Presentation Transcript

1. STUDENT SUCCESS KEYS TO PROFESSIONALISM Instructor: H T Paul Davis, MA, Ed.S
2. H T Paul Davis, M.A., Ed.S. Welcome to this class: Education: I graduated from Liberty University with a MA in Management and Leadership and a degree as an Educational Specialist (Ed.S.) Business Profile: Computer instructor, contact lens optician, business manager, caseworker, juvenile probation officer, drug and alcohol counselor, pastor, purchasing agent, national sales manager, disc jockey, EMT, teacher, school principal, safety manager, time-study engineer, bookkeeper, tax preparer, family therapist, store clerk, soldier, writer, ambulance driver, hospital orderly, and flunky. Family Profile: I have 7 children, 15 grand-children, was born in Texas and lived all over. One son is married to a Chinese girl, one daughter married to a Russian, one daughter married to a Kenyan; one son-in-law is cousin to Peyton and Eli Manning (four Manning grandsons) – three sons in Texas, 1 son in PA, 2 daughters in SC, and 1 daughter in PA. My wife is Jewish of Russian origin. When someone ask my nationality – I am a Texan. Your Instructor
3. Your Instructor Mr. H T Paul Davis, M.A.,Ed.S Instructor Phone: 407-393-1548 Your Instructor EMAIL: hdavis@sbiorlando.com Essential Computer Concepts
4. Cell Phones WHILE IN THE CLASSROOM YOUR TIME IS VALUABLE. USING FACEBOOK OR SOCIAL NETWORKING ON YOUR COMPUTER DURING CLASS WILL LEAVE YOU LESS TIME NEEDED FOR STUDY. CELLPHONES SHOULD NOT BE USED IN CLASS. IF YOU RECEIVE A CALL QUIETLY TELL YOUR FRIEND YOU WILL CALL THEM LATER. IF IT IS AN EMERGENCY, REQUEST PERMISSION TO EXCUSE YOURSELF FROM CLASS There will be times when you have completed assignments and are waiting for instructions. I know your time at home is also busy and you will have limited time for doing homework assignments. Work on homework during class time if you have free time and save it to your flash drive OR Study your textbook. Cell Phones Turned off or on vibrate
5. Attendance Policies Attendance: You get an early warning if you miss more than 10% of your class Drops: If you miss 25% of your class you are dropped and no grade will be received There are NO EXCUSED ABSENCES You could lose your financial aid if dropped The best way to communicate with me is through email Call if you are going to be late DO NOT LEAVE CLASS without permission DO NOT ask to leave class early unless there is an emergency Attendance Policies
6. LATE ASSIGNMENTS No homework assignments will be accepted if it is late unless permission is given by the instructor. TEST will not be made up during class time IF you are absent on the day of FINAL EXAM, you cannot make up the test unless a valid prior arrangement has been made Late Assignments
7. MATERIALS REQUIRED Textbook: Keys to Professionalism Three ring binder – with loose leaf binder paper. NO torn notebook paper or spiral notebook paper will be accepted for assignments All assignments must be written in pen (BLACK OR BLUE INK ONLY). Note that in the field this is a requirement for charting. Your binder will serve as a PORTFOLIO. Turn in items will be neatly placed in your portfolio for review by the instructor. Materials Required
8. Lesson Objectives
9. STUDENT PORTAL AND FORUMS Many of your classes will not have computer assignments but you will need to know how to access your student grades and use the student portal Forums: The Seven Habits may be completed online or turned in You will need to have the librarian give you your logon and password. Student Portal
10. SELECT STUDY PARTNER Each team member: Introduce yourself to the team – share some likes and dislikes and a little about family background Share professional experiences and work background – What are your skills, abilities, interest, and passions? Each person share and describe one strong study skill that you possess and one study weakness you may have Each team member will introduce another team member to the class and share a few things learned about their fellow student Team Building Exercise
11. TAKING NOTES
12. CORNELL SYSTEM OF NOTE TAKING Walter Pauk at Cornell University developed a system of note taking to help students take notes and anticipate possible test questions for exams. The page is divided into three sections: Left column: cue column for possible test questions Right column: note column Summary section: at the bottom of the last page to write a short summary of the lecture Cornell Note Taking
13. Cornell Note Taking
14. Effective Note Taking Observing – an “event” includes instruction being given, demonstration, actions, experiment, presentation Recording – making a record of your observation is note taking. Poor note taking may result in a poor review and thus poor recall of the event Reviewing Note Taking
15. Effective Note Taking Sit closer to the front – the human voice begins to degrade from about 8 feet Review your notes at the beginning of class Postpone debate – when you do not agree with something you hear, jot it down and discuss later Do not let attitudes about your instructor impede your learning Note Taking
16. Effective Note Taking Use keywords – note vocabulary words Main kinds of keywords are technical terms, concepts, names, and numbers Use a 3 ring binder instead of a notebook (add handouts, better to organize notes) Use 3 x 5 cards to take notes Label and date all notes – refer to page numbers in your text Note Taking

