more tool you can use for motivation that is hypnosis; there are a lot of mp3 and videos available on the Internet for motivation. Just download one and start listening to them. As soon as you are done with all the sessions you will be highly motivated and ready to achieve your goals as you wanted. Hypnosis will help you find your inner strength and find the lost inspiration. Once a person is inspired and has a reason to do things, they will back it up with motivation to achieve their target.\nFor more information on [http://www.richardmackenziedirect.com/Motivation-Hypnosis.htm]Motivation and [http://www.richardmackenziedirect.com/Motivation-Hypnosis.htm]Hypnosis motivation check the links.\nArticle Source: http://EzineArticles.com/?expert=Shanat_Kuphur http://EzineArticles.com/?Why-Not-Try-Out-Hypnosis-For-Motivation?&id=1038798"
"Accomplishing or goal or being successful takes hard work and dedication in virtual any field. The most common places we set goals for are the workplace, the gym and at home. The interesting thing about “hard work” is an individual’s perception of what it means. I think if you ask most people if they consider themselves to be “hard workers” the common answer is “yes”. But if most people were a hard workers, then why aren’t most people successful? Why doesn’t every single person achieve their goals? There can be several factors that influence this, but perhaps one of them is that we don’t work as hard as we think.\nLet’s first define what a “hard worker” is. A hard worker is someone who consistently puts in both time and effort into a task, job or goal. The characteristics of hard work, time and effort, must be present at all times and along with consistency or else hard work would be limited to just the task at hand. For some examples, if you go to the gym 7 days, but go through the motions, are you a hard worker? If you only work 2 hours a day, but accomplish a lot inside of those 2 hours, are you a hard worker? If you like to travel and explore the world, but can’t truly stick to a schedule for a job, are you a hard worker? The answer to all of these scenarios are NO! All of these scenarios may contain 1 or 2 of the main characteristics that define what a hard worker is, but not all 3. In scenario #1, the time was put in, but what about the effort? In scenario #2, the effort was put in, but working 2 hours a day doesn’t cut it no matter the productivity. Scenario #3, simply lacks consistency. You can isolate hard work to specific tasks or jobs, but if it is not part of your daily life you are not truly a hard worker. Rather, you “worked hard” on the specific task, job or goal. In other words, and this can be a difficult concept to grasp, you can work hard on something without being a hard worker.\nJust remember that being at the gym for 3 hours a day doesn’t make you a hard worker. Not putting in your best effort during the WODs does not give you merit to do extra work. We sometimes sacrifice quality for quantity because we are wired to think “more is better”. So next time when we think of how to get the next PR, how to lose the next 10lbs for a wedding or how to get that job promotion, just remember the three characteristics of being a hard worker. Don’t just work hard for the task, job or goal. Put in the time, effort and consistency to get all the things you desire. Make being a hard worker a part of the person you are (or want to be) and you will undoubtedly achieve great results and success both in and out of the gym!"
"A positive work ethic includes how one feels about one’s job, career or vocation. It also is reflective of one’s attitude toward responsibility and self-respect. This attitude involves behavior, respect, communication, interaction, integrity, and how one gets along with others, including co-workers and customers or clients. Indeed, a strong work ethic demonstrates many attributes about an individual.\nWork ethic includes such characteristics as personal accountability, punctuality, dependability, self-respect, honesty, and the quality of one’s workmanship. Some philosophers say that one’s personal work ethic is intrinsic, that it comes from within. It is a habit that is reflective of one’s personal philosophy. And positive habits can be, and should be, developed.\nIf you are proud of your work ethic, pat yourself on the back. You deserve it. If you are less than pleased with your work ethic, if you want to enhance your self-respect and your value to yourself as well as your employer, take heart! Change your attitude. Develop some new habits. You’ll be a better person for it.\nBut how does one go about strengthening or developing a strong work ethic? Here are some ideas:\nThe first part of a reliable work ethic is persistence. Building persistence is akin to building endurance for a race, slowly training yourself to work harder for longer periods of time. How does one become persistent? By building the habit of persistence. How does one build a habit? By repeatedly and consciously performing an action until it becomes natural. Habits are powerful things. Build the habit of persistence.\nPerhaps even more critical than persistence is focus. To focus all of your energies, even for a short period of time, can be tiring. But combined with persistence it is a powerful ally.\nDevelop the habit of saying to yourself, “Do it now!” Then do it! By repeating the “Do it now!” mantra, then completing whatever task is at hand, a very strong personal motivator is developed. Avoid procrastination. build the “Do it now!” habit. Work with yourself for 30 days, and you will avoid procrastination and complete tasks as never before!\nHowever, make sure that when you say to yourself, “Do it now!” that you immediately complete the task at hand. That will develop the habit. Not completing the task at hand, however, will develop the opposite habit. That is, procrastination.\nForming the “Do it right” habit. Poor quality, sloppy, hastily finished work, or spending too little time working out details, leads to poor quality workmanship. The “Do it right” habit means slowing down a little to correct problems before they occur. Pride of workmanship goes hand-in-hand with developing self-respect as a reflection of the quality of your work.\nSet two deadlines. One to complete your quality work, and the other to review and polish your work to make sure it is completed in a satisfactory manner.\nImagine how much more valuable you are to yourself as well as your employer. You will develop a reputation for getting things done in a timely manner with an eye on quality workmanship. You truly become more valuable as an employee.\nAnother equally important concept is professionalism, which has been defined by Osmond Vitez of Demand Media as “the strict adherence to courtesy, honesty, and responsibility when dealing with individuals and other companies in the business environment. This trait often includes a high level of excellence, going above and beyond basic requirements.”\nCombining a strong work ethic with professionalism is a powerful combination. It will enhance your reputation, your self-respect as well as the respect of others, from team players to co-workers to managers.\nDevelop these habits and watch your success grow.\nRichard M. Knappen is president of Chessmen Career Movers, an outplacement, career management, and consulting firm that is one of the oldest and largest locally-owned companies of its type in Southern California."
