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Homeroom/Advisory Everyone in the school shares that bond that everyone has an advisor. So from the 6th to the 12th grade, everyone shares that connection with one teacher, and I think that everyone throughout the day has opened up to someone. It gets you in a state of mind that school is not only about work, but that it is a place where teachers really know you and understand you. So, I think, as a school, having advisory connects everybody. -8th grader, cited in Schulkind and Foote
Personal and Social Issues • Academic and Careers • Global Issues • Me and my impact on the world • Worldwide focus; Sustainable Development- • International Whaling Commission Simulation • Global Fashion Simulation What is it about?
The Three C’s • Compassion • Commitment • Courage ………and the R: Respect Expectations
The Martian language is the complete reverse of ours. So, your name in Martian would be spelled backward and last name would come first. In addition every name on Mars means something special. On Mars I am: NesnetromYma “Dynamic optimist who has an adventuresome spirit” What if you were from Mars?
Special quotes • Something that makes you unique • Something you believe in • Personal characteristics • Interests What does your name mean?
You will discuss quotes from MS Advisory 101 with different partners. • Make an appointment with three different people. • Each time the teacher calls “time”, move to a new partner and discuss a new quote • Analyse what the quotes mean and discuss whether you agree or not • We will then discuss as a whole class Quotes about Character
Eleanor Roosevelt said "Nobody can make you feel inferior without your permission." • What does it mean? • How true is it? • Can you think of cases where it might not be true? • In what kinds of situations would this quote be most useful to remember? What do you think?
Pass the ball of string and say something positive about the person you’ve tossed it to: • Why you appreciate or admire the person • Something about them that you think is “awesome” or “excellent” • Something about them that you think they do very well Positive Connection Activity
Self-esteem has been compared to a bucket of water. It starts out full when we're born, but whenever we develop negative beliefs about ourselves, it's like poking little holes in that bucket and our self-esteem drips out. • What are some ways that peers poke holes in our buckets? • Can you think of ways in which the media effects the bucket?
How many ways are there to be kind? • Think about it: 1- Immediately (in the classroom / at school/ at home) 2- Locally (in Luxembourg) 3- Globally (in the world at large) 1-2-3
Be in control of the situation, while, keeping communication channels open and flexible. • Pause and breathe, so that you can assess what you see, how you feel, and determine what it is you want. • Set boundaries.
Discussion: • “You should be nicer to him,' a schoolmate had once said to me of some awfully ill-favored boy. 'He has no friends.' This, I realized with a pang of pity that I can still remember, was only true as long as everybody agreed to it.” • Journal it (No one will see your response but Ms.Morty, and you can choose not to put your name on it.) • “Some people won't be happy until they've pushed you to the ground. What you have to do is have the courage to stand your ground and not give them the time of day. Hold on to your power and never give it away.” • Can you remember a time when you felt pushed around or put down by someone. Explain. How did you react? Which type of behaviour did you address the situation with: Passive, Assertive, or Aggressive? Explain. Is there anything that you wished that you had done differently? Explain. What do you have to say about…
What is the deeper message? • How might this message be important for a middle school student? • Give an example of a real life 6 blind men situation. Have you ever played the role of a “blind man”? What’s the moral of the six blind men and the elephant?
Visual Recall • Mnemonic Devices- • Mr. Lip (movement, region, location, interaction humans with environment, place) • Associations • Rhyming or Movement Memory Learning Activities
Which Rights of the Child do you receive? • Which rights did Iqbal get? • What is your reaction to Iqbal’s story? • What is your new understanding of rights of children around the world? The Rights of Every Child:IqbalMasih
Debrief Village in Mali Simulation: • What leadership qualities were required to be the chief? • Were there other leaders in this simulation other than the chief…..(advisors, treasurer, drummer…) • How did students feel about the role they were given? Leadership
Summarize the word leadership with two words from the class list. • Why do you think those two words sum up leadership best. Be ready to explain. Leadership
Leadership is influence: The power a person has to affect other people. Leadership is an ability anyone may choose to build. 1. Everyone is able to experience leadership because everyone can influence. 2. Leaders are not born; leadership is learned through practice. Do you agree or disagree? Identifying Philosophies of Leadership
The approach a leader takes to influencing others depends on his or her leadership philosophy. A leadership philosophy is affected by several factors. 1. How we have seen others lead. 2. Past experiences we have had with leaders. 3. Current perceptions we have about what it means to be a leader 4. Our personal beliefs about how other people do work What defines leadership?
How we have seen others lead. • Past experiences we have had with leaders. • Who are some leaders you’ve looked up to in the past? Explain…what characteristics made that person an effective leader? • Current perceptions we have about what it means to be a leader. • What experience do you have leading others? • Was the experience challenging or rewarding…perhaps it was both. Explain. Personal Experience with Leadership
Authoritarian Democratic Laissez Faire Philosophies of Leadership
