Académique Documents
Professionnel Documents
Culture Documents
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Table of
Contents
Introduction .............................................................................
...........
.............
iixiv
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Foundation ...............................................................................
............................
.... .......................
. 13
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Habit 1 .........................
............................
................... ...........................................................
.......
. 49
Habit 2.........................
2.........................
................. ..
......................................................... 1015
Habit
abit 3....
3...
.........................
..................
........
......................................................... 1621
Habit 4
4....
..................................................................................
.. .........
.....
2429
........
....
Habitt 5....
5..................................................................................
3035
...
Habitt 6..................................................................................
3641
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
Welcome
Welcome
;IPGSQIXSXLI%RRSXEXIH8IEGLIVW)HMXMSRSJThe Leader in Me 0IZIP%GXMZMX]+YMHI
This activity guide was created to introduce young students to the principles in The 7
Habits of Happy Kids by Sean Covey.
The Leader in Me is designed to help your students succeed both in and out of the
classroom. These 10-minute activities will help students reect on
n their
heir lives, develop
leadership skills, and set goals that will inspire them to succeed.
eed. The activity
ctivity guide can
be a wonderful tool for any teacher and a powerful motivator
vator for any student.
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much of what happens in their lives and can be true leaders. Their choices ca
can affect
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youngest students to stop and think about
different outcomes that
outt their choices and the diffe
may come with those choices.
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rely on while on their journey
themselves and of others.
eyy to becoming leadersof th
Leadership is the umbrella
rella
a term to encompass the m
many character traits and basic life
competencies that parents, business leaders, aan
and educators are voicing as the desired
skills necessary to thrive in the 21st centu
century.
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home
me and at school. By de
develop
developing well-rounded children who know their strengths, we
help them to unleash their p
potential to lead their own lives and to inuence others.
Leadership
adership is communicating peoples worth and potential
so clearly that they are inspired to see it in themselves.
Dr. Stephen R. Covey
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
ii
Discussion Questions
Baby Steps
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Key Concepts
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
iii
iii
Instructional Design
/(
Each of the foundational principles and habits in the activity guide spans
pans
ans ve activitie
activities
activities:
connects the concept to previous learning.
ACTIVITY 2
ACTIVITY 3
ACTIVITY 4
asks the learner to apply the new information in his or her lilif
life.
ACTIVITY 5
ACTIVITY 1
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to deepen their understanding:
nding:
ding:
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learned with
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FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
iv
(IEV4EVIRXWERH+YEVHMERW
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help them learn practical character and life skills that will
choices.
illll lead to those positive cho
choi
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get them thinking.
Additionally
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interactive
ractive way.
w
vi
LeadershipHabits
Tools
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
vii
Habits
Leadership
Tools
Prioritizer
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approach is to number the tasks, beginning with the number 1, giving each
task a unique number based on its priority.
Lotus Diagram
8LIPSXYWHMEKVEQMWEFVEMRWXSVQMRKERHSVKERM^EXMSREPXSSPXLEXMWYWIHXS
dene key concepts or parts of a whole. It is based on the concept that the
center of the diagram is the main idea or focus, and the eight surrounding
boxes are representative of the petals of a lotus ower. Each of 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.
Goal Planner
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achieve that goal. Students should rst write a clear and specic goal at the
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need to take in order to achieve that goal. This tool can be used together
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Gantt Chart
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hee start and
start and nish dates (or times) of the project, as well as the
nts can use this
nish dates of particular tasks within the project. Students
me frame for
tool to dene the time frame for a large job, as well as the time
pletion of the job. The
each smaller task that will be involved in the completion
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ntary
tary grades.
appropriate for students in the upper-elementary
pt to use this tool in their
Note: Lower-grade teachers may attempt
es thinking
g that is not developmentally
classrooms; however, the tool requires
de age.
typical until at least the third-grade
nk C
hart
Stop and Think
Chart
art
rt reinforces the principle that betwee
between stimulus
The Stop and Think chart
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To use the chart, rstt listt the stimulus (the situation, eve
event, etc. that happens
to you) in the box on the
e left. Then stop and think ab
about how you might
respond. Choose an appropriate
priate response
sponse and wr
wri
write it in the box on the
right. The emphasis is on students
dents
nts being aware of their ability to choose
rather than react to a given situation.
tion.