"A word about perfectionism\nThe concept of perfectionism is ingrained in dancers. On a daily basis they strive for precision and mastery. They approach their artform with great discipline and work extremely hard with little or no complaint. They are often push their bodies beyond their limits, with a “no pain, no gain” mentality.\nBut is this a healthy attitude? Perfectionism can have both positive and negative impacts. There is a fine line between working to improve and pushing so hard that you lose all perspective and motivation. According to the International Association for Dance Medicine and Science, for those dancers focused on elite performance, “It becomes important to navigate the narrow path between a healthy striving for excellence and the ultimately detrimental striving for unrealistic perfection”.\nAs clinical psychologist Dr Harriet Braiker says, “Striving for excellence motivates you; striving for perfection is demoralising.”\nTeachers should encourage students to set realistic goals and help them remain focused and driven without running the risk of never being satisfied.\n- MICHELLE DURSUN"
"The Art & Craft of Success \| Listening\nThe tools of our craft individually bring their own elements of support to our success. The weaving of skill sets into daily tasks, in any line of business, supplies a positive result. The standards and work ethic of the individual directly affects the outcome and level of success. Ultimately, success can be measured by the completion of set goals.\nLet's look at these eight tools of success, one by one.\nEight Tools of Success\nAs we listen to others, many of us think about how we will answer rather than listening to understand. Time to turn off the mental chatter.\nListening can be perceived as both giving and receiving .. when you give someone the right clues, you make it easier and more comfortable for them to talk. In receiving, you get your information, opinions, instructions, etc.\nBeing a good listener helps you to be a good questioner."
"The Art & Craft of Success \| Tenacity\nThe tools of our craft individually bring their own elements of support to our success. The weaving of skill sets into daily tasks, in any line of business, supplies a positive result. The standards and work ethic of the individual directly affects the outcome and level of success. Ultimately, success can be measured by the completion of set goals.\nLet's look at these eight tools of success, one by one.\nEight Tools of Success\nBeing tenacious, or adhering to a project, allows a standard of excellence that complements a strong work ethic.\nTracking tenacity can be achieved through appropriate note and record taking. By setting deadlines on projects and tasks, tenacity may be measured.\nAfter using a handful of task managing tools, my favorite by far is BaseCamp. With a project on a single page, nothing gets lost, and your team always knows where you are. I've used this with a dozen team members and with only one other team member. It's magic dust when added to your natural tendency toward tenacious behavior.\n\"Patience and tenacity of purpose are worth more than twice their weight of cleverness.\" - Tomas Henry Huxley (1825-1895), British biologist."
"Friday, September 22, 2017\nArt of Self-Discipline\nCommon characteristic of successful people : Self-discipline.\nOur success and happiness is determined by the amount of self-discipline we have.\nNo substitute of self-discipline. Intelligence, knowledge and skills are not enough.\nSET A GOAL\nHarvard MBA studies - 3% who had written goals earned on average 10 times as much as the other 97% of the class combined.\nWrite down your goals by using the SMART (specific, measureable, achieable, relevant and time-bound).\nStaying focus on what you are doing.\nStaying focus is about self-control from distractions and putting complete attention on what you are doing.\nThe secret of success lies in the code word, FOCUS (Focus One Course Until Successful).\nFocusing on one thing intently with intensity can fire up one's performance and achievement.\nHolding a mental picture of what success would be like and imagining how it would feel is a powerful mental discipline to motivate oneself to achieve the goal one has set.\nCelebrating the 'small success' in the journey of achievement is a good way of reinforcing one's motivation to continue to accomplish 'bigger successes' to come.\nSuccess is indeed a journey and not a destination.\nDEVELOP A PASSION\nAmerican dancer, Martha Graham said it well: \"Great dancers are not great because of their technique; they are great because of their passion\"."
