HIP 4O - Personal Life Management
Goal of this Course:
Students will learn how to manage their time, money and resources responsibly, interact effectively with others, and understand what is required to become personally and financially independent adults.
Units of Study
1. Discovering You and Your Resources
2. Life Skills for Success
3. Money Sense & Responsible Consumerism
4. The World of Work
5. Culminating Unit
"My will shall shape the future. Whether I fail or succeed shall be no man's doing but my own. I am the force; I can clear any obstacle before me or I can be lost in the maze. My choice; my responsibility; win or lose, only I hold the key to my destiny."
- Elaine Maxwell
- Elaine Maxwell
Maxwell makes a good point when she says that only you hold the keys to your future. Only you can decide what you will and will not do, whether it be in your personal life or your work life. The important thing is choosing a path that suits you – your personal interests, your long-term goals, your short-term goals, your values, and your talents all influence your decision on a career choice.
“The purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.”
― Eleanor Roosevelt
Unit 1: Discovering You and Your Life Resources
Unit Focus Questions:
a) What resources are needed to make a successful transition to adulthood?
b) Why is it important to have a positive outlook on life?
c) How does self concept affect goal attainment?
Topics:
1. Personal Qualities & Resources
2. Adult and Adolescent Roles
3. Self Concept
4. Self Esteem
5. Self Worth
6. Perspective & Choosing Your Attitude
7. The Law of Attraction
8. Self-Fulfilling Prophecy
9. Self Talk
10.Developing a Positive Attitude
11. Personal Skills and Strengths
12. Goal Setting
1. Personal Qualities & Resources
a) Individuality Exercise - "Follow My Instructions..."
*Just as no two drawings turned out exactly the same, no two persons lives will turn out the same. You have to make decisions in your life everyday, sometimes big - like, 'will you apply to college or start looking for work?', and sometimes small - like, 'where will you draw your lines?'. You may have similarities to other people (like going to the same school or living on the same street), but you will also surely have many differences as well. Each individual person is in charge of the direction their lives go, and we make decisions based on what we think is going to give us the best results - even when it comes to lines on a paper.
b) Thinking About Your Resources
i) Brainstorm types of resources (on board)
ii)Handout: "Thinking About Your Resources"
c) Your Personality
i) Handout: "Looking at You"
*We may think we know ourselves very well, but by identifying some of our own prominent traits and writing them down in words, we can get a better visual of the type of person we are and why we may think about, and value, our resources the way we do.
2. Adults vs. Adolescents
a) Roles Throughout Our Lives
- student
- housekeeping
- child
-employee
- sibling / role model Developing critical thinking
- team mate/ athlete
- group member/club member - friend
Adults - parent/caregiver
- employee/manager
- breadwinner -providers
-role models
- responsible
- ATM – cash source
- tax payers
- therapists/counselors - taxi/chauffer
- spouse
- housekeeping
- mediator
- disciplinarian
- friend
- home owner
- repairmen/women
- cooks
....... and i'm sure the list goes on!!!
b) What Responsibilities do YOU have?
*What traits from the "Looking At You" page list might you need to develop in order to succeed in some of your future roles?
c) How are Expectations for adult behaviour different from those for an adolescent?
Why are many young adults so reluctant to move out of their parents house?
Generation Boomerang
a) Watch CBC News Documentary: Generation Boomerang, 2012. (44 minutes)
b) Handout Unit One Notes for "Generation Boomerang
Unit Focus Questions:
a) What resources are needed to make a successful transition to adulthood?
b) Why is it important to have a positive outlook on life?
c) How does self concept affect goal attainment?
Topics:
1. Personal Qualities & Resources
2. Adult and Adolescent Roles
3. Self Concept
4. Self Esteem
5. Self Worth
6. Perspective & Choosing Your Attitude
7. The Law of Attraction
8. Self-Fulfilling Prophecy
9. Self Talk
10.Developing a Positive Attitude
11. Personal Skills and Strengths
12. Goal Setting
1. Personal Qualities & Resources
a) Individuality Exercise - "Follow My Instructions..."
- draw 4 lines
- draw 2 lines intersecting those lines
- draw 2 curved lines
- draw 5 circles
- draw 2 stars
- shade in 6 areas
- sign your name
*Just as no two drawings turned out exactly the same, no two persons lives will turn out the same. You have to make decisions in your life everyday, sometimes big - like, 'will you apply to college or start looking for work?', and sometimes small - like, 'where will you draw your lines?'. You may have similarities to other people (like going to the same school or living on the same street), but you will also surely have many differences as well. Each individual person is in charge of the direction their lives go, and we make decisions based on what we think is going to give us the best results - even when it comes to lines on a paper.
b) Thinking About Your Resources
i) Brainstorm types of resources (on board)
ii)Handout: "Thinking About Your Resources"
- Why do we value some resources more than others?
c) Your Personality
i) Handout: "Looking at You"
*We may think we know ourselves very well, but by identifying some of our own prominent traits and writing them down in words, we can get a better visual of the type of person we are and why we may think about, and value, our resources the way we do.