Plus/Delta
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feedback 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 of data. Typically, the
line chart is used to compare sets of 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 of data
over the same time period.
Flowchart
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by-step plan for projects in all subject areas, or to keep a record of
daily procedures.
Circle of Control Diagram
This chart helps students focus on the things
they can control. For a
ngs
gs th
rol
ol within tthe inner circle of the
given situation, list things you can control
diagram (Circle of Control). List thingss you may be cco
concerned about,
trol,
rol, in the outer circ
circle (Circle of No
but which are outside of your control,
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Venn Diagram
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tool to compare and contrast
objects or concepts. Students can use this too
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more can be used if d
desired.
Brain
Brainstormer
Brai
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nstorming
torming is use
used in cr
Brainstorming
creative thinking and planning. It allows students
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brainstormer,
brai
nstormer, write tth
the central concept in the middle of the page and write
related concepts o
on lines or bubbles anywhere around the central concept.
Multiple idea
ideas may branch off any concept. Brainstorming may be done
individually or as a group. It is best not to critique or eliminate ideas while
brain
brainstor
brainstorming. Just go for quantity of ideas and encourage creativity.
Fishbone Diagram
The shbone diagram (or Ishikawa diagram) is used to display the causes
for a specic effect, event, or problem. It is also known as the cause-andIJJIGXHMEKVEQ;VMXIXLIIJJIGXSVSYXGSQIEXXLILIEHSJXLIHMEKVEQ
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that lead to the desired effect. They can also use it to dene the causes of
a certain problem.
Synergizer
This tool is used when students or groups have different approaches to a
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better solution in the top box.
Bar Chart
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It is a chart with rectangular bars of length that represent different values.
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vertical). It allows students to compare two different groups of data or
data over time.
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
viii
Introduction to Leadership
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
ix
Education Correlations
Literature Suggestions:
Inch by Inch, Leo Lionni
Amazing Grace, 1EV],SJJQER
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Literature Suggestions:
ns:
s:
The Carrot Seed, Ruth
uth Krauss
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Mirette on the High Wire, )QMP]
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Habit 3: Put
utt First Things Firstt
In this section,
on, students will:
Demonstrate
emonstrate
ate time-managemen
time-management skills.
Cultivate a strong work ethic
ethic, exibility, and adaptability.
Develop intrapersona
intrapersonal ski
skills of self-management.
Be accountable and res
responsible for actions and results.
Begin to cultivate aan
analytical skills.
Literature Sug
Suggestions:
Sugge
Pancakes
ancakes for Breakfast, Eric Carle
Froggy Ge
Gets Dressed, Jonathan London
Education Correlations
Habit 6: Synergize
In this section, students will:
Express and present information and ideas
as clearly in oral, visual, and written forms.
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Cultivate the ability to inspire, motivate,
vate,
ate, and draw out the best iin others.
m in a multicultural and inter
Communicate and work as a team
interdependent world.
Show initiative and entrepreneurialism.
eurialism
eurialism.
Literature Suggestions:
Ox-Cart Man, (SREPH,EPP
EPP
Frederick, Leo Lionnii
Habit 7: Sharpen
en the Saw
In this section, students will:
Demonstrate
nstrate
rate healthy ways to expre
express needs, wants, and feelings.
velop strong
rong intrapersonal sk
ski
Develop
skills, self-reliance, self-condence, and self-discipline.
Demonstrate
emonstrate characteristics o
of a responsible friend and family member.
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Strive to be healthy fo
for life.