17. THE SEVEN HABITS OF HIGHLY SUCCESSFUL PEOPLE

    The Seven Habits A book by Steven Covey
18. HABIT ONE Habit 1: Be Proactive: Take initiative in life by realizing that your decisions (and how they align with life's principles) are the primary determining factor for effectiveness in your life. Take responsibility for your choices and the subsequent consequences that follow. We will be discussing Why College – you are being proactive by getting an education Circumstances do not dictate (be in control of) responses (Paul Davis). The Seven Habits
19. HABIT TWO Habit 2: Begin with the End in Mind: Self-discover and clarify your deeply important character values and life goals. Envision the ideal characteristics for each of your various roles and relationships in life. What are important characteristics of a professional person? We will be discussing values, character, and professionalism. The Seven Habits
20. HABIT THREE Habit 3: Put First Things First: Plan, prioritize, and execute your week's tasks based on importance rather than urgency. Evaluate whether your efforts exemplify your desired character values, propel you toward goals, and enrich the roles and relationships that were elaborated in Habit 2. This course covers time management, goals, and planning The Seven Habits
21. HABIT FOUR Relationshipsare more valuable than possessions Habit 4: Think Win-Win: Genuinely strive for mutually beneficial solutions or agreements in your relationships. Value and respect people by understanding a "win" for all is ultimately a better long-term resolution than if only one person in the situation had gotten his way. The Seven Habits
22. HABIT FIVE Habit 5: Seek First to Understand, Then to be Understood: Use empathetic listening to be genuinely influenced by a person, which compels them to reciprocate the listening and take an open mind to being influenced by you. This creates an atmosphere of caring, respect, and positive problem solving. “No one cares how much you know until they know how much you care” We will be discussing communication and culture. This includes having cultural awareness and understanding the issues of diversity The Seven Habits
23. HABIT SIX Habit 6: Synergize: Combine the strengths of people through positive teamwork, so as to achieve goals no one person could have done alone. Get the best performance out of a group of people through encouraging meaningful contribution, and modeling inspirational and supportive leadership. Leadership is all about influence. This can be either positive or negative. The Seven Habits
24. HABIT SEVEN Habit 7: Sharpen the Saw: Balance and renew your resources, energy, and health to create a sustainable, long-term, effective lifestyle. How? Education, managing your time, balance in a healthy life style The Seven Habits
25. Success principle # 1 The LAW OF ADDITION RELATIONSHIPS ARE MORE VALUABLE THAN POSSESSIONS WITH YOUR TEAM BRAINSTORM AND LIST REASONS AND EXAMPLES OF THE LAW OF ADDITION EACH TEAM TO PRESENT THE LIST TO THE CLASS CLASS DISCUSSION LEARNING OBJECTIVE
26. Brainstorm Success: Describe how each of the following can contribute to your success: Rank them in importance Family Friend Business relationship Customer Supplier Employer Teacher Co-worker God Government Relationships that matter
27. Chapter One Becoming A Professional WELCOME TO COLLEGE
28. THE WORLD OF WORK Global marketplace Digital revolution – the change in how people communicate Knowledge work – primarily concerned with information Skills for the 21st century Higher Education
29. HIGHER EDUCATION Higher education is not high school Difference: focusing on careers Difference: cost you money Difference: more learning independence Higher Education
30. Henry Ford “The only real security that a person can have in this world is a reserve of knowledge, experience, and ability. Without these qualities, money is practically useless.” Abraham Lincoln “Give me six hours to cut down a tree and I will spend the first four hours sharpening the ax.”
31. Why Go to College? To be a role model for the family Finish a degree Improve my chances of being hired Advance my career Increase my income potential For self improvement To keep the mind active I enjoy learning I am curious
32. Do Not Rule Out Alternatives Start your own business Technical or vocational schools Journeyman or craft skills Advancement in your current employment Write a book
