Life Skills - Long-Term Support:
Life Skills Philosophy:
The nature of schooling is to bring about physical, mental and social development of students. At the personal level, schools have helped students discover and cultivate individual interests and talents, form good habits, and develop an understanding of what it means to lead a good life. Schools have prepared students to contribute productively to the economy by preparing them to pursue a vocation or further study leading toward some profession. And schools have achieved civic goals by equipping students with the knowledge and skills necessary to be good citizens. It’s on the basis of education that an individual can pursue their dreams. I agree with the Core Knowledge criteria in how to effectively instill and implement the purpose of school in my future students. Regardless of the subject being taught, the curriculum must serve the common purpose of preparing students for participation in a democracy. In accordance with the Core Knowledge criteria, I plan to teach kindness, thinking, problem solving and communication throughout my lessons. Kindness would allow us to accept one another without prejudging. We need to care about everyone, not just ourselves. Every time a student gives an answer, that student should have to justify the chain of reasoning that gave rise to that answer. Other students should be ready to challenge the response with regard to its logic, unanticipated consequences, and practicality. For example, if I give an algebraic equation in class, I would ask for the answer from one student and then ask another to explain why it is that answer. They need to understand why it is that answer and be able to question it. If we do not teach students how to think logically and thoroughly, we will continue to operate in a political world of sound bites and emotional rhetoric. Thinking then naturally leads to problem solving. What good is all of our work if we cannot communicate with one another and with the rest of the world? We will have to express ourselves and understand others in many ways, including social language, technical language, body language, mathematical language, customs, and cultural habits to name but a few (Heller, 2008). My educational philosophy is progressivism and I believe that learners should be active and learn to solve problems by reflecting upon their experieneces.
The nature of schooling is to bring about physical, mental and social development of students. At the personal level, schools have helped students discover and cultivate individual interests and talents, form good habits, and develop an understanding of what it means to lead a good life. Schools have prepared students to contribute productively to the economy by preparing them to pursue a vocation or further study leading toward some profession. And schools have achieved civic goals by equipping students with the knowledge and skills necessary to be good citizens. It’s on the basis of education that an individual can pursue their dreams. I agree with the Core Knowledge criteria in how to effectively instill and implement the purpose of school in my future students. Regardless of the subject being taught, the curriculum must serve the common purpose of preparing students for participation in a democracy. In accordance with the Core Knowledge criteria, I plan to teach kindness, thinking, problem solving and communication throughout my lessons. Kindness would allow us to accept one another without prejudging. We need to care about everyone, not just ourselves. Every time a student gives an answer, that student should have to justify the chain of reasoning that gave rise to that answer. Other students should be ready to challenge the response with regard to its logic, unanticipated consequences, and practicality. For example, if I give an algebraic equation in class, I would ask for the answer from one student and then ask another to explain why it is that answer. They need to understand why it is that answer and be able to question it. If we do not teach students how to think logically and thoroughly, we will continue to operate in a political world of sound bites and emotional rhetoric. Thinking then naturally leads to problem solving. What good is all of our work if we cannot communicate with one another and with the rest of the world? We will have to express ourselves and understand others in many ways, including social language, technical language, body language, mathematical language, customs, and cultural habits to name but a few (Heller, 2008). My educational philosophy is progressivism and I believe that learners should be active and learn to solve problems by reflecting upon their experieneces.
2. Identify Appropriate Attire
Students should know what kind of clothes are appropriate for different settings (i.e. job interviews, college interviews, school, sports, etc.) Incorporating those expectations in the classroom can help them be prepared for their future (Shapiro, 2004). This is one handout that can be utilized for a mini lesson on appropriate attire expectations.
Students should know what kind of clothes are appropriate for different settings (i.e. job interviews, college interviews, school, sports, etc.) Incorporating those expectations in the classroom can help them be prepared for their future (Shapiro, 2004). This is one handout that can be utilized for a mini lesson on appropriate attire expectations.
3. The Blueprint
The Blueprint demonstrates building empathy and perspective-taking and is great poster to have on the wall for students to reference (Brackett & Kremenitzer, 2011). This will be on the wall in my classroom for the students can reference it.
1. Recognizing
2. Understanding
3. Labeling
4. Expressing
5. Regulating
The Blueprint demonstrates building empathy and perspective-taking and is great poster to have on the wall for students to reference (Brackett & Kremenitzer, 2011). This will be on the wall in my classroom for the students can reference it.
1. Recognizing
2. Understanding
3. Labeling
4. Expressing
5. Regulating
4. Project A.W.A.R.E
Attitude When Angry and Resolving Emotional Issues Non-Violently Program Services:
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(5 Minutes of Boldness, 2014).
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5. Building Confidence
Confidence is not something that can be learned like a set of rules; confidence is a state of mind. Positive thinking, practice, training, knowledge and talking to other people are all useful ways to help improve or boost your confidence levels. Confidence comes from feelings of well-being, acceptance of your body and mind (self-esteem) and belief in your own ability, skills and experience.
Ways to Improve Confidence: (Skills You Need - Helping You Develop Life Skills, 2011).
Confidence is not something that can be learned like a set of rules; confidence is a state of mind. Positive thinking, practice, training, knowledge and talking to other people are all useful ways to help improve or boost your confidence levels. Confidence comes from feelings of well-being, acceptance of your body and mind (self-esteem) and belief in your own ability, skills and experience.
Ways to Improve Confidence: (Skills You Need - Helping You Develop Life Skills, 2011).
- Planning and Preparation
- Learning, Knowledge and Training
- Positive Thought
- Talking to Others and Following Their Lead
- Experience
- Be Assertive
- Avoid Arrogance
References:
5 Minutes of Boldness. (2014, March 23). Project AWARE Slide Show [Video file]. Retrieved from https://www.youtube.com/watch?v=EKtyS17UCl0
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Shapiro, L. E. (2004). 101 ways to teach children social skills: A ready-to-use, reproducible activity book. S.l.: Bureau for Youth at Risk.
Skills You Need - Helping You Develop Life Skills. (2011, July). Retrieved from http://www.skillsyouneed.com.
5 Minutes of Boldness. (2014, March 23). Project AWARE Slide Show [Video file]. Retrieved from https://www.youtube.com/watch?v=EKtyS17UCl0
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Shapiro, L. E. (2004). 101 ways to teach children social skills: A ready-to-use, reproducible activity book. S.l.: Bureau for Youth at Risk.
Skills You Need - Helping You Develop Life Skills. (2011, July). Retrieved from http://www.skillsyouneed.com.