Literature Suggestio
Suggestions:
Owl Moon, Jan
Jane Y
Yolen
Henry Hikes tto Fitchburg, D. B. Johnson
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
xi
The 7 Habits
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.
/(
I plan ahead and set goals. I do things that have meaning and make a difference.
erence. I am an
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arise, I look for a win-win solution.
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I listen to others without interrupting.
terrupting. I listen with my ea
ear
ears, my eyes, and my heart. I am condent
voicing my ideas.
Habit 6: Synergize
gize
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that byy teaming
eaming with others, we can cr
create better solutions than any one of us alone. I look for
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I take care of my body by eating right, exercising, and getting sleep. I learn in lots of ways
and
nd lots of places, no
not just at school. I spend time with family and friends. I take time to nd
meaningful
aningful
gful ways to help people. I balance all four parts of myself.
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
xii
Online Resources
Online Resources
The Leader in Me %GXMZMX]+YMHITVSZMHIWE[E]XSMRGSVTSVEXIXLI,EFMXWMRXSXLI
GPEWWVSSQ&YXMXWNYWXXLIFIKMRRMRK
The website www.TheLeaderInMe.org provides many resources to teachers
ers
rs and sscho
schools
/(
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s %HMWGYWWMSREVIE[MXLZEV]MRKXSTMGW
scriptions.
s Leadership and quality-tool descriptions.
ols.
ls.
s Case studies of other schools.
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ts.
of the habits.
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
xiv
Habit 1
%'8-:-8= 4%+)
Key Concept
Focus on the things you
have control over.
Key Principle
Circle of Control.
Across the
Curriculum
Web
Connection
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
Habit 1
%'8-:-8= 4%+)
Key Concept
Focus on the things you
have control over.
Key Principle
Circle of Control.
Kine
Kinesthetic
Activity
A
Partner-finding game:
Pair students and
assign one of the 7
Habits. The object for
partners is to find each
other by calling out
their half of the habit.
Example: Students
say part of the habit:
Be/Proactive; Begin
With the/End in Mind;
Put First/Things First;
Think/Win-Win; Seek
First to Understand/
Then to Be Understood;
Syner-/gize; and
Sharpen/the Saw.
Separate the pairs to
opposite parts of the
playing field. Students
are either blindfolded
or they close their eyes.
Players begin yelling
their half of the habit.
The other partner will
yell their half. Point
out that each student
needs to Be Proactive
to be successful. Once
they find each other,
they may take off the
blindfold and watch the
rest of the game.
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
Habit 1
%'8-:-8= 4%+)
Key Concept
Your choices are yours.
Key Principle
Stop and think.
Discussion
Question
Ask what this means:
If at first you dont
succeed, try, try again.
- T. H. Palmer
Across the
Curriculum
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
Habit 1
%'8-:-8= 4%+)
Key Concept
You are the product of
your choices.
Key Principle
K
Be Proa
Proactive.
Discussion
Questions
Ask, What are other
things that are within
your Circle of Control?
Circle of No Control?
Lead students to realize
the difference. Use
classroom situations to
further the point.
Baby Steps
Ask students what time
they wake up for a
school day. Help them
to count backward to
know what time they
need to go to bed to
get 10 hours of sleep.
Check tomorrow to see
who was proactive in
following through.
H
Home-School
Link
Want to see more lesson plans? Go to the Teachers Lounge at www.TheLeaderInMe.org.
FranklinCovey. All rights reserved, including the right of reproduction in whole or part in any form.
$
0
3
/(
by Stephen R. Covey
www.TheLeaderInMe.org
7 5 8 2 8
The Leader in Me
Level 2 Activity Guide
To learn more about the new and exciting ideas always transpiring at FranklinCoveys Education Solutions,
call toll-free 1-800-272-6839.
FranklinCovey. All rights reserved.
Made in U.S.A.
2008 FranklinCovey