"Devotion vs. Dedication: What's the Difference?\nDevotion is passionate, often emotional commitment to a person, cause, or belief. Dedication is the steadfast application or commitment to a task or purpose.\nDevotion is rooted in emotional attachment and loyalty, often associated with love, faith, or deep commitment to a person, cause, or belief. Dedication, on the other hand, is more about the persistent effort and commitment towards achieving a specific goal, task, or pursuit, driven more by a sense of responsibility than emotion.\nDevotion often implies a deep, personal, and sometimes spiritual or religious connection. It goes beyond mere duty, encompassing a heartfelt and profound level of commitment. Dedication, while also denoting commitment, is more focused on diligence and the consistent effort in tasks or responsibilities, regardless of personal or emotional involvement.\nIn devotion, the emotional aspect is predominant, and it may not always be goal-oriented. It's more about the depth of feeling towards someone or something. In contrast, dedication is goal-oriented, emphasizing the continuous and steadfast effort towards achieving a specific objective or upholding a commitment.\nDevotion is generally more subjective and can be seen in personal relationships, religious contexts, or deep passions. Dedication is more objective and is often used in professional or educational contexts, indicating a strong commitment to a role, project, or field of study.\nThe expression of devotion can be in the form of worship, deep admiration, or unwavering support. Dedication manifests through hard work, perseverance, and a consistent approach to responsibilities or goals.\nEmotionally driven, with deep affection or loyalty.\nLess about emotion, more about consistent effort.\nOften found in personal, spiritual, or religious spheres.\nCommon in professional, academic, or task-oriented scenarios.\nNot necessarily goal-oriented; focuses on the act of devotion itself.\nHighly goal-oriented; focuses on achieving specific objectives.\nCan be lifelong, like devotion to a faith or partner.\nOften tied to specific tasks or goals, like dedication to a project.\nExpressed through worship, admiration, or support.\nExpressed through hard work, persistence, and discipline.\nDevotion and Dedication Definitions\nDeep love and commitment.\nHer devotion to her family was evident in everything she did.\nDevoting time and effort.\nThe project’s success was a result of their dedication.\nStrong dedication or loyalty.\nHer devotion to the cause inspired others to join.\nConscientious and hard-working.\nHer dedication to her clients made her a trusted advisor.\nHe showed his devotion through daily prayers and rituals.\nShowing loyalty and commitment.\nHer dedication to the company was recognized with a promotion.\nHis devotion to the sport made him an excellent coach.\nCommitted to a task or purpose.\nHis dedication to his studies earned him top honors.\nHer devotion to her garden resulted in beautiful blooms.\nPersistence in achieving goals.\nHis dedication to fitness transformed his health.\nArdent, often selfless affection and dedication, as to a person or principle.\nThe act of dedicating or the state of being dedicated.\nReligious ardor or zeal; piety.\nA note prefixed to a literary, artistic, or musical composition dedicating it to someone in token of affection or esteem.\nWhat is devotion?\nA deep, often emotional commitment to someone or something.\nCan devotion be to a cause?\nYes, one can have devotion to a cause, showing deep commitment to it.\nIs dedication always professional?\nNo, dedication can be in any area requiring persistent effort and commitment.\nWhat are examples of dedication?\nWorking tirelessly on a project or consistently training for a sport.\nCan devotion change over time?\nYes, the object or intensity of devotion can evolve.\nHow does devotion manifest?\nDevotion manifests in loyal support, affection, or religious worship.\nDo devotion and dedication overlap?\nThey can overlap, especially in contexts requiring both emotional commitment and persistent effort.\nCan you measure dedication?\nDedication is often evident through results, progress, or consistent effort.\nWhat is dedication?\nA steadfast commitment to a task, goal, or duty.\nIs dedication a skill?\nDedication is more a trait or quality, showcasing commitment and hard work.\nDoes devotion require sacrifice?\nSometimes, as devotion may involve prioritizing the devoted object over personal interests.\nIs devotion a choice?\nIt can start as a choice but often becomes a deep-seated part of one's values.\nCan dedication be taught?\nWhile intrinsic, dedication can be nurtured through discipline and practice.\nCan devotion be harmful?\nIf extreme, it might lead to neglecting other important aspects of life.\nIs dedication enough for success?\nWhile critical, success often requires a combination of dedication, skill, and opportunity.\nCan devotion exist without reciprocation?\nYes, one can be devoted to someone or something without expecting anything in return.\nHow is devotion expressed in relationships?\nThrough loyalty, love, and prioritizing the well-being of the other.\nAre there cultural differences in how dedication is viewed?\nYes, cultural values can influence the perception and expression of dedication.\nHow do companies cultivate dedication?\nThrough recognition, aligning tasks with employee interests, and creating a positive work environment.\nWhat's the role of dedication in education?\nIt's key to achieving academic goals through focused study and effort.\nWritten bySawaira Riaz\nSawaira is a dedicated content editor at difference.wiki, where she meticulously refines articles to ensure clarity and accuracy. With a keen eye for detail, she upholds the site's commitment to delivering insightful and precise content.\nEdited bySumera Saeed\nSumera is an experienced content writer and editor with a niche in comparative analysis. At Diffeence Wiki, she crafts clear and unbiased comparisons to guide readers in making informed decisions. With a dedication to thorough research and quality, Sumera's work stands out in the digital realm. Off the clock, she enjoys reading and exploring diverse cultures."
"Motivation is considered to be the biggest factor in success. Motivation is regarded as the driving force while focusing on any goal. With no motivation, one cannot achieve its target. But what is motivation? Before knowing how one can be motivated, let's look at what exactly is motivation. Motivation is not for someone who doesn't have a desire to achieve a goal. You cannot stay motivated for something you don't want or has no desire to achieve. Motivation is only a process that guides a person to remain on the path of success. When someone feels motivated towards work, it means that he has some reason to finish that work. It may be money, psychological satisfaction, success, fame, or anything. The 3 primary theories developed by Maslow, Herzberg, and the theory of x and y all indicate that motivation always comes to those who have desires. This desire can be due to deprivation of something a person thinks is necessary for living or due to something that happened in the\nShowing posts with the label How to stay motivated towards your goals ?"