2. Adults vs. Adolescents
a) Roles Throughout Our Lives
- Brainstorm adult roles and adolescent roles together
- student
- housekeeping
- child
-employee
- sibling / role model Developing critical thinking
- team mate/ athlete
- group member/club member - friend
Adults - parent/caregiver
- employee/manager
- breadwinner -providers
-role models
- responsible
- ATM – cash source
- tax payers
- therapists/counselors - taxi/chauffer
- spouse
- housekeeping
- mediator
- disciplinarian
- friend
- home owner
- repairmen/women
- cooks
....... and i'm sure the list goes on!!!
b) What Responsibilities do YOU have?
- now??...
- in 5 years??...
- in 10 years??...
*What traits from the "Looking At You" page list might you need to develop in order to succeed in some of your future roles?
c) How are Expectations for adult behaviour different from those for an adolescent?
- 51% of young adults 18-25 still live with their parents
Why are many young adults so reluctant to move out of their parents house?
Generation Boomerang
a) Watch CBC News Documentary: Generation Boomerang, 2012. (44 minutes)
b) Handout Unit One Notes for "Generation Boomerang
a) What did you think about "Generation Boomerang"?
b) Complete Worksheet Together (If absent, borrow notes from a classmate)
c) Barriers and Obstacles to Successful Independence
- Create list together based on info from video and class discussion
d) Responsibility
i) Group Discussions (4-6)
> Does it always include taking care of something?
> In what ways do students need to be responsible?
> In what ways are your parents responsible?
ii) Class Discussion
3. Self-Concept
a) Website Note.
*Note
i) What is Self-Concept?
Baumeister (1999) provides the following self-concept definition: "the individual's belief about himself or herself, including the person's attributes and who and what the self is".
ii) How does our self concept change and develop?
- Was it surprising? Eye-opening?
- What was funny? What could you relate to?
- What does it make you think about regarding your own independence?
- What questions do you have?
b) Complete Worksheet Together (If absent, borrow notes from a classmate)
c) Barriers and Obstacles to Successful Independence
- Create list together based on info from video and class discussion
d) Responsibility
- What does it mean to be responsible?
i) Group Discussions (4-6)
> Does it always include taking care of something?
> In what ways do students need to be responsible?
> In what ways are your parents responsible?
ii) Class Discussion
3. Self-Concept
a) Website Note.
*Note
i) What is Self-Concept?
- The term self-concept is a general term used to refer to how someone thinks about or perceives themselves.
- Self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself.
Baumeister (1999) provides the following self-concept definition: "the individual's belief about himself or herself, including the person's attributes and who and what the self is".
ii) How does our self concept change and develop?
- usually around 7 or 8 yrs old children are developmentally prepared to interpret their own feelings & abilities, and feedback they receive from parents, teachers, and peers about themselves
iii) Components of Self Concept:
Carl Rogers (1959) believes that the self concept has three different components:
CAN YOU HAVE TOO MUCH SELF ESTEEM?
Self-esteem should be viewed as a continuum, and can be high, medium or low.
When considering self-esteem it is important to note that both high and low levels can be emotionally and socially harmful for the individual ... WHY IS THAT??
It is thought an optimum level of self-esteem lies in the middle of the continuum. Individuals operating within this range are thought to be more socially dominant within relationships.
Carl Rogers (1959) believes that the self concept has three different components:
- The view you have of yourself (Self image)
- How much value you place on yourself (Self esteem or self-worth)
- What you wish you were really like (Ideal self)
This does not necessarily have to reflect reality.
- Example. a person with anorexia who is thin may have a self image in which the person believes they are fat.
- A person's self image is affected by many factors, such as parental influences, friends, the media etc.
- Answer the question "Who Am I?" in 20 different ways.
b) Investigating Self-Image: The Twenty Statements Test (Kuhn, 1960)
1. "I am........"
2. "I am........"
3. ".............."
- ...
Kuhn (1960) found that the responses could be divided into two major groups. These were social roles (external or objective aspects of oneself such as son, teacher, friend) and personality traits (internal or affective aspects of oneself such as gregarious, impatient, humorous).
