Kindergarten

Teacher’s Kindergarten Guide

Table of Contents Teacher’s Kindergarten Guide Introduction ............................................................................... 2–3 •Welcome •Introduction to Leadership

The 7 Habits .............................................................................

4–6

• The 7 Habits Overview • The 7 Habits Tree •HandSigns forthe7Habits

Curriculum Connections .................................................................... Getting Started ..........................................................................

7

8–14

•Online Resources •Education Correlations/Skills or the 21st Century •Literature Suggestions •InvolvingtheHome •Parent Letter

Leadership Tools ........................................................................... Foundation .............................................................................

15

16–21

•Habits •Principles •Paradigms

Habit 1 ..................................................................................

22–27

Habit 2..................................................................................

28–33

Habit 3..................................................................................

34–39

The 7 Habits in Action: Habits 1–3 .................................................... 40–41 Habit 4..................................................................................

42–47

Habit 5..................................................................................

48–53

Habit 6..................................................................................

54–59

The 7 Habits in Action: Habits 4–6 .................................................... 60–61 Habit 7..................................................................................

62–67

Certifcate o Achievement ................................................................. 68

©FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.

The Leader in Me Teacher’s Kindergarten Guide

Habits The 7 Habits Overview

Habit 1: Be Proactive® I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others or my wrong actions. I do the right thing without being asked, even when no one is looking.

Habit 2: Begin With the End in Mind ® I plan ahead and set goals. I do things that have meaning and make a dierence. I am an important part o my classroom and contribute to my school’s mission andvision.Ilookforwaystobeagoodcitizen.

Habit 3: Put First Things First ® I spend my time on things that are most important. This means I say no to things I know I should not do. I set priorities, make a schedule, and ollow my plan. I am disciplinedandorganized.

Habit 4: Think Win-Win® I balance courage or getting what I want with consideration or what others want. When conficts arise, I look or a win-win solution.

Habit 5: Seek First to Understand, Then to Be Understood ® I listen to other people’s ideas and eelings. I try to see things rom their viewpoint (paradigm). I listen to others without interrupting. I listen with my ears, my eyes, and my heart. I am condent voicing my ideas.

Habit 6: Synergize® I value other people’s strengths and learn rom them. I get along well with others, even people who are dierent than me. I work well in groups. I seek out other people’s ideas because I know that by teaming with others, we can create better solutions than any one o us can alone. I look or Third Alternatives.

Habit 7: Sharpen the Saw® I eat right, exercise, and get enough sleep (body). I learn in lots o ways and lots o places, not just at school (brain). I spend time with amily and riends (heart). I take time to nd meaningul ways to help people (soul). I balance all our parts o mysel.


4


The 7 Habits


5


HabitsSigns or the 7 Habits Hand

Hand Signs or The 7 Habits Each habit has a signing activity. This accomplishes two things: 1. 2.

The children have an opportunity to move—great or kinesthetic learners. Thisactivityhelpsallchildrentorememberthenamesofthe7Habits.

Habit 1: Be Proactive® Place your thumb to your chest.

Habit 2: Begin With the End in Mind ® Begin (point to your eet) With the End (both hands point to the sky) in Mind (point to your head).

Habit 3: Put First Things First ® Holdupyourindexfingereachtimeyousaytheword“first.”

Habit 4: Think Win-Win® Think (point to your head) Win (hand out, palm open) Win (other hand out, palm open).

Habit 5: Seek First to Understand, Then to Be Understood ® Placeyourhandoveryourbrowlikeyou’relookingoverthehorizon,thencup both hands behind your ears.

Habit 6: Synergize® Put your hand out toward the opposite orearm and grab your orearm. Thenshakeyourarmsupanddownlikea“mixer.”

Habit 7: Sharpen the Saw® Pretend you are sawing a tree.


6


Habits Started Getting

Getting Started Each section o the Teacher’s Kindergarten Guide contains an introductory letter and home-school link page or parents, connections to The 7 Habits of Happy Kids book, and classroom activities that reinorce the 7 Habits through core curriculum. 1.

Send home the introductory parent letter and home-school link pages prior to beginning each section. These pages can be copied or this purpose.

2.

“Habits,”“Paradigms,”and“Principles”beginthisguideandlaythefoundation forthe7Habits.Thesesectionsareshorter;parentinformationisonepageonly.

3.

Read a chapter o The 7 Habits of Happy Kids by Sean Covey. Each chapter teaches one o the habits through the adventures o the riends at 7 Oaks.

4.

