teacher's kindergarten guide

Teacher’s Kindergarten GuideSAM

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

Table of Contents Teacher’s Kindergarten Guide

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2–3

•Welcome

•Introduction to Leadership

The 7 Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4–6

•The7HabitsOverview

•The7HabitsTree

•HandSignsforthe7Habits

Curriculum Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8–14

•Online Resources

•Education Correlations/Skills for the 21st Century

•Literature Suggestions

•InvolvingtheHome

•Parent Letter

Leadership Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Foundation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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

Certificate of Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

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Habits

The Leader in Me Teacher’s Kindergarten Guide


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 for 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 difference.

I am an important part of my classroom and contribute to my school’s mission

andvision.Ilookforwaystobeagoodcitizen.

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 follow my plan. I am

disciplinedandorganized.

Habit 4: Think Win-Win®

I balance courage for getting what I want with consideration for what others want.

When conflicts arise, I look for a win-win solution.

Habit 5: Seek First to Understand, Then to Be Understood®

I listen to other people’s ideas and feelings. I try to see things from their viewpoint

(paradigm). I listen to others without interrupting. I listen with my ears, my eyes,

and my heart. I am confident voicing my ideas.

Habit 6: Synergize®

I value other people’s strengths and learn from them. I get along well with others, even

people who are different 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

of us can alone. I look for Third Alternatives.

Habit 7: Sharpen the Saw®

I eat right, exercise, and get enough sleep (body). I learn in lots of ways and lots of

places, not just at school (brain). I spend time with family and friends (heart). I take

time to find meaningful ways to help people (soul). I balance all four parts of myself.

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Habits


The 7 Habits

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Habits



Hand Signs for The 7 Habits

Each habit has a signing activity. This accomplishes two things:1. The children have an opportunity to move—great for kinesthetic learners.

2. Thisactivityhelpsallchildrentorememberthenamesofthe7Habits.


Place your thumb to your chest.


Begin (point to your feet) With the End (both hands point to the sky) in Mind

(point to your head).


Holdupyourindexfingereachtimeyousaytheword“first.”


Think (point to your head) Win (hand out, palm open) Win (other hand out,

palm open).


Placeyourhandoveryourbrowlikeyou’relookingoverthehorizon,thencup

both hands behind your ears.


Put your hand out toward the opposite forearm and grab your forearm.

Thenshakeyourarmsupanddownlikea“mixer.”


Pretend you are sawing a tree.

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Hand Signs for the 7 Habits

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Habits



Getting StartedEach section of the Teacher’s Kindergarten Guide contains an introductory letter and home-school link page for parents, connections to The 7 Habits of Happy Kids book, and classroom activities that reinforce 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 for this purpose.

2. “Habits,”“Paradigms,”and“Principles”beginthisguideandlaythefoundation

forthe7Habits.Thesesectionsareshorter;parentinformationisonepageonly.

3. Read a chapter of The 7 Habits of Happy Kids by Sean Covey. Each chapter

teaches one of the habits through the adventures of the friends at 7 Oaks.

4. Followingeachchapterare“UpforDiscussion”questions.Toextend thediscussion,youwillfindadditionalquestionsforeachchapterin

this guide.

5. Cross-curriculum activities are provided for learning throughout the day.

6. Thelessonsareflexible;theycanbedoneasyouhavetimeinyourschedule.

Depending on ability levels, students can draw or write their answers.

7. At the end of each chapter of The 7 Habits of Happy Kids,“BabySteps”help

studentsincorporatenewlearningintheirlives.Likewise,“‘BabySteps’inthe

Classroom”areincludedattheendofeachsectionofthisguidetoincorporate

new learning in the classroom.

8. FollowingHabits3and6arereviewsectionstitled“The7HabitsinAction.” These activities are designed to assess learning.

9. Attheendofthisguideisa“YouAreaLeader!”certificateof achievement. Present one to all of the children individually so they can

beproudthattheyareleaders!

10. Teachingisthebestwaytolearn;encouragestudentstoteachthehabit to someone at home. This will also keep parents informed.

Getting Started

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Habits


The Leader in Me Teacher’sKindergartenGuideprovidesawaytoincorporatethe7Habits

intotheclassroom.Butit’sjustthebeginning!

The website, www.TheLeaderInMe.org is a complete teacher resource.

In the “Teachers’ Lounge,” you will find:

• Downloadable lesson plans, including video of actual classrooms.

• Additional literature suggestions.

• Ideasforbringingthe7Habitsintomeetingsandthroughoutyourschool.

• Videos illustrating the habits.

• A discussion area with various topics.