33. THE CULTURE OF COLLEGEINDPENDENT LEARNING Follow the course syllabus Navigate electronic course materials and learning management systems Complete readings with little or no in-class review Finish homework even if not collected or graded Higher Education
34. THE CULTURE OF COLLEGEINDPENDENT LEARNING Set up and attend study groups Turn in coursework and projects on time Be prepared for exams Seek help if needed Higher Education
35. THE CULTURE OF COLLEGE Fast pace and demanding workload Challenging reading and complex assignments Large amount of unstructured time Variety of ideas, student backgrounds, and faculty expectations Higher-level thinking and problem solving (memorizing is not enough) Higher Education
36. DISCOVERY Successful Intelligence Mindset Motivation Educational Success
37. Are you seeing everything there is to see? How many Fs FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS FIVE FAMOUS PUBLIC OPINION EXPERTS FROM WASHINGTON FOUND THAT FIFTEEN OF THE LEGISLATORS FELL INTO THE HIGHLY FUNCTIONAL SEGMENT OF THE FEBRUARY SURVEY Reading Activity
38. Are you seeing everything there is to see? FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS FIVE FAMOUS PUBLIC OPINION EXPERTS FROM WASHINGTON FOUND THAT FIFTEEN OF THE LEGISLATORS FELL INTO THE HIGHLY FUNCTIONAL SEGMENT OF THE FEBRUARY SURVEY Reading Activity
39. 21st Century Learning CORE SUBJECTS Global Awareness Financial, economic, business, and entrepreneurial literacy Civic literacy and community service Health literacy INFORMATION, MEDIA, AND TECHNOLOGY SKILLS Information literacy Media literacy ICT (Information, communications, and technical skills Learning Styles
40. How Can Successful Intelligence Help You Achieve Your Goals? Successful intelligence defined Psychologist Robert Sternberg’s definition of successful intelligence states that it is “… the kind of intelligence used to achieve important life goals.” Learning Styles
41. Successful Intelligence An important concept, and the theme of the textbook Focuses on action, what we do, rather than on the ability to store, recall, and analyze information. Three types of thinking comprise successful intelligence: analytical, creative, and practical. Learning Styles
42. The Grizzly Bear 17.3 seconds before he catches us Learning Styles That’s true. All I have to do is outrun you! Analytical There is no way we can outrun the bear Analyzed Created Options Practical action
43. Elements of Successful Intelligence SUCCESSFUL INTELLIGENCE Comparing, contrasting, and cause and effect thinking Taking what you know and thinking about it in a different way Learning from experience and emotional intelligence
44. Elements of Successful Intelligence (continued) SUCCESSFUL INTELLIGENCE
45. How Can a Growth Mindset Motivate You to Persist? Growth mindset: A perception that talent and intelligence can develop with effort Mindsets are just beliefs Can you change your mind? SUCCESSFUL INTELLIGENCE
46. The Fixed Mindset – Characterized by Fear of mistakes Lack of willingness to try challenging things Being personally defined by failure Hesitancy to put forth effort Feeling paralyzed by problems and setbacks Belief that intelligence/ability is fixed Escaping and blaming others SUCCESSFUL INTELLIGENCE
47. The Growth Mindset – Characterized by Seeking, and thriving on, challenge Willingness to put forth effort Belief that intelligence/ability can grow Willingness to address failure/mistakes and learn from them Readiness to face problems/setbacks Understanding that failure/mistakes don’t define the person Looking for solutions and taking action SUCCESSFUL INTELLIGENCE
48. Strategies to Change Your Mindset Stop negative talk in its tracks and change it to positive talk Take a moment every day to pay yourself a general compliment Replace words of obligation (I should) with words of personal intent (I will) Note your successes SUCCESSFUL INTELLIGENCE
49. Motivation MOTIVATION IS – A GOAL DIRECTED FORCE THAT MOVES A PERSON TO ACTION Motivation
50. MOTIVATION Motivation – a goal directed force that moves you to action Mindset – motivation involves your attitudes. You cannot control all of your circumstances but you can control your mindset Motivation
51. Motivation What will keep you going when you do not feel like it? When you lack motivation Make a change Sweeten the task Take baby steps (break down the task) Count the cost Planning for later is not always procrastination Motivation