"As the new year approaches, the motivation for New Year's resolutions and goals comes to mind. people are motivated to set new goals and tackle new challenges. Oftentimes — these visions are fueled by two important factors which are dedication and motivation.\nIt’s without a double that dedication and motivation are two important qualities that can help you achieve your goals and succeed in life. While they may seem similar at first glance, they actually refer to different aspects of your mindset and approach to your efforts.\nDedication is the sustained and consistent effort you put into something over a long period of time and sometimes correlates to discipline. It involves a deep commitment to your goals and a willingness to put in the hard work and sacrifice necessary to achieve them. Dedication is often fueled by a sense of purpose or a belief in the importance of what you are doing. Regardless of the outcome, there is a want to stay focused.\nMotivation, on the other hand, refers to the internal or external factors that drive you to take action. It can be moments like a desire for success, a sense of accomplishment, or the feeling of making a positive impact. Motivation can come and go, and can be influenced by factors like your mood, your environment, and your personal goals.\nBoth dedication and motivation are important for success. Dedication helps you stay focused and committed to your goals, even when the going gets tough. Motivation can give you the energy and drive you need to take action and make progress.\nThe key is to find a balance between the two. Dedication alone may not be enough to sustain you through the challenges you face, and motivation alone may not be enough to keep you focused and on track. By finding a balance between dedication and motivation, you can stay focused and driven, and increase your chances of achieving your goals."
"Spirit explains I Ching 60 – Discipline.\nWater is above Lake, and lakes have limits\nto how much water they can hold.\nTo add more water, as in times of flooding,\nresults in loss of discipline.\nDiscipline implies limits; self-imposed or\nYang is above Yin in this instance, which\ndescribes thought over emotion.\nThen, rational thought should determine\nthe limits of acceptable emotion?\nHow is that possible?\nSelf-imposed limits to emotional experience\nor to emotional expression?\nWhat does that mean?\nThe role of self-discipline along our path\nto enlightenment honours genuine emotions.\nHow can I know if my emotions are genuine?\nAre they self-determined?\nThey are usually responses to outside\nThen, you have answered your own question.\nWhat emotion can be free from outside"
"Why We Fail\nAccording to Shiv Khera, author of You Can Win, failures most often occur for one of the following seven reasons:\nLack of persistence. More people fail not because they lack knowledge or talent, but just because they quit. It is important to remember two words: persistence and resistance. Persist in what must be done and resist what ought not to be done. We all have had setbacks in life. Failing does not mean we are failures!\nLack of conviction. People who lack conviction take the middle of the road. But what happens in the middle of the road? You get run over. People without conviction go along to get along because they lack confidence and courage. They conform in order to get accepted even when they know that what they are doing is wrong.\nRationalizing. Winners may analyze but never rationalize. Losers rationalize and have a book full of excuses to tell you why they could not succeed.\nNot learning from past mistakes. Some people live and learn, and some only live. Wise people learn from their mistakes. Failure is a teacher if we have the right attitude. I’ve always said experience is the name we give to our mistakes.\nLack of discipline. Anyone who has accomplished anything worthwhile has never done it without discipline. Discipline takes self-control, sacrifice and avoiding distractions and temptations. It means staying focused.\nPoor self-esteem. Poor self-esteem is a lack of self-respect and self-worth. People with low self-esteem are constantly trying to find themselves, rather than creating the person they want to be.\nFatalistic attitude. A fatalistic attitude prevents people from accepting responsibility for their position in life. They attribute success and failure to luck. They resign themselves to their fate, regardless of their efforts, that whatever has to happen will happen anyway.\nIf you see yourself in any of these, you have the power to change your “failures” into future successes. This is a corrective roadmap for your success and achievement…Take it and drive forward!"
"What makes a positive leader? Responsibility, consistency, and charisma.\nA leader must earn the trust of their followers by sticking to their word and proving their honesty. If they don't show respect to the ones who are listening to them, how could they themselves expect to be respected in turn? Organizational skills are a key factor as well. A good leader must always be on the ball and be aware of what's going on around them.\nConsistency is another way of attaining trust. If a leader is to always stick to their word, then they have to think through everything they say before they say it. Before making a promise or even a suggestion, they should consider the realistic consequences ahead of time and envision how their promise could actually be accomplished. If every leader followed up on their word and thought rationally, there would be no major disappointments.\nIncredibly, the deciding factor for the majority of elected leaders is charisma. Charisma can be defined by anything as ambiguous as the leader's physical appearance, their speaking style, cleanliness, family life, mannerisms and idiosyncrasies, political or religious views, or just about any personal detail that is enough to separate them from the crowd. Charisma is what can set off the career of any major celebrity, in any field.\nPerhaps politically, voters would have more satisfaction with their leaders if they paid a little less attention to their outward charisma, and more on their responsibility and consistency."
"Determination can be described as purpose and resolve. I've never met a great athlete that did not have an intense purpose (win conference, make/win state meet, make the Olympic team, improve), and the resolve to work through the trials and tribulations of training. Training is extremely hard! Not just in the sense of intensity, but in the sense of dealing with disappointment and frustration. Athletes that let disappointment and frustration get in the way of their goals will not succeed! Without determination, success is difficult, if not impossible, to achieve.\nDiscipline is the systematic instruction intended to train you as an athlete. Basically, your commitment toward your instruction should be more important than the immediate satisfaction of your base desires. Whether it is stretching after every practice, performing a drill prefect every time, going to bed at a decent hour, making sure you eat consistently and healthy throughout the day, great athletes discipline themselves to do the right thing over and over. Discipline enables you to improve consistently! I've known great athletic talents that did not want to discipline themselves, only to see less talented, more disciplined athletes eventually pass them up!\nDedication to your sport is the single minded focus it takes to be great. Distraction are the single biggest reason people don't improve. Improving is about assessment and self-evaluation. Critical and honest self-evaluation is a learning tool! Use it! Dedicated athletes rarely have time for anything else because they love their sport and improving at it. It is this single minded focus that leads to achievement and reward. Without dedication to your sport, it would be impossible to be the best!\nThe three D's are free to anyone. Most people can understand the three D's, but very few can master them. If you are willing to be determined, disciplined, and dedicated, then you too can have a successful high school athletic career."