*Check your statements - Place a P or S beside each, depending on whether they are 'Personality' or 'Social' related statements*
Your list of answers to the question “Who Am I?” probably include examples of each of the following four types of responses
1) Physical Description: I’m tall, have blue eyes...etc.
2) Social Roles: We are all social beings whose behavior is shaped to some extent by the roles we play. Such roles as student, housewife, or member of the football team not only help others to recognize us but also help us to know what is expected of us in various situations.
3) Personal Traits: These are a third dimension of our self-descriptions. “I’m impulsive...I’m generous...I tend to worry a lot”...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the universe" to "I’m a human being" to "I’m a spiritual being"...etc.
*Typically young people describe themselves more in terms of such personal traits, whereas older people feel defined to a greater extent by their social roles*
- How do your results compare?
4. Self Esteem -see handout
a) Self esteem refers to the extent to which we like accept or approve of ourselves or how much we value ourselves. Self esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves.
- *Note
- Confidence in our own abilities
- Self acceptance
- Not worrying about what others think
- Optimism
HIGH SELF ESTEEM i.e. we have a positive view of ourselves. This tends to lead to
- Lack of confidence
- Want to be/look like someone else
- Always worrying what others might think
- Pessimism
CAN YOU HAVE TOO MUCH SELF ESTEEM?
Self-esteem should be viewed as a continuum, and can be high, medium or low.
When considering self-esteem it is important to note that both high and low levels can be emotionally and socially harmful for the individual ... WHY IS THAT??
It is thought an optimum level of self-esteem lies in the middle of the continuum. Individuals operating within this range are thought to be more socially dominant within relationships.
b) Measuring Self Esteem
Harrill Self Esteem Inventory
*Think About It: How does each of the statements in the Harrill test influence your self esteem?
c) Factors Contributing to Self Esteem *See Handout
1) THE REACTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us we tend to develop a positive self-image. If they avoid us, neglect us, tell us things about ourselves that we don’t want to hear we develop a negative self-image.
2) COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves we tend to develop a negative self image BUT if they are less successful than us our image will be positive.
3) SOCIAL ROLES. Some social roles carry prestige e.g. doctor, airline pilot, TV. presenter, premiership footballer and this promotes self-esteem. Other roles carry stigma. E.g. prisoner, mental hospital patient, refuse collector or unemployed person.
4) IDENTIFICATION. Roles aren’t just “out there.” They also become part of our personality i.e. we identity with the positions we occupy, the roles we play and the groups we belong to.
But just as important as all these factors, is the influence of our parents! ...Why is that?
5. Self Worth
- refers to the extent to which you value yourself
i) Ideal Self = what you'd like to be
Harrill Self Esteem Inventory
*Think About It: How does each of the statements in the Harrill test influence your self esteem?
c) Factors Contributing to Self Esteem *See Handout
1) THE REACTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us we tend to develop a positive self-image. If they avoid us, neglect us, tell us things about ourselves that we don’t want to hear we develop a negative self-image.
2) COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves we tend to develop a negative self image BUT if they are less successful than us our image will be positive.
3) SOCIAL ROLES. Some social roles carry prestige e.g. doctor, airline pilot, TV. presenter, premiership footballer and this promotes self-esteem. Other roles carry stigma. E.g. prisoner, mental hospital patient, refuse collector or unemployed person.
4) IDENTIFICATION. Roles aren’t just “out there.” They also become part of our personality i.e. we identity with the positions we occupy, the roles we play and the groups we belong to.
But just as important as all these factors, is the influence of our parents! ...Why is that?
5. Self Worth
- refers to the extent to which you value yourself
i) Ideal Self = what you'd like to be
- If there is a mismatch between how you see yourself (e.g. your self image) and what you’d like to be (e.g. your ideal self ) then this is likely to affect how much you value yourself.
- Therefore, there is an intimate relationship between self-image, ego-ideal and self-esteem.
- Humanistic psychologists study this using the Q-Sort Method.
ii) Try the Q-Sort Method.
iii) Congruency
- - A person’s ideal self may not be consistent with what actually happens in life and the experiences of the person. Hence, a difference may exist between a person’s ideal self and actual experience. This is called incongruence.
- - Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. Rarely, if ever does a total state of congruence exist; all people experience a certain amount of incongruence.
- The development of congruence is dependent on unconditional positive regard.
6. Perspective: Choosing Your Attitude
Watch: Niel Pasricha's -The 3 A's of Awesome (~18min)
&
Nick Vujicic - Attitude is Altitude (~5 min)
Watch: Niel Pasricha's -The 3 A's of Awesome (~18min)
&
Nick Vujicic - Attitude is Altitude (~5 min)
Questions for reflection Reflection:
How do you usually react when faced with an obstacle? Give an example.
