7 Habits of Highly Effective People

The Seven Habits of Highly Effective People

The chapters are dedicated to each of the habits, which are represented by the following imperatives:

1. Be Proactive

Be Proactive. Here, Covey emphasizes the original sense of the term "proactive" as coined by Victor Frankl. You can either be proactive or reactive when it comes to how you respond to certain things. When you are reactive, you blame other people and circumstances for obstacles or problems. Being proactive means taking responsibility for every aspect of your life. Initiative and taking action will then follow. Covey also argues that man is different from other animals in that he has self-consciousness. He has the ability to detach himself and observe his own self; think about his thoughts. He goes on to say how this attribute enables him: It gives him the power not to be affected by his circumstances. Covey talks about stimulus and response. Between stimulus and response, we have the power of free will to choose our response.

2. Begin with the End In Mind

Begin with the End In Mind. This chapter is about setting long-term goals based on "true north" principles. Covey recommends formulating a "Personal Mission Statement" to document one's perception of one's own vision in life. He sees visualization as an important tool to develop this. He also deals with organizational vision statements, which he claims to be more effective if developed and supported by all members of an organization rather than prescribed.

3. Put First Things First

Put First Things First. Here, Covey describes a framework for prioritizing work that is aimed at short-term goals, at the expense of tasks that appear not to be urgent, but are in fact very important. Delegation is presented as an important part of time management. Successful delegation, according to Covey, focuses on results and benchmarks that are to be agreed upon in advance, rather than prescribed as detailed work plans.

4. Think Win/Win

Think Win/Win describes an attitude whereby mutually beneficial solutions are sought that satisfy the needs of oneself, or, in the case of a conflict, both parties involved.

5. Seek First to Understand, Then to be Understood

Seek First to Understand, Then to be Understood. Covey warns that giving out advice before having empathetically understood a person and their situation will likely result in rejection of that advice. Thoroughly reading out your own autobiography will decrease the chance of establishing a working communication.

6. Synergize

Synergize describes a way of working in teams. Apply effective problem solving. Apply collaborative decision making. Value differences. Build on divergent strengths. Leverage creative collaboration. Embrace and leverage innovation. It is put forth that when synergy is pursued as a habit, the result of the teamwork will exceed the sum of what each of the members could have achieved on their own. “The whole is greater than the sum of its parts.”

7. Sharpen the Saw

Sharpen the saw focuses on balanced self-satisfaction: Regain what Covey calls "production capability" by engaging in carefully selected recreational activities. Covey also emphasizes the need to sharpen the mind.

Source: http://en.wikipedia.org/wiki/The_Seven_Habits_of_Highly_Effective_People

Character Education Tips

Lessons should seek to compel students to:

1. Know the Good (understand the trait and intellectually agree that the trait is important).

2. Desire the Good (emotionally desire to adopt the trait).

3. Do the Good (apply the trait in daily living).

- Thomas Lickona

Source: http://www.character-education.info/resources/lesson_plans_curriculum.htm


Writers' and Tweakers' Checklist

Purpose…
1. Does the purpose statement reflect the needs of my students?
2. Does everything in the lesson drive me toward accomplishing that purpose?

Lesson Elements…
3. Will the introduction hook students to the topic?
4. Know Feel Do. Does it lead them to know the subject, engage their feelings and give them specific, doable action points?
5. Does the outline flow logically?
6. Are my transitions from one point to the next clear?

Appeal to Students…
7. Does it appeal to the felt needs of my students?
8. Is there enough interaction and activity?
9. Does it give them new thoughts or new angles on old thoughts? Or, does it merely restate what was already obvious to them?
10. Does it take into account the learning characteristics of their age-group?
11. Do the illustrations appeal to the interests of my students?
12. Did I open up a part of my life to them?
13. Will my students think that I really care about them?

Evaluation…
14. After teaching will I evaluate the lesson objectively? (for example - anonymous surveys or anonymous input from students to teacher, passed on to me as the community leader.)

Source: http://character-education.info/Articles/preparing_lessons_that_change_lives.htm