Followingeachchapterare“UpforDiscussion”questions.Toextend thediscussion,youwillndadditionalquestionsforeachchapterin this guide.

5.

Cross-curriculum activities are provided or learning throughout the day.

6.

Thelessonsareexible;theycanbedoneasyouhavetimeinyourschedule. Depending on ability levels, students can draw or write their answers.

7.

At the end o each chapter o The 7 Habits of Happy Kids,“BabySteps”help studentsincorporatenewlearningintheirlives.Likewise,“‘BabySteps’inthe Classroom”areincludedattheendofeachsectionofthisguidetoincorporate new learning in the classroom.

8.

FollowingHabits3and6arereviewsectionstitled“The7HabitsinAction.” These activities are designed to assess learning.

9.

Attheendofthisguideisa“YouAreaLeader!”certicateof achievement. Present one to all o the children individually so they can beproudthattheyareleaders!

10.Teachingisthebestwaytolearn;encouragestudentstoteachthehabit

to someone at home. This will also keep parents inormed.


8


Online Resources Habits

The Leader in Me Teacher’sKindergartenGuideprovidesawaytoincorporatethe7Habits

intotheclassroom.Butit’sjustthebeginning! The website, www.TheLeaderInMe.org is a complete teacher resource.

In the “Teachers’ Lounge,” you will fnd: • Downloadable lesson plans, including video o actual classrooms. • Additional literature suggestions. • Ideasforbringingthe7Habitsintomeetingsandthroughoutyourschool. • Videos illustrating the habits. • A discussion area with various topics. • Leadershipandquality-tooldescriptions. • Case studies o other schools. • Proessional-development webinars. Havealessonplanyouwouldliketoshare?Youcanalsouploadlessons. The“Parent’sPlace”offersliteraturesuggestionsaswellashomelessonplans. The“StudentSchoolyard”offersstudentsfunactivitiestofurtherreinforcetheirlearning o the habits.

Take some time to explore this wonderul resource; you’ll be glad you did!


9


Habits Education Correlations/Skills or the 21st Century Habit 1: Be Proactive® In this section, students will: 1.

Developmotivation;takeprideinwork.

2.

Act responsibly toward sel, amily, school, community, nation, and the world.

3.

Show initiative and entrepreneurialism.

4.

Useuniquetalentsandabilitiestotheirfullpotential.

5.

Thinkaboutchoices;beaccountableandresponsibleforactionsandresults, and understand that choices aect others.

Habit 2: Begin With the End in Mind ® In this section, students will: 1.

Usecriticalthinkingtoorganizeinformation.

2.

Develop the intrapersonal skills o sel-condence and sel-management.

3.

Usecreativeandentrepreneurialthinkingtosolveproblems.

4.

Develop the ability to set goals and ollow through.

5.

Develop strong oral and written communication skills.

Habit 3: Put First Things First ® In this section, students will: 1.

Demonstrate time-management skills.

2.

Cultivate a strong work ethic, fexibility, and adaptability.

3.

Develop intrapersonal skills o sel-management.

4.

Be accountable and responsible or their actions and results.

5.

Begin to cultivate analytical skills.

Habit 4: Think Win-Win® In this section, students will: 1.

Usetheirownuniquetalentsandabilitiestothefullest;valueothers’talents and abilities.

2.

Develop fexibility and adaptability.

3.

Be open-minded and nonjudgmental when considering others’ views.

4.

Demonstrate attentive listening skills.

5.

Cultivate a spirit o cooperation to live in an interdependent community and world.


10


Education Correlations/Skills or the 21st Century Habits Habit 5: Seek First to Understand, Then to Be Understood ® In this section, students will: 1.

Demonstrate attentive listening skills to build and maintain healthy relationships.

2.

Cultivate good social and communication skills.

3.

Showcompassiontowardothers;shareandputothersrst.

4.

Appreciate dierent relationships.

5.

Learn to relate to people who are alike as well as dierent, and work eectively in group settings.

Habit 6: Synergize® In this section, students will: 1.

Express and present inormation and ideas clearly in oral, visual, and written orms.

2.

Usetheirownuniquetalentsandabilitiestothefullest;valueothers’talents and abilities.

3.

Cultivate the ability to inspire, motivate, and draw out the best in others.

4.

Communicate and work as a team in a multicultural and interdependent world.

5.

Show initiative and entrepreneurialism.

Habit 7: Sharpen the Saw® In this section, students will: 1.

Demonstrate healthy ways to express needs, wants, and eelings.