Do you often sweat the small stuff, or make a big deal out of nothing?
Do you feel like you're always the target, and people are out to get you?
Are you able to rise above negativity, and always maintain a positive outlook? Why or Why not?
By learning to appreciate our lives, and all of the little small perks that we are privvy to, we can learn to shape our perspective in a way that draws positive people and experiences.
Think about it: Consider the quote on this websites home page by Henri Matisse.
What does it suggest about perspective?
*** TUESDAY - In the Computer Lab ***
Portfolio Assessment: Adjusting Your Perspective
Part A -
Step 1) Visit Niel Pasricha's Blog - http://1000awesomethings.com
- read some of the "Awsome Things" he describes - can you relate to why he thinks they're awesome?
Step 2) Create your own list of "10 Simple Awesome Things" and write at least one sentence for each describing why you think it's so awesome.
Remember - we're talking about the small awesome things that we often take for granted!
*Print a copy of your list to be included with your personal portfolio assignment
What do these quotes suggest?
"No one is ever “in the moment” these days."
...
"No one seems to give 100% of their attention to anything anymore"
Part B
i) Click the "SIX MONTHS TO LIVE" button below and read the article.
ii) Using some of the articles' questions as a guide; Answer the following in one full paragraph
--What would you change about your life if you only had "Six months to Live"?
7. THE LAW OF ATTRACTION
"The Secret"
i) Watch "The Secret" 24 min ii) What is "The Secret"? -> In your own words, explain what the secret is. |
Consider these quotes: "Like attracts like" "What you think, you become" "Thoughts become things" |
Think of yourself as a magnet – your thoughts & feelings will attract similar thoughts & feelings.
Keep in mind:
* The Law of Attraction isn't Biased to wants or don't wants
* When you focus on what you don't want, you're emitting those frequencies, and calling it into existence
* If you're complaining, you're creating more of how bad it is
POSITIVE OUTLOOK = POSITIVE PEOPLE, SITUATIONS & CIRCUMSTANCES
NEGATIVE OUTLOOK = NEGATIVE PEOPLE, SITUATIONS & CIRCUMSTANCES
* Don't be afraid of negative thoughts - scientifically proven to be 100x less strong than a positive thought + time delay in manifestation
* ALWAYS consider how you're feeling - because feelings are a direct result of our thoughts (conscious or unconscious)
Feeling Good = creating a future on track with your desires
Feeling Bad = creating a future NOT on track with desires
Discussion Question: Why is this concept hard to accept??
d) Need a little extra perspecetive on life? Check out some quotations from this website for a little inspiration.
8. Self-Fulfilling Prophecy
a) What is it?
*Note
Any positive or negative expectation about circumstances, events or people that may affect a person's behaviour towards them in a manner that causes those expectations to be fulfilled.
Analyze and Discuss the diagram using examples:
9. Self Talk
Note*
i) Visit "Pick the Brain" (below).
Read the article and create a note based on the following:
a) What is it?
*Note
Any positive or negative expectation about circumstances, events or people that may affect a person's behaviour towards them in a manner that causes those expectations to be fulfilled.
- Pygmalion Effect - If you believe a person will perform in a certain way, your behaviours toward that person will influence them to perform in a way that fulfills your expectation
Analyze and Discuss the diagram using examples:
- Parents who expect son/daughter to be a failure in school, treat them as though they're "stupid", so they don't complete homework, get poor grades, and support parents expectation
- Teacher who expects a student will succeed, treats them in a way that encourages they're learning, student feels competent and completes work, gets a good grade which meets teachers expectation
9. Self Talk
Note*
i) Visit "Pick the Brain" (below).
Read the article and create a note based on the following:
- - In your own words, describe what self-talk is.
- - Explain how positive self-talk can impact your quality of life?
- - List the 7 steps to positive self talk outlined in the article, and write one point about each in your notes
ii) Positive and Negative Self Talk - Handout*
iii) Developing Perspective: Gratitude List
Develop your own Personal Gratitude List, to help you remember to count your blessings and appreciate all the great things you DO have in this life.
*This will be added to your personal portfolios. See example below.
10 Things I am Personally Grateful For
- My Health
- My Family
- My Pets
- My Friendships
- My Home
- My Education
- My Career
- My Car
- My Personality
- My Sense of Humour
Case Study Analysis: Group Assignment + informal presentation
For your case, you will prepare an informal presentation to the class addressing the following concepts with relation to your case. You may use the whiteboards to record your group's thoughts.
i) Was the person in your case study emitting positive energy or negative energy?