"It is apparently also an ingredient in some weight loss products as hydroxycitric acid. Oz promoted it and continues to assert that garcinia cambogia is an effective aid to weight loss. The claims for weight loss are nothing short of outlandish and there is real science that suggests the whole thing is a hoax.\nDiscipline means order or code of behaviour. Self-discipline refers to the ability to control one's own feeling is very important. Self-Discipline leads to overcome one's own weaknesses.\nEssays - largest database of quality sample essays and research papers on Self Discipline.\nArgumentative Essay: The Importance of Discipline Discipline is something that we have all experienced personally in different forms, seen used on others, and is also something that many of us will go on to use later in life, both in the form of self-discipline and as something to keep children and even employees in check. Self discipline means deliberately aligning our energy with our values and priorities. Through mental practice we focus in on a task before us and lets other temptations and distractions pass us by.\nSelf discipline means self control, which is a sign of inner strength and control of yourself, your actions, and your reactions. Self discipline gives you the power to stick to your decisions and follow them through, without changing your mind, and is therefore, one of . Self-discipline is most needed and important for getting success at every step of life. It is the good manners. While we are in school or any other place or at home, we should maintain everywhere discipline for their reputation."
"Discipline is crucial to helping children and adults thrive and become their best. Disciplined people train themselves to follow values-based rules that are enforced by themselves in a consistent manner.\nWhether these self-imposed rules are related to exercise, work, sleep or other areas of life, disciplined people do what needs to get done, when it needs to be completed.\nTo simplify the concept for young children, discipline means “work before play.”\nWe discipline ourselves to get to our activities on time instead of watching TV, complete our homework before playing a game or go to sleep instead of staying up past our bedtime. Discipline shows respect for ourselves and our goals and also shows respect for others who are relaying on us to make the right choice.\nA brand new study in the Journal of Consumer Research shows how aspects of personal pride can reinforce discipline or derail us, depending on timing. Researchers found that when people took pride in accomplishing their goal and attributed their success to being disciplined and responsible, they were more likely to continue making disciplined choices throughout the day.\nHowever, when people looked at their progress before noting pride in their discipline, they were more likely to indulge in rewards that could veer them off-course.\nWhat does this mean?\nWhen your children find success in a discipline-based goal, be sure to help them connect their focus, responsibility and self control to their outcome! Thank you for your support. You are pivotal in helping to make our school one of the best martial arts school in Toronto.\n—Your Motivated and Dedicated Instructors a T.H.A Martial Arts"
"- Respect and discipline:\nThe respect within the Montessori classes, resulting in constant attentions towards each other, the environment, the material and the school environment. Out of respect and class organization, discipline settles naturally. Thanks to these constant attention, each student develops a sense of belonging to their environment favoring this natural discipline.\n- The tolerance:\nPromote the expression of diversity to accept differences present around us: the openness helps us to promote the development of cultural ethics and civic sense.\n- The self-esteem:\nVia a constant appreciation of their actions, students are encouraged to pursue their personal and academic way. They feel involved, proud of its progress by developing a good sense of themselves.\nThanks to the work done in class, presentations of individual work, each student is in a position to be able to set their own goals. The student makes his free will to act in a friendly and safe environment and framework by promoting learning."
"Successful people are aware of their commitment to excellence. They always find back to the own discipline and focus.\nThey immediately recognize when they lose themselves in distraction, in enticement, in outer influences.\nExcellence and discipline is learned behavior … it gives confidence and trust in the own person.\nWe are what we repeatedly do. Excellence, then, is not an act, but a habit. ~ Aristotle\nKEEP THIS IN MIND ….\nWHAT IS DISCIPLINE?\n1. Do what has to be done\n2. No matter how hard it is\n3. Do it with excellence\nJim Rohn describes discipline like that:\n“It is the bridge between thought and accomplishment … the glue that binds inspiration to achievement … the magic that turns financial necessity into the creation of an inspired work of art.\nDiscipline is the master key that unlocks the door to wealth and happiness, culture and sophistication, high self-esteem and high accomplishment and the accompanying feelings of pride, satisfaction and success. Discipline will do much for you. More importantly, though, is what it will do to you. It will make you feel terrific about yourself.”\nBut don`t forget to live!\nDiscipline should not rule our life!\nToo much discipline can destroy happiness!\nTrue leadership is a combination of discipline, letting go, spontaneity, flexibility, enthusiasm and joy.\nFinding the right balance is the art."