2.

Develop strong intrapersonal skills, sel-reliance, sel-condence, and sel-discipline.

3.

Demonstrate characteristics o a responsible riend and amily member.

4.

Recognizetherelationshipbetweenpersonalbehaviorandindividualwell-being.

5.

Strive to be healthy or lie.


11

Dear Parents and Guardians, Our class is using The Leader in Me program as an introduction to personal leadership. All students have the capacity to lead in their own lives and aect those around them by making positive choices. The Leader in Me provides students with activities to help them learn practical character and lie skills that will lead to those positive choices. Written to appeal to their age level, students are presented with un activities designed to get them thinking. Yourchildisabouttoembarkonanexcitingjourney,andourhopeisthatyouwillask your child how he or she is doing along the way. This program gives you an opportunity toengage,hands-on,inwhatyourchildislearningandwillleadtomany“teachable moments.”Havingyourchildreteachthecontenttoyouwillgivehimorheraneven deeperunderstandingandwillgivebothofyouanopportunitytolearntogether!

Additionally… The“Parent’sPlace”isavailableatwww.TheLeaderInMe.org.Youwillndideas to use at home involving the amily and reinorcing your child’s learning in a un, interactive way.


LeadershipHabits Tools Throughout this activity guide, you will see a “leadershiptool”iconwheneveroneofthetools shown below is used. As you use the leadership tools in the various activities, you may to reer to this page or to www.TheLeaderInMe.org.

Prioritizer

ThePrioritizerisausefultoolforputtingrstthingsrst.Studentsshould rst list all o the tasks they need to do, then write an A, a B, or a C next toeachtasktoindicateitspriority.“A”isforthethingsthataremost importantandhavetobedone.“B”isforthethingsthataresomewhat important.“C”isforthingsthatarenotreallyimportant.Analternative approach is to number the tasks, beginning with the number 1, giving each taskauniquenumberbasedonitspriority. Lotus Diagram

Thelotusdiagramisabrainstormingandorganizationaltoolthatisusedto dene key concepts or parts o a whole. It is based on the concept that the center o the diagram is the main idea or ocus, and the eight surrounding boxes are representative o the petals o a lotus fower. Each o the eight ideas would be related to the central concept. Students can use this tool to brainstorm around a particular topic or break down a bigger idea. For more advanced students, an expanded lotus can be created. The expanded lotus hasninelargeboxesaswell,buteachoftheeightoutersquaresisdivided into nine sections.

Flowchart

Theowchartisanorganizationaltoolthatishelpfulinplanningand describingaprocess.Studentscanusethistooltoorganizeastepby-step plan or projects in all subject areas, or to keep a record o daily procedures. Circle of Control Diagram

This chart helps students ocus on the things they can control. For a given situation, list things you can control within the inner circle o the diagram (Circle o Control). List things you may be concerned about, but which are outside o your control, in the outer circle (Circle o No Control).Forexample,forthesituation“gettingtoschoolontime,” itemslike“trafc”and“weather”wouldbewithintheCircleofNo Controlwhileitemslike“whattimeIwakeup”and“gettingmyself dressedandreadyforschool”wouldbewithintheCircleofControl. Venn Diagram

TheVenndiagramisanorganizationaltoolthatwasinventedin1881by John Venn. This tool is used to show the logical relationship between objects or concepts. Students can use this tool to compare and contrast people, events, ideas, and many other concepts. At the elementary level, Venn diagrams typically show two overlapping circles, although three or more can be used i desired. Brainstormer

Brainstorming is used in creative thinking and planning. It allows students togenerateandorganizetheirideasinanonlinearway.Tousethe brainstormer, write the central concept in the middle o the page and write related concepts on lines or bubbles anywhere around the central concept. Multiple ideas may branch o any concept. Brainstorming may be done individuallyorasagroup.Itisbestnottocritiqueoreliminateideaswhile brainstorming.Justgoforquantityofideasandencouragecreativity.