52. EDUCATIONAL SUCCESS

    EDUCATIONAL SUCCESS Academic Integrity Emotional Intelligence Problem Solving Decision Making
53. ACADEMIC INTEGRITY The five values of academic integrity are: Honesty - search for truth, avoiding plagiarism, critical thinking Trust – true to your word Fairness – clear standards and procedures Respect – safe environment for exchanging ideas and opinions Responsibility – in making choices and obtaining goals Academic Integrity
54. The Benefits of Academic Integrity Academic Integrity
55. Making Ethical decisions Stinking thinking and ethical decision making go hand in hand On the job: everybody does it; we did not have that conversation; I do not want to know what happened At school: cheating, plagiarism We learn less Violates integrity; easier to do again Lowers our self-esteem Academic Integrity
56. PAPERS FOR SELL http://www.customwritings.com/term-papers.html CustomWritings.com is an online custom term paper service, which is committed to custom writing of original term papers of great quality and professionalism for each customer in making term papers for money, on-time delivery and creative work carried out by qualified writers, who are experienced in writing academic mid-term papers. Note: I am not advising you to use this site and would fail a student that would if the paper was used for academic purposes. Academic Integrity
57. CASE STUDY 1 A student friend is having difficulty writing a thesis paper and has found a web site that sells “custom written papers” to students that “do not have time” to do their own research. The web site guarantees that each paper is plagiarism free. The student friend decides to turn in the paper as their own work and tells you it is plagiarism free. Write a one page paper that answers the following questions: (Paper must be a minimum of three paragraphs). What is the definition of plagiarism? Under what circumstances could your friend use a “paper for sale”? Could your friend turn in the paper and claim it as his/her own paper? What suggestions could you give to your friend that would help them change their mind or make a different decision?
58. Why Do You Need Emotional Intelligence? Success in a diverse world depends on effective relationships Mayer, Salovey, and Caruso define emotional intelligence as the ability to understand “one’s own and other’s emotions and the ability to use this information as a guide to thinking and behavior.” Emotional Intelligence
59. Emotional Intelligence (EI) When you understand what you and others feel, you can adjust thoughts and choose actions based on that understanding Thoughts and emotions are linked; emotions influence both what you think and how you think Emotional Intelligence
60. Emotional Intelligence (EI) (continued) People with high EI have better communication and stronger relationships Managers with high EI have more personal integrity and are more productive Employees with high EI are more likely to receive positive ratings and salary increases Emotional Intelligence
61. Emotional Intelligent Approach Emotional Intelligence

62. Problem Solving

    Educational Success And Decision Making
63. PROBLEM SOLVING Problem Solving
64. PROBLEM SOLVING EXERCISE BREAK UP INTO TEAMS EACH TEAM WILL SELECT ONE PROBLEM ASSOCIATED WITH SCHOOL: (EXAMPLES) Financial Aid or enrollment process A fear or challenge that might be anticipated The possibility of a bad instructor NOTE THE PROBLEM UNDER THE “DEFINE THE PROBLEM” BOX THE TEAM WILL GENERATE AN ANALYSIS OF THE PROBLEM USING THE FORM PROVIDED: Record at least three possible solutions with the positive and negative effects THE TEAM WILL COMPARE AND DISCUSS THE SOLUTIONS AND THEN VOTE ON THE BEST SOLUTION UNDER “PRACTICAL ACTION” RECORD A PLAN FOR PUTTING THE SOLUTION TO WORK AND THE POSSIBLE POSITIVE AND NEGATIVE EFFECTS FOR THE PLAN. UNDER FINAL EVALUATION: Discuss and make notes about using a group process for solving problems. Is it easier or harder than doing it alone? What is different about using a group process? Problem Solving
65. Learning Is For Anyone The story of Patrick Hughes http://www.youtube.com/watch_popup?v=9xwCG0Ey2Mg http://www.youtube.com/watch?v=o5IO8V7CmSc&feature=related http://www.youtube.com/watch?v=o5IO8V7CmSc&feature=related