"“A self-determined person is one who sets goals, makes decisions, sees options, solves problems, speaks up for\nhimself or herself, understands what supports are needed for success, and knows how to evaluate outcomes.”\n(Martin and Marshall, 1999)\nCBI Consultants Middle School Self-Determination curriculum was designed on the principle that self-determination skills need to be explicitly taught at a young age so that individuals with disabilities can become active agents in their own lives. The curriculum is composed of interactive and dynamic lesson plans that help students develop new skills that they will use in their everyday lives.\nSelf-determination theory concerns itself with motivation and our intrinsic (or natural) desire to behave in effective and healthy ways. Research shows that children and adolescents learn skills through opportunities in such areas as choice-making, decision making, problem solving, and goal setting (Erwin et al., 2015). These abilities rest on the pillars of self-knowledge, self-regulation, and effective engagement with others. The end result of the sessions will be a deeper understanding among the students of their:\n- Self-Awareness: Recognizing one’s emotions and values as well as one’s strengths and limitations\n- Self-Management: Managing emotions and behaviors to achieve one’s goals\n- Social Awareness: Showing an understanding for others in a social context\n- Relationship Skills: Forming positive relationships, working in teams, dealing effectively with conflict\n- Responsible Decision-Making: Making ethical, constructive choices about personal and social behavior\nThe lesson plans in the CBI’s Self-Determination curriculum embed Ministry of Education prescribed learning out-comes. Sessions focus on goals and decision making that will help students implement planning techniques to sup-port their future goals.\nCBI’s Self-Determination Middle School Curriculum also explores healthy relationships and what it means to act appropriately within one’s social circle (e.g. peer influence, stereotyping, gossiping, etc.). Safety and injury prevention are also addressed.\nThe curriculum is composed of 3 modules with 60 sessions in total. Module 1 is comprised of 11 sessions and focuses on self-discovery. Here students will examine their likes, dislikes, interests, challenges and learning styles. Module 2 is comprised of 10 sessions and targets social skills by ad-dressing topics such as teamwork, bullying, making friends, effective listening and communication, and peer pressure. Finally, module 3 is comprised of 39 sessions and outlines rules, consequences, goal setting, problem solving, and the rights and responsibilities of students and citizens. The end result of this module is a presentation of the students’ goals that can be included into their IEP planning. At the end of the curriculum, the overall objective is that each student will have a deeper understanding of their:\n- Emotions and values as well as strengths and limitations\n- Ability to self-manage\n- Ability to manage emotions and behaviours to achieve their goals\n- Social awareness\n- Understanding for others in a social context\n- Relationship skills\n- Positive relationships, working in teams, dealing effectively with conflict\n- Responsible decision-making\n- Ethical, constructive choices about personal and social behaviour\nUsing the self-advocacy framework within the curriculum, students are encouraged to express themselves during class time. This empowers students to generalize these strategies to other situations which they may encounter. Self-discovery is crucial in self- advocacy, because self-discovery asserts that by knowing ourselves and our goals, we can effectively communicate our needs to others and hold true to decisions that are important to us. Self-Determination curriculum teaches students how to do this respectfully and successfully. Research shows that planting roots of self-determination during the early years can prepare children to take a more active and positive role in their own well-being (Erwin et al., 2015). With explicit instruction in self-determination, students will learn the essential skills to become active agents in their own lives."
"21st Century Survival SKills\nDr. Robert Bjork and colleagues identified a set of four essential criteria for a student to become a self-regulated learner:\n(a) Understanding key aspects of the functional architecture that characterizes human learning and memory\n(b) Knowing activities and techniques that enhance the storage and subsequent retrieval of to-be-learned information and procedures\n(c) Knowing how to monitor the state of one’s learning and to control one’s learning activities in response to such monitoring, and\n(d) Understanding certain biases that can impair judgments of whether learning that will support later recall and transfer has been achieved\nIf schools are in the business of educating their students to enable their career success, then teaching their students to learn is paramount. Students who graduate from school unaware of how they learn and without being taught explicitly the scientific principles that underpin learning success, are guilty of educational malpractice. We know that students must become independent lifelong learners if they are to compete in a rapidly changing and knowledge-based workforce.\n> 5 %\nResearchers estimate fewer than 1 in 20 children are explicitly taught how to learn effectively while in school. Similarly, most teachers are not trained on the science of learning, which limits their ability to develop self-regulated learners.\nSelf Regulated Learners\nThere is arguably no skill more valuable than managing one’s learning process and what a student requires from an education has evolved more quickly than schools have adapted.\nEven at a very young age, self-monitoring and other metacognitive skills can be cultivated, and research suggests this is one of the most critical skills for any learner to possess. As students gain keen insight into their learning process, they become self-regulated learners capable of managing their own learning.\nThe advantages of this self-regulated learning begin in the classroom, where a student is shaped by their experience with learning that is measured by his or her ability to comprehend, retain and apply the knowledge he or she accumulates. In order to be a self-regulated learner, one must actively plan and monitor one’s learning. This includes understanding one’s own cognitive strengths and weaknesses, being a good judge of when something is learned and when it is not, evaluating one’s efforts in an ongoing way, and reflecting on one’s efforts after completing tasks or receiving feedback.