Goal Planner

UsetheGoalPlannertoclarifyagoalandwhatneedstobedoneto achieve that goal. Students should rst write a clear and specic goal at the topofthetool.Underneaththegoal,studentslistthespecicactionsthey need to take in order to achieve that goal. This tool can be used together withthePrioritizerandtheGanttchartwhenplanningprojects. Stop and Think Chart

The Stop and Think chart reinorces the principle that between stimulus andresponse,wehaveachoice,whichispartofHabit1:BeProactive ®. To use the chart, rst list the stimulus (the situation, event, etc. that happens to you) in the box on the let. Then stop and think about how you might respond. Choose an appropriate response and write it in the box on the right. The emphasis is on students being aware o their ability to choose rather than react to a given situation. Plus/Delta

Theplus/deltaisasimpletoolthatisusedtoassessasituationororganize eedback about a particular activity. In one column, students list the positives or those things that went well, and in the other column, they list areas needing improvement. This can be done as a class, as small groups, or as individuals. Line Chart

The line chart (or line graph) is used to compare sets o data. Typically, the line chart is used to compare sets o data over time. Students can use this tool to track progress in a particular area throughout the week, month, or school year. More than one line can be used to track multiple sets o data over the same time period.

Fishbone Diagram

The shbone diagram (or Ishikawa diagram) is used to display the causes or a specic eect, event, or problem. It is also known as the cause-andeect diagram. Write the eect or outcome at the head o the diagram. Writethecausesthatleadtothateffectoneachofthe“bones”thatspread outfromthecenterline.Studentscanusethistooltoanalyzethefactors that lead to the desired eect. They can also use it to dene the causes o a certain problem. Synergizer

This tool is used when students or groups have dierent approaches to a situation.Ithelpsstudentsnd“ThirdAlternative”solutionsthatarebetter than either o the original solutions and which lead to synergy. Write one approach to the situation in one o the lower boxes (My Way). Write the otherapproachintheotherlowerbox(YourWay).Thenbrainstormtogether tocomeupwithabetterway(HighWay)thatisnotacompromise,butisa new solution that is better than either o the original approaches. Write this better solution in the top box. Bar Chart

A bar chart (or bar graph) is used or comparing two or more values. It is a chart with rectangular bars o length that represent dierent values. Thebarscanbehorizontalorvertical(alsocalledacolumnchartwhen vertical). It allows students to compare two dierent groups o data or data over time.


15


Habit 1

Parent Letter

Dear Parents and Guardians, We are learning about Habit 1: Be Proactive ®. Habit 1: Be Proactive I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.

Expect your child to use words and phrases like choices, responsible, proactive, initiative,and“stopandthink”inhis/herconversationsthisweek.Youcan encourage your child to be a leader by using some o this language at home. Books or young children that reinorce Habit 1: •

The 7 Habits of Happy Kids by Sean Covey

Amazing GracebyMaryHoffman

•

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Vorst

•

Checkoutwww.TheLeaderInMe.orgforfunwaystobringthe7Habitshome.


22


Habit 1

Home-School Link Developing a love o reading will be an asset to your child in all areas o school. Use Habit 1: Be Proactive to help your child be a leader and develop a love o reading.

Suggestions: • When reading a new story, pause and let your child predict the ending. • Ater reading a story, ask your child to retell the story in his/her own words. • Children oten like to hear the same story over and over. They are learning language in small pieces, not all at once. Each time a story is read, they understand a little bitmore.Repetitionofstoriesimprovesvocabulary,sequencing,andmemoryskills. • Usethelibrary;itisawonderfulresourceandchildrenloveit. • Buy inexpensive books at garage sales, tag sales, and fea markets. • Give bookstore git certicates as gits to your child and to riends. • Encourage your child to lend books to riends. • Haveaspecialplaceinyourhomeforbooks. • Labeltheitemsinyourchild’sbedroom;addmoreeverycoupleofdays.


23


Habits1 Habit

Key Principle You’reincharge.

Classroom Content Habit 1: Be Proactive I am a responsible person. I take initiative. I choose my actions, attitudes, and moods. I do not blame others for my wrong actions. I do the right thing without being asked, even when no one is looking.

Literature Suggestions: •

The 7 Habits of Happy Kids by Sean Covey

Amazing Grace byMaryHoffman

•

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Vorst

•

www.TheLeaderInMe.org Inthe“StudentSchoolyard,”studentscan“PlanaPlayhouse.”Heretheychoosetheroof, walls, windows, paint color, and plants. When nished, students can print their playhouse. InThe“Teachers’Lounge,”youcandownloadadditionallessonplansfromotherteachersand upload your own lesson plans. YouwillalsondadditionalliteraturesuggestionsforgradesK–2.


24


Habit 1

The 7 Habits o Happy Kids · You’re in Charge “Bored! Bored! Bored!”