66. LEARNING STYLES

    Learning Styles CHAPTER TWO
67. Assessing Learning There are many ideas about learning preferences and how to measure them. This book focuses on two assessments: Multiple Pathways to Learning Personality Spectrum Learning Styles
68. The Two Assessments Multiple Pathways to Learning Based on the Multiple Intelligences theory of Howard Gardner Focuses on eight “intelligences” or areas of ability Be sure to “rate” the items in the assessment Learning Styles
69. GARDNER – MULTIPLE INTELLIGENCE Multiple Intelligence
70. PERSONALITY ASSESSMENTS Personality Spectrum Based on the Myers-Briggs Type Indicator (MBTI) and the Keirsey Sorter Measures personality traits and how they combine into four dimensions Be sure to “rank” the items in the assessment Learning Styles
71. Theory of Multiple Intelligences Based on the belief that the traditional intelligence quotient or “IQ” test was an insufficient measure of intelligence Gardner defines an intelligence as “… an ability to solve problems or create products that are of value in a culture.” Intelligence is a combination of what one is born with and what may be developed Learning Styles
72. Differentiating Successful Intelligence from Multiple Intelligences Gardner’s Multiple Intelligences Focuses on how people intake information to learn Concentrates on domains - verbal, logical, kinesthetic, visual, interpersonal, intrapersonal, musical, or naturalistic Learning Styles Sternberg’s Successful Intelligence Focuses on how people process and apply information to learn Concentrates on processes – thinking analytically, creatively, and practically about a situation
73. MULTIPLE PATHWAYS Take the assessment on page 41 and score yourself on page 42. Learning Styles DO THIS NOW IN CLASS
74. Another Theory: Sensory Learning Preferences Referred to with the acronym VAK, VAKT, or VARK: Visual, Auditory, [Read-Write], Kinesthetic [Tactile] The results of the VAK can facilitate intentional use of your preferred sense(s) for taking in information, studying, and learning. What overlap do you see with Multiple Intelligences theory? Learning Styles
75. VISUAL, AUDITORY, KINETIC A Visuallearning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions. An Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear! A Kinestheticlearning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first! VISUAL, AUDITORY, KINETIC
76. Visual, Auditory, Kinetic Complete the VAK Test from your instructor How does your learning style fit with your chosen career? Learning Styles and Careers
77. Personality Theory and Preferred Modes of Interaction Grouping people according to personality type was popularized by psychologist Carl Jung. He defined: An individual’s “preferred world” – people and activities or thoughts and feelings Different ways of dealing with the world (sensing, thinking, intuiting, and feeling) The mother/daughter team of Briggs and Myers developed the Myers-Briggs Type Inventory (MBTI) Learning Styles and Careers
78. Personality Theory and Preferred Modes of Interaction Insights into personality can “…help you understand how you respond to the world around you, including people, work, and school.” Personality may also guide decisions about majors and careers Learning Styles and Careers
79. Personality Spectrum Identifies Four Dimensions The Personality Spectrum “…helps you identify the kinds of interactions that are most, and least, comfortable for you.” Dimensions can change over time in reaction to new experiences, effort, and practice. Thinker Organizer Giver Adventurer Learning Styles and Careers
80. Scoring Personality Spectrum Learning Styles and Careers DO THIS NOW IN CLASS PAGES 44 AND 45. TAKE THE ASSESSMENT AND PLOT YOUR PERSONALITY SPECTRUM SCORE ON THE DIAGRAM
81. How Can You Use Self-Knowledge? In the classroom Recognize matches/mismatches between yourself and your instructor Note matches/mismatches among classmates Manage mismatches by asking for additional help from the instructor, finding a tutor, or joining a study group Learning Styles
82. How Can You Use Self-Knowledge? (continued) Choose study strategies that work for your style Choose technology that is appropriate for your style Select a major and a career plan that make the most of your strengths Draw on your insights to be an effective employee and team player Learning Styles
83. MIND MAP Using the example on page 60 – draw a mind map on a separate sheet of paper Include your personality spectrum and intelligences Include your interest Include your preferred teaching style Include “how I study best” Learning Styles
84. OVER THE WEEKEND READ CHAPTERS ONE AND TWO QUIZ 1 ON MONDAY Forum 1 must be complete by Monday Homework