\nHowever, research suggests that most of us are poor judges of our own learning process. In other words, we are not very good at knowing when we are learning and when we are not. When what we are doing does not feel productive, we move on to something that does feel effective. The problem is that despite possible good intentions, strategies that feel effective often are not, and in fact lead to a harmful habit of mistaking “familiarity” with “knowing”. This common misconception often leads to suboptimal academic performance, which can frustrate the learner and sabotage the learning process. This sets into motion a negative experience that will likely continue to repeat itself if it is not interrupted. In other words, the complex learning process is fraught with peculiarities, and at the same time, our beliefs and attitudes are inclined to work against us.\nCOGx & SRL\nWhile COGx programs are highly individualized to target the appropriate skills for every student, the end goal of every program is to develop a self-regulated learner. This is done by evaluating the Metacognitive strengths and weaknesses of the learner and designing a program around the student to support their ability to plan, monitor, control, and assess their learning. Goals are designed with the student in mind, and exercises can be customized in myriad ways to meet the uniqueness of the learner--both by modifying for a weakness or to leverage a strength.\nSelf-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.\nSelf-Regulated Learning: 21st Century Survival Skill\nTraditional schooling often prepares students for traditional jobs that are quickly disappearing to automation, driven by technological advances. A 21st century economy requires that employees continuously adapt and evolve their knowledge and skills for the jobs that emerge. New knowledge accumulates so quickly, and industries change so rapidly, traditional education paths can't keep pace. Due to the rapid pace of change in an increasingly globalized and competitive workplace today’s students will not be competitive tomorrow based on what they learn in school, but rather on how capable they are in learning the skills the jobs of the future will demand. Self-regulated learning is required to compete in today’s workplace. Therefore, schools must meet this reality to properly serve their students.\nScience Of Learning:\nProfessional Development for Educators"
"Behavior Charts & Training Tools\nWill your child have what it takes to succeed? If he wants to play sports in college, does he have the diligence to steadily do his school work and practice almost 45 hours a week? If he wants to go to med school, will he be diligent enough to push through 80 plus hours a week he’ll spend at the hospital for his residency? If he wants to be a missionary, will he have the diligence to work around the clock when needed? Even if your child chooses a path different from the ones above, he needs to be taught diligence, and how to live it out every day. Why? Because kids who learn how to take care of their responsibilities and work hard become adults who enjoy greater career success and have happier, more stable lives. That’s why it’s good to show them a personal development plan.\nTraining your child to faithfully complete certain chores and take responsibility for her school work is one of the keys of How to Teach Diligence to Your Child. Try our printable You Can Do It! charts to help your child establish a habit of taking care of a certain task each day, or our Progress Roadmap to help her work toward a longer-term goal.\nRemember—by training your child to be diligent, you’re giving her a gift that will pay dividends for a lifetime!"
"Those of you who are attending the amazing schools and programs that use POWerful Words and/or you are one of our POWerful Family members, you know that February is Self Discipline month. What POWerful Words indeed! As we are helping our children to focus on themselves for the first quarter of 2008 (health, self discipline, and self reliance), as parents, we need to step back a bit and encourage them from the sidelines to take initiative and individuate.\nIn this month’s Dear Dr. Robyn column, you saw that one of the tips was to “Teach them to give it an extra push” when working on a goal. Many people (not just children) only push themselves about 80% of the way before quitting. This breeds mediocrity. It’s not about what the child can do in comparison to others but rather what that child can do in comparison to himself if he gives it his all.\nWhen we teach our children to give an extra push, this is where excellence is born. Imagine the child who studies for a full hour before their math test rather than 45 minutes. It might seem like a small difference but it could be the difference between mediocrity and his personal best. That extra push, in this case, doesn’t need to be anything more than an extra 15 minutes of study time. Or, think of the child who who practices a skill one or two more times than s/he had planned and finally gets it– what a reward! The child learns that a little extra push– expecting just a little bit more from him or herself– can lead to feelings of satisfaction and fulfillment– and the achievement of his or her personal best.\nWe know that this extra push takes self discipline. While self discipline can’t be enforced by you (that’s just discipline, plain and simple), we can encourage it. This month, be sure to highlight the internal (pride, satisfaction, joy) and external (good grades, leadership positions, stickers, compliments) rewards that your child is receiving when s/he gives that extra push. Helping him make the connection between the good feelings he gets, the positive feedback he receives, and the effort he puts in, will surely make him want to discipline himself more in all areas of his life.\nHere’s to a great month-\nIf you would like to know more about POWerful Words or POWerful Family, please contact me!"
"M.A. in School Psychology\nEducational Services and Leadership\nCollege of Education\nSchool children--Economic conditions; School children--Social conditions; Self-esteem in children; Third grade (Education)\nThe purpose of this study was to examine the relationship between third grade students' socioeconomic status and their corresponding levels of self-esteem and locus of control. Students who received free or reduced lunch were determined as lower socioeconomic status as compared to those who paid full price for their lunch. Five third grade classes were chosen in a suburban area of Philadelphia. One hundred children were used for the study. Seventy-two children were recipients of free or reduced lunch and twenty-eight paid full price for their lunches. The Coopersmith Self-Esteem Inventory was given as a measure of self-esteem and the Nowicki-Strickland Locus of Control Scale for Children was administered as a measure of locus of control. Results did not indicate a relationship between socioeconomics and self-esteem or locus of control. Findings did support a negative correlation between self-esteem and locus of control for all participants.\nGipe, Kathryn S., \"Socioeconomics, self-esteem and locus of control in third grade students\" (2003). Theses and Dissertations. 1305."