• Leadershipandquality-tooldescriptions.

• Case studies of other schools.

• Professional-development webinars.

Havealessonplanyouwouldliketoshare?Youcanalsouploadlessons.

The“Parent’sPlace”offersliteraturesuggestionsaswellashomelessonplans.

The“StudentSchoolyard”offersstudentsfunactivitiestofurtherreinforcetheirlearning

of the habits.

Take some time to explore this wonderful resource; you’ll be glad you did!

Online Resources

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Habits



Education Correlations/Skills for the 21st Century


In this section, students will:

1. Developmotivation;takeprideinwork.

2. Act responsibly toward self, family, school, community, nation, and the world.

3. Show initiative and entrepreneurialism.

4. Useuniquetalentsandabilitiestotheirfullpotential.

5. Thinkaboutchoices;beaccountableandresponsibleforactionsandresults, and understand that choices affect others.



1. Usecriticalthinkingtoorganizeinformation.

2. Develop the intrapersonal skills of self-confidence and self-management.

3. Usecreativeandentrepreneurialthinkingtosolveproblems.

4. Develop the ability to set goals and follow through.

5. Develop strong oral and written communication skills.



1. Demonstrate time-management skills.

2. Cultivate a strong work ethic, flexibility, and adaptability.

3. Develop intrapersonal skills of self-management.

4. Be accountable and responsible for their actions and results.

5. Begin to cultivate analytical skills.



1. Usetheirownuniquetalentsandabilitiestothefullest;valueothers’talents and abilities.

2. Develop flexibility and adaptability.

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

4. Demonstrate attentive listening skills.

5. Cultivate a spirit of cooperation to live in an interdependent community and world.

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Habits


Education Correlations/Skills for the 21st Century



1. Demonstrate attentive listening skills to build and maintain healthy relationships.

2. Cultivate good social and communication skills.

3. Showcompassiontowardothers;shareandputothersfirst.

4. Appreciate different relationships.

5. Learn to relate to people who are alike as well as different, and work effectively in group settings.



1. Express and present information and ideas clearly in oral, visual, and written forms.

2. Usetheirownuniquetalentsandabilitiestothefullest;valueothers’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.



1. Demonstrate healthy ways to express needs, wants, and feelings.

2. Develop strong intrapersonal skills, self-reliance, self-confidence, and self-discipline.

3. Demonstrate characteristics of a responsible friend and family member.

4. Recognizetherelationshipbetweenpersonalbehaviorandindividualwell-being.

5. Strive to be healthy for life.

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SAMPLE

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 affect those around them

by making positive choices. The Leader in Me provides students with activities to help

them learn practical character and life skills that will lead to those positive choices.

Written to appeal to their age level, students are presented with fun activities designed

to get them thinking.

Yourchildisabouttoembarkonanexcitingjourney,andourhopeisthatyouwillask

your child how he or she is doing along the way. This program gives you an opportunity

toengage,hands-on,inwhatyourchildislearningandwillleadtomany“teachable

moments.”Havingyourchildreteachthecontenttoyouwillgivehimorheraneven

deeperunderstandingandwillgivebothofyouanopportunitytolearntogether!

Additionally…

The“Parent’sPlace”isavailableatwww.TheLeaderInMe.org.Youwillfindideas

to use at home involving the family and reinforcing your child’s learning in a fun,

interactive way.

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Habits


Leadership Tools

FlowchartTheflowchartisanorganizationaltoolthatishelpfulinplanninganddescribingaprocess.Studentscanusethistooltoorganizeastep- 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 given situation, list things you can control within the inner circle of the diagram (Circle of Control). List things you may be concerned about, but which are outside of your control, in the outer circle (Circle of No Control).Forexample,forthesituation“gettingtoschoolontime,”itemslike“traffic”and“weather”wouldbewithintheCircleofNoControlwhileitemslike“whattimeIwakeup”and“gettingmyselfdressedandreadyforschool”wouldbewithintheCircleofControl.

Venn DiagramTheVenndiagramisanorganizationaltoolthatwasinventedin1881byJohn 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 if desired.

BrainstormerBrainstorming is used in creative thinking and planning. It allows students togenerateandorganizetheirideasinanonlinearway.Tousethebrainstormer, write the central concept in the middle of the page and write related concepts on lines or bubbles anywhere around the central concept. Multiple ideas may branch off any concept. Brainstorming may be done individuallyorasagroup.Itisbestnottocritiqueoreliminateideaswhilebrainstorming.Justgoforquantityofideasandencouragecreativity.