- How did you determine the type of energy? Give evidence from your case.
ii) What type of self-talk was your subject using? Give three specific examples from the case study.
iii) Explain how either the Law of Attraction or the Self-Fulfilling Prophecy was working with the person in your case.
iv) If your person was emitting the opposite kind of thoughts all day, describe the direction their day could have gone. What might have changed?
- Each group will present their case analysis to the class.
First - Have one group member read the case out loud
Second - Additional group members will address each of the 4 questions.
Third - Ask the class if they can relate to this case/ or if they have any comments about it.
Develop your own Personal Gratitude List, to help you remember to count your blessings and appreciate all the great things you DO have in this life.
*This will be added to your personal portfolios. See example below.
10 Things I am Personally Grateful For
- My Health
- My Family
- My Pets
- My Friendships
- My Home
- My Education
- My Career
- My Car
- My Personality
- My Sense of Humour
Case Study Analysis: Group Assignment + informal presentation
For your case, you will prepare an informal presentation to the class addressing the following concepts with relation to your case. You may use the whiteboards to record your group's thoughts.
i) Was the person in your case study emitting positive energy or negative energy?
- How did you determine the type of energy? Give evidence from your case.
ii) What type of self-talk was your subject using? Give three specific examples from the case study.
iii) Explain how either the Law of Attraction or the Self-Fulfilling Prophecy was working with the person in your case.
iv) If your person was emitting the opposite kind of thoughts all day, describe the direction their day could have gone. What might have changed?
- Each group will present their case analysis to the class.
First - Have one group member read the case out loud
Second - Additional group members will address each of the 4 questions.
Third - Ask the class if they can relate to this case/ or if they have any comments about it.
* Closing Thought:
Move With Your Moods
A low mood itself isn’t the problem. It’s what you do with it.
How much common sense do you have in a low mood?
Be aware of your mood, feelings and thoughts. Are they secure? Joyous? Uncomfortable? Unsettled?
Recognize the role your current mood is playing in your perception.
You must become consciously aware of this influence, in order to adjust it.
Try it: Practice a mantra
"I know nothing is as bad as it may seem right now.”
“This too, shall pass.”
"It might be stormy now, but it never rains forever."
Think Your Thoughts – Then Let Them Go.
Supplemental Readings:
For those of you who like to read and are finding some merit in the content presented over the past weeks, you may enjoy this book as a leasure read in your spare time --> The Power of Now - Ekhart Tolle
10. Developing a Positive Attitude - reflection
Consider these steps:
1. Take charge – You are the only one responsible for your life.
Own it! Do not sit back and wait for opportunities to come to you – make them yourself.
2. Help others – Everyone needs a helping hand at some point in their lives. Reach out to others to help.
3. Accept reality, but dream big – By accepting who you are, where you work, your friends, etc., you are sending out a positive vibe to everyone who knows you.
Portfolio Reflection: Choose any one of the three steps to creating a positive attitude and think about how this step could make, or is making, a difference in your life.
- 1 paragraph - 5-6 sentences. Include practical examples to illustrate your points.
*Add to Portfolio Contents
11. Personal Skills & Strengths
Why is it important to know your personal skills and strengths?
How can this help with goal setting?
Take a Personal Skills Inventory
a) Take Inventory & Print off your results. In Lab*
*Include this printout in your portfolio (be sure to add it to your contents)
12. Goal Setting
Many of us have goals – we might want to own a house when we are older or own a car. We also might want to play competitive sports or quit smoking. All of these are goals – things we strive to achieve.
Short-term goals are any goals that you want to achieve within the next 1-2 years.
Long-term goals are goals that you would like to achieve, but may take longer to get there (e.g. 3 or more years).
Think About It:
Write down 3 long-term goals and 3 short-term goals that you would like to achieve.
The SMART Principles
S
M
A
R
T
*Note: The "R" can also stand for "Realistic" or "Relevant".
However, for this course, we will substitute "Resources" in it's place.
Check out this video for how to make a basic goal, into a SMART goal.
SMART GOALS VIDEO watch first 3:30min only
Examples of goals.
1. To get 90% in this class.
2. To get full time work.
3. To loose 5 pounds.
4. To get more sleep.
5. To obtain drivers license.
6. To move out.
BUT... are they smart enough?
With a partner or small group, discuss how could they become SMARTer?
Closing Thoughts
Complete the Assignment below to demonstrate your proficiency in setting SMART goals for yourself.
Assignment - SMART Goal Setting - Unit 1 Summative (10% of 70% Term) /35
*Refer to "Goals" handout for assistance.