SammySquirrelisboredandlookingforsomeonetotakecareofhis “problem.”Allie’sGrannyhelpshimrealizethathe’sinchargeofhisownfun, notsomebodyelse.Sammysolveshisproblem;heisproactiveandmakesa riend eel better. Language Arts “UpforDiscussion”questionsareonpage23ofThe 7 Habits of Happy Kids. Tofurtherthediscussion,usethesequestions: • “WhatisoneactivitySammycouldhavedonewithhisfriends?”UseaBrainstormer to gather the children’s ideas. • Reer to the Brainstormer andask,“Couldtheseactivitieshappenintherealworld? Whyorwhynot?” • Draw a Circle o Control leadership tool. List Sammy’s options in the center circle. Ask,“HowdoyouknowthatSammywaschoosingtobebored?” • “SammyusedhistalenttoBeProactive.WhatisSammy’stalent?” • “Supposeyouarebored.Thinkofatalentyouhave.” • “Createapictureofyoubeingaleaderandusingyourtalent.”

Math Choose an item to be measured using a pencil, paper clip, or other common item. Ask the childrentoBeProactiveandestimatewhatthemeasurementwillbe.UseaLine Chart to document the children’s estimates and the actual measurement. Explain how the Line Chart is used to make comparisons.


25


Habits1 Habit

Science To make modeling clay, place water (1 cup) into a bowl and allow children to add ood coloring to reach the desired color. Add four (6 cups) and vegetable oil (1 cup). Stir. Knead until smooth. The dough can be reused i stored in the rerigerator in an airtight container. UseaFlowchart to illustrate this process. Discuss how making modeling clay is being proactive by reducing packaging o a store-bought item.

Social Science SammySquirrelandhisfriendslivein7Oaks.Ask,“Wheredoyoulive?”Instructstudentsto draw their house, street, and neighborhood. Tell students to be leaders who are proactive and add one thing that would make their neighborhood better.

Music Sing the song Itsy Bitsy Spider usingthehandmotions.Say,“Theitsybitsyspiderwasa leader;shetookinitiativetogettothetopofthewaterspout.Theitsybitsyspiderchosenot toblametherain;shestayedwithhertask.”Ask,“Whatdidyoulearnaboutbeingproactive fromtheitsybitsyspider?WhatdidyoulearnfromSammySquirrel?”UseaFishbone Diagram to chart the ideas.

Art SammySquirrelxedaradioforTagalongAllieanditmadeAlliefeelbetter.Tellstudentsthey aregoingtoBeProactive,likeSammySquirrel,andmakeacardforapersonathome,intheir neighborhood,atschool,orsomewhereelse.Ask,“Dopeoplehavetobesicktogivethema card?Whyorwhynot?”


26


Habit 1

Movement “Trainofchildren.”ReinforceHabit1bymakingatrain,withtheteacherastheengine.Ask, “Whatisanexampleofbeingproactive?”Asachildgivesanexample,he/shejoinsthetrain. Youmayinitiallyneedtopromptthechildren.

Drama AsyoureadaboutSammySquirrelinThe 7 Habits of Happy Kids book, ask the children to Be Proactive and use acial expressions to imitate the characters. This could be used or any story, including Amazing Grace and Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Sign Language Tomakethesignfor“friend”:Theindexngersofeachhandlock,alternatingleftontop, then right on top.

“Baby Steps” in the Classroom • Inpairs,havethechildrenteacheachotherwhatHabit1meanstothem. • Remind students oten that they are the leaders o their choices. • Use Stop and Think Charts to help children think proactively. • A Circle o Control Diagram reminds students to ocus on the things they have control over—their choices, attitudes, and behaviors—and to not let other things upset them. “BabySteps”forstudentscanbefoundonpage23ofThe 7 Habits of Happy Kids.


27

Also Available From

FranklinCovey Education Solutions The Leader in Me by Stephen R. Covey www.TheLeaderInMe.org

The 7 Habits o Happy Kids by Sean Covey www.seancovey.com

The Leader in Me Poster

Set

UseThe Leader in Me poster set to create a positive learning environment that encourages personalleadershipinyourstudents!BasedonthecontentofThe 7 Habits of Happy Kids by Sean Covey, these posters were created with your elementary school students in mind. The set includes seven 12"x 18" ull-color posters.

7

5

8

3

3


To learn more about the new and exciting ideas always tr anspiring at FranklinCovey’s Education Solutions, call toll-free 1-800-272-6839. © FranklinCovey. All rights reserved.

Made in U.S.A. © 2009 FranklinCovey

www.ranklincovey.com, www.seancovey.com, or www.TheLeaderInMe.org.

EDU090260 Version 1.0.4

Kindergarten

Recommend Documents