Fishbone DiagramThe fishbone diagram (or Ishikawa diagram) is used to display the causes for a specific effect, event, or problem. It is also known as the cause-and-effect diagram. Write the effect or outcome at the head of the diagram. Writethecausesthatleadtothateffectoneachofthe“bones”thatspreadoutfromthecenterline.Studentscanusethistooltoanalyzethefactorsthat lead to the desired effect. They can also use it to define the causes of a certain problem.

Synergizer This tool is used when students or groups have different approaches to a situation.Ithelpsstudentsfind“ThirdAlternative”solutionsthatarebetterthan either of the original solutions and which lead to synergy. Write one approach to the situation in one of the lower boxes (My Way). Write the otherapproachintheotherlowerbox(YourWay).Thenbrainstormtogethertocomeupwithabetterway(HighWay)thatisnotacompromise,butisanew solution that is better than either of the original approaches. Write this better solution in the top box.

Bar ChartA bar chart (or bar graph) is used for comparing two or more values. It is a chart with rectangular bars of length that represent different values. Thebarscanbehorizontalorvertical(alsocalledacolumnchartwhenvertical). It allows students to compare two different groups of data or data over time.

Prioritizer ThePrioritizerisausefultoolforputtingfirstthingsfirst.Studentsshouldfirst list all of the tasks they need to do, then write an A, a B, or a C next toeachtasktoindicateitspriority.“A”isforthethingsthataremostimportantandhavetobedone.“B”isforthethingsthataresomewhatimportant.“C”isforthingsthatarenotreallyimportant.Analternativeapproach is to number the tasks, beginning with the number 1, giving each taskauniquenumberbasedonitspriority.

Lotus DiagramThelotusdiagramisabrainstormingandorganizationaltoolthatisusedtodefine 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 flower. 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 hasninelargeboxesaswell,buteachoftheeightoutersquaresisdividedinto nine sections.

Goal Planner UsetheGoalPlannertoclarifyagoalandwhatneedstobedonetoachieve that goal. Students should first write a clear and specific goal at the topofthetool.Underneaththegoal,studentslistthespecificactionstheyneed to take in order to achieve that goal. This tool can be used together withthePrioritizerandtheGanttchartwhenplanningprojects.

Stop and Think ChartThe Stop and Think chart reinforces the principle that between stimulus andresponse,wehaveachoice,whichispartofHabit1:BeProactive®. To use the chart, first list the stimulus (the situation, event, etc. that happens to you) in the box on the left. 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 of their ability to choose rather than react to a given situation.

Plus/DeltaTheplus/deltaisasimpletoolthatisusedtoassessasituationororganizefeedback 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 ChartThe 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.

Throughout this activity guide, you will see a

“leadershiptool”iconwheneveroneofthetools

shown below is used. As you use the leadership

tools in the various activities, you may to refer

to this page or to www.TheLeaderInMe.org.

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SAMPLE

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“stopandthink”inhis/herconversationsthisweek.Youcan

encourage your child to be a leader by using some of this language at home.

Books for young children that reinforce Habit 1:

• The 7 Habits of Happy Kids by Sean Covey

• Amazing GracebyMaryHoffman

• Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Vorst

Checkoutwww.TheLeaderInMe.orgforfunwaystobringthe7Habitshome.

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Habit 1


Home-School Link

Developing a love of reading will be an asset to your child in all areas of school. Use Habit 1:

Be Proactive to help your child be a leader and develop a love of reading.

Suggestions:

• When reading a new story, pause and let your child predict the ending.

• After reading a story, ask your child to retell the story in his/her own words.

• Children often 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

bitmore.Repetitionofstoriesimprovesvocabulary,sequencing,andmemoryskills.

• Usethelibrary;itisawonderfulresourceandchildrenloveit.

• Buy inexpensive books at garage sales, tag sales, and flea markets.

• Give bookstore gift certificates as gifts to your child and to friends.

• Encourage your child to lend books to friends.

• Haveaspecialplaceinyourhomeforbooks.

• Labeltheitemsinyourchild’sbedroom;addmoreeverycoupleofdays.

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Habits

Key PrincipleYou’reincharge.


Habit 1


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 byMaryHoffman

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

www.TheLeaderInMe.org

Inthe“StudentSchoolyard,”studentscan“PlanaPlayhouse.”Heretheychoosetheroof,

walls, windows, paint color, and plants. When finished, students can print their playhouse.

InThe“Teachers’Lounge,”youcandownloadadditionallessonplansfromotherteachersand

upload your own lesson plans.

YouwillalsofindadditionalliteraturesuggestionsforgradesK–2.