1. Use a word processing program to complete this task. Create a format, similar to below, to organize your goals and SMART descriptions about each. (2 marks)
2. Prioritize your 3 short, and 3 long-term goals from above, in rank from most important (#1), to those of less importance (#2, #3) (3 marks)
3. For each of your 6 goals, turn them into SMART goals by elaborating on each, using the five SMART principles. (18 marks)
4. For each goal, specify which resources you already have, which you will need to acquire and HOW you plan to acquire them. (12 marks)
Save your document in your personal drive (h:) Title: My SMART Goals
PRINT COMPLETED ASSIGNMENT AND HAND IN MONDAY SEPT 29 FOR EVALUATION.
**Add this to your portfolios after it has been marked and returned.
Possible Template:
Move With Your Moods
A low mood itself isn’t the problem. It’s what you do with it.
How much common sense do you have in a low mood?
Be aware of your mood, feelings and thoughts. Are they secure? Joyous? Uncomfortable? Unsettled?
Recognize the role your current mood is playing in your perception.
You must become consciously aware of this influence, in order to adjust it.
Try it: Practice a mantra
"I know nothing is as bad as it may seem right now.”
“This too, shall pass.”
"It might be stormy now, but it never rains forever."
Think Your Thoughts – Then Let Them Go.
Supplemental Readings:
For those of you who like to read and are finding some merit in the content presented over the past weeks, you may enjoy this book as a leasure read in your spare time --> The Power of Now - Ekhart Tolle
10. Developing a Positive Attitude - reflection
Consider these steps:
1. Take charge – You are the only one responsible for your life.
Own it! Do not sit back and wait for opportunities to come to you – make them yourself.
- Sometimes this means stepping into unchartered territory, like talking to people you don't know or asserting yourself, but this is what it takes to make success happen.
- In the workplace, you may not be able to control your hours or your duties, but you can control how you carry them out. By taking charge, you are being proactive, instead of reactive.
- For example, if you want a promotion at work, do not sit back and wait for it to come. You can take charge by speaking with your boss and asking what you need to do to get the promotion. You can also take initiative by performing extra tasks at work, working late, networking with colleagues, etc., all in an effort to get ahead.
2. Help others – Everyone needs a helping hand at some point in their lives. Reach out to others to help.
- By helping, you will feel good about yourself; your self-worth will increase, and others will look favourably towards you.
- Think of the pay-it-forward idea – if you do something nice for someone else, then maybe they will do something nice for you or another person, and so on.
- Helping Others in the workplace: teamwork is critical to success. You must work well with others in any business in order to be successful.
- For example, if your colleague calls and says they can't make their shift at work because something has come up and they ask if you can work for them, say yes when possible. You will benefit because you have done something good for someone else, and now you will make more money because you are picking up another shift.
- Your positive attitude will be looked upon favourably by your colleagues and supervisors.
3. Accept reality, but dream big – By accepting who you are, where you work, your friends, etc., you are sending out a positive vibe to everyone who knows you.
- By accepting what you cannot change, you create awareness about life.
- At the same time, you need to have dreams. Dreams are what motivate us – they give us positive reasons for living. Dream as big as you want, but be realistic that most dreams worth having, come true by putting forth hard work.
- In the workplace, accept your role and responsibilities. When you do this, you are seen by others as reliable and competent. This leads to favourable relationships with co-workers and supervisors.
- For example, if you have dreams to be a professional singer, but are currently working at a fast-food restaurant, accept that this is part of the work you need to do to reach your professional goal. You need to make money to record your songs. You may meet people at work who know other people in the music industry who could help you out. Life is not always about what you know, but who you know as well.
Portfolio Reflection: Choose any one of the three steps to creating a positive attitude and think about how this step could make, or is making, a difference in your life.
- 1 paragraph - 5-6 sentences. Include practical examples to illustrate your points.
*Add to Portfolio Contents
11. Personal Skills & Strengths
Why is it important to know your personal skills and strengths?
How can this help with goal setting?
Take a Personal Skills Inventory
a) Take Inventory & Print off your results. In Lab*
*Include this printout in your portfolio (be sure to add it to your contents)
12. Goal Setting
Many of us have goals – we might want to own a house when we are older or own a car. We also might want to play competitive sports or quit smoking. All of these are goals – things we strive to achieve.
Short-term goals are any goals that you want to achieve within the next 1-2 years.
Long-term goals are goals that you would like to achieve, but may take longer to get there (e.g. 3 or more years).
Think About It:
Write down 3 long-term goals and 3 short-term goals that you would like to achieve.
The SMART Principles
S
M
A
R
T
*Note: The "R" can also stand for "Realistic" or "Relevant".
