Making an achievable Goal -
A goal should be measurable and achievable within the time limit. Create goal for yourself for next week (then work on it outside of class and at the beginning) like sight reading a number of notes; playing a tricky spot in your music flawlessly, get better at something like counting rests, making entrances, write in notes.
Then write it on a notecard (no name!) and pass them out randomly. The new person writes whether it's a good goal, and how to improve it. They then walk around finding their card and share their critiques in person.
WOOP Plan - "Wish, Outcome, Obstacle, Plan"
Brainstorming a Goal - Write out your goal at the top of a piece of paper as a question. For example, how can I... Then write out 20 answers to your question. Exert your willpower To make all 20 answers. Take one of your ideas and take action on it immediately.
Finding an Impactful Goal
On a blank piece of paper write goals at the top. Then write a list of wishes you could complete in the next 12 months. Right down financial, family, Fitness, as well as things you would like to acquire. You can write more than 10 but no less. Don't worry about how you are going to accomplish them yet, just write them down.
Now imagine that you could accomplish all of these goals if you had enough time and took enough steps.
Now imagine you have a magic wand and you could accomplish one of these goals within 24 hours. Which of these goals would have the most positive impact on your life. Which of these goals would make it easier to accomplish all of the others if you completed it? Circle it. This is now your goal.
Make a plan. Once you write it out clearly and make it to measurable, set a deadline to accomplish it. are minds needs a deadline to keep it focus and and pressure to keep working towards it. Make a list of everything that you could do to work towards your goal. Organize it by sequence and priority. Now resolved to make this goal a priority and work on it every single day because you know that it will have a lasting positive impact on your life. Take the first step immediately, do anything. Resolved to work at it everyday. Even if you miss a day, do not lose your resolve.
Persistence is the key to self esteem. Winners never quit, and quitters never win. Every act of persistence and self discipline raises one's self esteem. Persistence is its own reward.
Self-Esteem Exercises - http://www.growing-self-esteem.com/self-esteem-exercises.html
25 actions to boost your confidence - http://zenhabits.net/25-killer-actions-to-boost-your-self-confidence/
Make a disaster report . As you answer the prompts you will come to realize that you're worries are unfounded or if something happened you would still be ok.
1. Write down the worries situation. What do you think could happen?
2. Identify the worst possible thing that could happen if this worry situation took place
3. Resolve to accept the worst possible outcome should it occur
4. begin to take every possible step to ensure that the worst outcome does not occur.
Meyers Briggs: http://www.personalitypathways.com/type_inventory.html
Personality types and who we love: http://www.tellinitlikeitis.net/2009/01/why-him-why-her-helen-fisher-personality-test-understanding-your-personality-type.html
Colors Quiz: http://www.nfty.org/_kd/Items/actions.cfm?action=Show&item_id=12954&destination=ShowItem
Colors Video: https://www.youtube.com/watch?t=214&v=9MBPtSFRm4E
Colors PowerPoint: http://studentservices.fgcu.edu/DOS/files/DOS_Staff_Training_True_Colors_PowerPoint.pdf
MI Descriptions:
Activities for MI: http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html?detoured=1
MI Quiz for Younger Students: http://printables.scholastic.com/content/collateral_resources/pdf/05/0439590205_e001.pdf
MI Quiz for Older Students: http://www.kerstens.org/alicia/planning10/Multiple%20Intelligences%20Inventory.pdf
Online MI Quiz: http://www.literacynet.org/mi/assessment/findyourstrengths.html
Video about MI: http://www.edutopia.org/multiple-intelligences-howard-gardner-video
VARK: http://www.vark-learn.com/documents/the%20vark%20questionnaire.pdf
VARK with tips for learning: http://www.sportscoachuk.org/sites/default/files/VARK-Learning-Preferences-Questionnaire.pdf
VARK for younger: http://www.vark-learn.com/documents/The%20VARK%20Questionnaire%20-%20Younger.pdf
Love Language (how do we need love shown to us?): http://www.5lovelanguages.com/
Origins Research Project
Could add to this the music part of it where they research styles/genres, dances, instruments, or notable musicians from their U.S. origin or non-U.S. origin.
Day 1:
Students choose partners and conduct 3-minutes interviews taking notes on these questions:
- Where were you born?
- Who were you named after, and what does your name mean?
- Where have your relatives lived within the U.S.?
- Where do your ancestors come from before coming to the U.S.?
- Have you or anyone in your family researched your family history?
- Do you have any famous relatives/ancestors?
- Is there a profession that many of your relatives or ancestors have done?
- Do you have any artifacts or items from your ancestral heritage? What are they?
Students introduce their partner to the class telling about them. Teacher writes U.S. origins and non-U.S. origins in two columns on the board
Day 2:
Students complete and edit 1-page written versions of their interviews with space for a photograph. They are collected and compiled into a book. Each student gets a copy.
Day 3:
Students organize themselves by subjects they are strongest in. Teacher can put paper on the walls to assist in separating students. Each group then brainstorms questions to come up with information dealing with their subject in the origin areas.
Day 4/5:
Groups research in library one (or maybe 1/student) question from their list for each member's family origin.
Day 6:
Groups compile research reports into a book and they are kept available in the classroom.
Days 7/8:
Each group gives an oral report on the knowledge they've gained on their particular aspect of the origin locations.
Day 9:
and along the way, ask reflective questions about the project like "How did you feel when you were doing ___?" or "Why do you think we included that step?"
A Lesson About Privilege
I once saw a high school teacher lead a simple, powerful exercise to teach his class about privilege and social mobility. He started by giving each student a scrap piece of paper and asked them to crumple it up. Then he moved the recycling bin to the front of the room. He said, “The game is simple — you all represent the country’s population. And everyone in the country has a chance to become wealthy and move into the upper class.” “To move into the upper class, all you must do is throw your wadded-up paper into the bin while sitting in your seat.” The students in the back of the room immediately piped up, “This is unfair!” They could see the rows of students in front of them had a much better chance. Everyone took their shots, and — as expected — most of the students in the front made it (but not all) and only a few students in the back of the room made it. He concluded by saying, “The closer you were to the recycling bin, the better your odds. This is what privilege looks like. Did you notice how the only ones who complained about fairness were in the back of the room?” “By contrast, people in the front of the room were less likely to be aware of the privilege they were born into. All they can see is 10 feet between them and their goal.” “Your job — as students who are receiving an education — is to be aware of your privilege. And use this particular privilege called “education” to do your best to achieve great things, all the while advocating for those in the rows behind you.”
Variations - Students keep throwing to move up, and have to get up and get paper if they missed (anyone's paper). Give them a time limit.