"This research summary is similar to the earlier one where self-control predicted overweight status; Angela and team have co-authored a similar paper, though based on a different data set and controlling for more confounds.\n- Self-control is a variable of concern as ” In this obesogenic context, self control, the capacity to regulate behavior, attention, and emotion in the service of personal standards and goals, is required to forego immediate gratification and choose instead options that protect against weight gain.”\n- Weight control may be important for teens, not only for its long term health associations, but also because of its impact on physical attractiveness.\n- This study was a prospective longitudinal study that looked at over 100 children in a school setting, and measured their self control and BMI while in grade 5 (mean age 10.5) and correlated it with their BMI when in grade 8.\n- Self-control was measured using a variety of methods. Students filled 2 self-report measures of self-control: The Impulsivity subscale of the Eysenck I6 Junior Questionnaire and The Brief Self-Control Scale. Parents as well as teachers also filled the informant version of Brief self-control scale. Apart from this Kirby Delay-Discounting Rate Monetary Choice Questionnaire was used to present hypothetical choices between small reward now and large reward later, meant to judge the delay of gratification. Also an actual behavioral delay of gratification task was used to ascertain self-control. A composite measure was created from these measures.\n- Potential confounds like demographics (SES), Happiness (measured by SSLS and PANAS-C) and Intelligence (Otis- Lennon School Ability Test—Seventh Edition Level F) were measured and controlled for in the analysis.\n- The authors replicated their earlier result that low self-control in childhood, indeed leads to weight gain in transition to adolescence. High self-control, on the other hand, protects children form weight gain."
"Self-control: a double-edged sword for high-striving, low-income youth\nDevelopmental psychologist Gene Brody talks about ‘skin-deep resilience’ in African American youth and its negative effects on health.\nMeeri Kim: As the Director of the Center for Family Research, much of your work focuses on African American families and communities in the rural southern U.S. What is the significance of self-control in this youth population?\nGene Brody: We are looking at qualities of young people who grow up in the rural South that forecast high educational achievement, good psychological adjustment, and positive integration with family, friends, and the community. One characteristic that fosters these outcomes despite growing up in challenging economic circumstances is self-control.\nSelf-control is the ability to plan ahead, set goals, and persist in meeting those goals. It also includes the abilities to modulate emotional expression, control impulses, and delay gratification. Some antecedents to developing self-control are home environments that are organized, predictable, and nurturing. Research has demonstrated that self-control predicts physical health, personal finances, educational outcomes, and positive relationships during adulthood. This skill is an important quality of youth that carries forward across time.\nMK: Despite all these positive outcomes, you have nevertheless found that self-control acts as a double-edged sword for low socioeconomic status (SES) youth.\nGB: Despite the risks that lower-income children face, we know that a significant minority beat the odds. They perform admirably in school, avoid drugs, and go on to college. Psychologists refer to these children as resilient, because they achieve positive outcomes in adverse circumstances. They do so in part by cultivating high levels of self-control – a kind of determined persistence.\n“Self-control predicts physical health, personal finances, educational outcomes, and positive relationships during adulthood.”\nSeveral years ago, we started studying these resilient young people, trying to find out if their success stories also translated into physical health benefits. We reasoned that, if disadvantaged children were succeeding academically and emotionally, they might also be protected from health problems that were more common in lower-income youth. As it turned out the exact opposite was true. These young people were achieving success by all convention markers: doing well in school, staying out of trouble, making friends and developing a positive sense of sense. Underneath, however, their physical health was deteriorating.\nTheir high levels of self-control are taking a toll on their physical health, thus acting as a double-edge sword. For this population, their resilience may only be “skin deep.”\nMK: What has your research found to support this concept of “skin-deep resilience”?\nGB: Our first hints of this pattern came in a study of 489 rural African-American young people in Georgia. Most came from poor families whom we had been tracking for more than 15 years. We found a subgroup of resilient children who, despite these obstacles, were rated at age 11 by their teachers as having high levels of self-control – they were diligent, focused, patient, and academically successful. At age 19, those who were rated as having high levels of self-control were less likely to have behavioral or emotional problems or use drugs.\nHowever, when we looked beneath the surface, these resilient young people were not faring well. Compared with others in the study, they were more obese, had higher blood pressure, and produced more stress hormones like cortisol, adrenaline and noradrenaline.\n“Their high levels of self-control are taking a toll on their physical health.”\nIn our latest study, we wanted to see whether we would find the skin-deep resilience pattern in a national sample of youth obtained from the U.S. Longitudinal Study of Adolescent to Adult Health. African American youth who were highly goal-directed and hardworking at age 16 were more likely to graduate from college and have greater personal resources at age 29. However, they also had a higher chance of having type 2 diabetes. This was the first demonstration that the skin-deep resilience pattern forecasts a heightened risk of developing a chronic disease.\nMK: Given the importance of self-control, some policy-makers wish to emphasize this skill in children to improve a population’s psychological and financial health. Do you have any thoughts on programs that could do this while avoiding the negative health effects for skin-deep resilient youth?\nGB: To start, schools and colleges that serve lower-income students could provide health education, screenings, and check-ups as part of their curriculum. This would allow us to detect and address health problems before they become serious. Second, schools and clinics could offer stress management programs, targeting lower-income, higher achieving young people, to help them balance the competing demands on their minds and bodies.\nGene Brody is a Distinguished Research Professor of Child and Family Development at the University of Georgia and Director of the Center for Family Research. He completed his graduate education at the University of Arizona. During the first half of his career, his research focused on the contributions of parental psychological functioning, parenting practices and sibling relationships to the emotional and behavioral well-being of children and adolescents. These studies laid a foundation for the research that Dr. Brody has conducted during the second half of his career. This work has followed rural African-American families over time in an attempt to identify family and community processes that forecast academic, emotional and behavioral competence in children and adolescents living in conditions of environmental stress. The results of this research have informed the development of a prevention program, The Strong African-American Families (SAAF) Program, for rural families with early adolescent children. The effectiveness of this program in preventing alcohol and substance use and early onset sexual behavior is now being tested in a randomized prevention trial."