However, for this course, we will substitute "Resources" in it's place.
Check out this video for how to make a basic goal, into a SMART goal.
SMART GOALS VIDEO watch first 3:30min only
Examples of goals.
1. To get 90% in this class.
2. To get full time work.
3. To loose 5 pounds.
4. To get more sleep.
5. To obtain drivers license.
6. To move out.
BUT... are they smart enough?
With a partner or small group, discuss how could they become SMARTer?
Closing Thoughts
- We've spent some time now talking about how our attitudes and personal beliefs can impact the course our life takes, and that ultimately, we are in control of our lives - go figure!?
- We choose the attitude we embrace each day, we choose how seriously we take our education, we choose which path we take post-secondary and we choose the hobbies & careers we want to pursue.
- We also make choices related to which goals we want to achieve in our lives. To support our goal attainment, we must be diligent in choosing to take the necessary steps now, that will help us reach our ultimate goals in the end.
- By setting SMART goals for yourself, and monitoring your progress toward your goals, you'll be well on your way to achieving your desired outcomes.
Complete the Assignment below to demonstrate your proficiency in setting SMART goals for yourself.
Assignment - SMART Goal Setting - Unit 1 Summative (10% of 70% Term) /35
*Refer to "Goals" handout for assistance.
1. Use a word processing program to complete this task. Create a format, similar to below, to organize your goals and SMART descriptions about each. (2 marks)
2. Prioritize your 3 short, and 3 long-term goals from above, in rank from most important (#1), to those of less importance (#2, #3) (3 marks)
3. For each of your 6 goals, turn them into SMART goals by elaborating on each, using the five SMART principles. (18 marks)
4. For each goal, specify which resources you already have, which you will need to acquire and HOW you plan to acquire them. (12 marks)
Save your document in your personal drive (h:) Title: My SMART Goals
PRINT COMPLETED ASSIGNMENT AND HAND IN MONDAY SEPT 29 FOR EVALUATION.
**Add this to your portfolios after it has been marked and returned.
Possible Template:
Short Term Goal #1:
S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: Long Term Goal # 1: S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: |
Short Term Goal #2:
S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: Long Term Goal #2: S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: |
Short Term Goal #3:
S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: Long Term Goal #3: S: M: A: R: T: RESOURCES I HAVE: RESOURCES I WILL NEED: |
FOOD LABS: Before Cooking....
What to do when entering the kitchen...
1. Tie hair back and put on an apron.
2. Wash hands with warm water and soap, then dry with paper towel. Approximately 20 seconds - be sure to get between your fingers.
3. Delegate Responsibilities within your kitchen group & know your role(s).
4. Locate kitchen tools and food products you will need.
5. Read and follow instructions/recipe carefully- You don't want to miss a step and compromise your group's final product!
6. Always practice kitchen safety when working in the labs:
- Safe knife handling & cutting (i.e. carry knife point-down, use the "bear claw" grip when cutting)
- Do not leave sharp knives in the sink - wash blade off immediately
- Turning pot handles inward when using the stovetop
- Do not turn a burner on without anything on top
- Check the oven before pre-heating
- Ensure meats are cooked properly, depending on type, to avoid getting sick
7. All dishes must be washed, dried and put away before the end of class.
8. All countertops must be sprayed (vinegar/water solution) and wiped down after use.
9. Aprons should be hung up (if not too dirty), or put in the washer if needing to be cleaned.
10. Always remember to shut off stovetops and ovens when finished.
Tip: Using parchment paper to line baking trays will not only protect the pan, but can save you dishes too!
2. Wash hands with warm water and soap, then dry with paper towel. Approximately 20 seconds - be sure to get between your fingers.
3. Delegate Responsibilities within your kitchen group & know your role(s).
4. Locate kitchen tools and food products you will need.
5. Read and follow instructions/recipe carefully- You don't want to miss a step and compromise your group's final product!
6. Always practice kitchen safety when working in the labs:
- Safe knife handling & cutting (i.e. carry knife point-down, use the "bear claw" grip when cutting)
- Do not leave sharp knives in the sink - wash blade off immediately
- Turning pot handles inward when using the stovetop
- Do not turn a burner on without anything on top
- Check the oven before pre-heating
- Ensure meats are cooked properly, depending on type, to avoid getting sick
7. All dishes must be washed, dried and put away before the end of class.
8. All countertops must be sprayed (vinegar/water solution) and wiped down after use.
9. Aprons should be hung up (if not too dirty), or put in the washer if needing to be cleaned.
10. Always remember to shut off stovetops and ovens when finished.
Tip: Using parchment paper to line baking trays will not only protect the pan, but can save you dishes too!