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Habit 1


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

SammySquirrelisboredandlookingforsomeonetotakecareofhis

“problem.”Allie’sGrannyhelpshimrealizethathe’sinchargeofhisownfun,

notsomebodyelse.Sammysolveshisproblem;heisproactiveandmakesa

friend feel better.

Language Arts

“UpforDiscussion”questionsareonpage23ofThe 7 Habits of Happy Kids.

Tofurtherthediscussion,usethesequestions:

• “WhatisoneactivitySammycouldhavedonewithhisfriends?”UseaBrainstormer

to gather the children’s ideas.

• Refer to the Brainstormer andask,“Couldtheseactivitieshappenintherealworld?

Whyorwhynot?”

• Draw a Circle of Control leadership tool. List Sammy’s options in the center circle.

Ask,“HowdoyouknowthatSammywaschoosingtobebored?”

• “SammyusedhistalenttoBeProactive.WhatisSammy’stalent?”

• “Supposeyouarebored.Thinkofatalentyouhave.”

• “Createapictureofyoubeingaleaderandusingyourtalent.”

Math

Choose an item to be measured using a pencil, paper clip, or other common item. Ask the

childrentoBeProactiveandestimatewhatthemeasurementwillbe.UseaLine Chart to

document the children’s estimates and the actual measurement. Explain how the Line Chart is

used to make comparisons.

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SAMPLE

Habits


Habit 1


Science

To make modeling clay, place water (1 cup) into a bowl and allow children to add food

coloring to reach the desired color. Add flour (6 cups) and vegetable oil (1 cup). Stir. Knead

until smooth. The dough can be reused if stored in the refrigerator in an airtight container.

UseaFlowchart to illustrate this process. Discuss how making modeling clay is being

proactive by reducing packaging of a store-bought item.

Social Science

SammySquirrelandhisfriendslivein7Oaks.Ask,“Wheredoyoulive?”Instructstudentsto

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 usingthehandmotions.Say,“Theitsybitsyspiderwasa

leader;shetookinitiativetogettothetopofthewaterspout.Theitsybitsyspiderchosenot

toblametherain;shestayedwithhertask.”Ask,“Whatdidyoulearnaboutbeingproactive

fromtheitsybitsyspider?WhatdidyoulearnfromSammySquirrel?”UseaFishbone Diagram

to chart the ideas.

Art

SammySquirrelfixedaradioforTagalongAllieanditmadeAlliefeelbetter.Tellstudentsthey

aregoingtoBeProactive,likeSammySquirrel,andmakeacardforapersonathome,intheir

neighborhood,atschool,orsomewhereelse.Ask,“Dopeoplehavetobesicktogivethema

card?Whyorwhynot?”

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SAMPLE


Habit 1


Movement

“Trainofchildren.”ReinforceHabit1bymakingatrain,withtheteacherastheengine.Ask,

“Whatisanexampleofbeingproactive?”Asachildgivesanexample,he/shejoinsthetrain.

Youmayinitiallyneedtopromptthechildren.

Drama

AsyoureadaboutSammySquirrelinThe 7 Habits of Happy Kids book, ask the children to Be

Proactive and use facial expressions to imitate the characters. This could be used for any story,

including Amazing Grace and Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Sign Language

Tomakethesignfor“friend”:Theindexfingersofeachhandlock,alternatingleftontop,

then right on top.

“Baby Steps” in the Classroom

• Inpairs,havethechildrenteacheachotherwhatHabit1meanstothem.

• Remind students often that they are the leaders of their choices.

• UseStop and Think Charts to help children think proactively.

• A Circle of Control Diagram reminds students to focus on the things they have

control over—their choices, attitudes, and behaviors—and to not let other

things upset them.

“BabySteps”forstudentscanbefoundonpage23ofThe 7 Habits

of Happy Kids.

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SAMPLE

Also Available From FranklinCovey Education Solutions

The 7 Habits of Happy Kidsby Sean Coveywww.seancovey.com

EDU090260 Version 1.0.4

The Leader in Me Poster SetUseThe Leader in Me poster set to create a positive learning environment that encourages personalleadershipinyourstudents!BasedonthecontentofThe 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" full-color posters.

© FranklinCovey. All rights reserved.

To learn more about the new and exciting ideas always transpiring at FranklinCovey’s Education Solutions, call toll-free 1-800-272-6839.

www.franklincovey.com, www.seancovey.com, or www.TheLeaderInMe.org.

The Leader in Me by Stephen R. Coveywww.TheLeaderInMe.org


7 5 8 3 3

Made in U.S.A. © 2009 FranklinCovey

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teacher's kindergarten guide

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