Video Tips for Lab Prep:
BROWNING GROUND BEEF - video
BASIC KNIFE SKILLS - video
PREPPING PEPPERS - video
BROWNING GROUND BEEF - video
BASIC KNIFE SKILLS - video
PREPPING PEPPERS - video
mexican_corn_salsa.pdf | |
File Size: | 45 kb |
File Type: |
1. Seasonal Foods LAB: Nachos & Pepper prep.
Nacho Options:
1. Vegetarian - black beans, corn, peppers and cheese
2. Carne - ground beef and cheese
3. The Works - ground beef, beans, corn, peppers and cheese
4. Just Cheese
5. Just Nachos & Salsa
Roles:
Each group will need to delegate the following roles-->
i) 2 pepper choppers
ii) Ground Beef cook / Black bean drain & rinse
iii) Grate Cheese & Prep pans with parchment
iv) Nacho Assembly
v) 2 dish washer/dryers
vi) Counter & stove clean up
Extra Roles:
2 individuals will be asked to prepare a homemade salsa for the class to share with their nachos
---------------------------OTHER POSSIBLE LABS:
1. Stove Top Popcorn
2. Breakfast Lab
3. Nacho Lab & Pepper Prep (Seasonal Foods 1)
3. Apple Cupcake Lab (Seasonal Foods 2)
4. Maximizing Resources Lab (Using Frozen Produce - Pasta Sauce/Chili)
5. Dinner on a Dime
Nacho Options:
1. Vegetarian - black beans, corn, peppers and cheese
2. Carne - ground beef and cheese
3. The Works - ground beef, beans, corn, peppers and cheese
4. Just Cheese
5. Just Nachos & Salsa
Roles:
Each group will need to delegate the following roles-->
i) 2 pepper choppers
ii) Ground Beef cook / Black bean drain & rinse
iii) Grate Cheese & Prep pans with parchment
iv) Nacho Assembly
v) 2 dish washer/dryers
vi) Counter & stove clean up
Extra Roles:
2 individuals will be asked to prepare a homemade salsa for the class to share with their nachos
---------------------------OTHER POSSIBLE LABS:
1. Stove Top Popcorn
2. Breakfast Lab
3. Nacho Lab & Pepper Prep (Seasonal Foods 1)
3. Apple Cupcake Lab (Seasonal Foods 2)
4. Maximizing Resources Lab (Using Frozen Produce - Pasta Sauce/Chili)
5. Dinner on a Dime
stove_top_popcorn.wpd | |
File Size: | 2 kb |
File Type: | wpd |
DINNER ON A DIME | |
File Size: | 205 kb |
File Type: |
Assessments
hip-financial_literacy_article.pdf | |
File Size: | 94 kb |
File Type: |
SUMMATIVE (70%)
- Unit 1 Test
- Managing Talent Assignment
- SMART Goal Setting
- Smart Consumer Lab Report - Seasonal Foods
- Shopping Around - Online flyer assignment
- Research Article Review -Teen financial literacy (2002). - Where to Shop for... - Inquiry Assignment
- Dinner on a Dime Lab - Group Lab - planning and execution
- Writing a Mature Cover Letter and Resume
- Interview Preparation Assignment
- ongoing course assignments
CULMINATING (30%)
1. Final Exam -In Class (10%)
2. Personal Resource Portfolio (5%)
3. Culminating Project - Personal Life Management Reflection (15%)
- Unit 1 Test
- Managing Talent Assignment
- SMART Goal Setting
- Smart Consumer Lab Report - Seasonal Foods
- Shopping Around - Online flyer assignment
- Research Article Review -Teen financial literacy (2002). - Where to Shop for... - Inquiry Assignment
- Dinner on a Dime Lab - Group Lab - planning and execution
- Writing a Mature Cover Letter and Resume
- Interview Preparation Assignment
- ongoing course assignments
CULMINATING (30%)
1. Final Exam -In Class (10%)
2. Personal Resource Portfolio (5%)
3. Culminating Project - Personal Life Management Reflection (15%)
hip4o-culminatingactivity2--personalreflection-4.pdf | |
File Size: | 245 kb |
File Type: |
PORTFOLIO CONTENTS TO DATE | |
File Size: | 181 kb |
File Type: |
PERSONAL RESOURCE PORTFOLIO | |
File Size: | 84 kb |
File Type: |
LIFESTYLE COLLAGE | |
File Size: | 58 kb |
File Type: |
Some of this pages resources & images are adapted from Mr.Wilson's HIP3E course website @ http://mrwilsons.weebly.com/hip3e.html