Synergy and Togetherness: Sixth Habit in Perspective

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Synergize

Synergy and Togetherness: Sixth Habit in Perspective

We sat down with preschooler Kamila Davis to talk a bit about synergy and teamwork.

Seek First to Understand

To Understand First is About Respect: The Fifth Habit in Perspective

Sofia Arias used to be reactive, but learning to first understand others before trying to be understood has changed her outlook and her relationships with others.

Students CIS

What’s Your Favorite Habit? Part 1: Fourth Grade

What if we ask our own students what their favorite habits are and why? Fourth Grade, you’re up!

Understand First

To Teach, You First Need to Understand: The Fifth Habit in Perspective

Roberto Castro teaches Physical Ed at Coronado International School. By the very nature of his subject matter, discipline is no doubt very important – both as a matter of class course and as something he may wish to teach his students. How? By understanding first before trying to be understood.

CIS Emotional bank account

Managing Your Emotional Bank Account

There is a metaphor Stephen Covey liked to use in his work comparing the amount of trust that each type of relationship needs to have to a bank account. This emotional bank account, as he called it, also functions with deposits and withdrawals, as each interaction carries a certain emotional value which can add or detract from our perception in terms of whomever we engage with.

Coronado International School

Sharpen the Saw: The 7th Habit

Sharpening the Saw is all about continual improvement, which is Covey’s third and last pillar in the 7 Habits system. It speaks to constant renovation in all areas of our life, such as physical, socioemotional, mental, and spiritual.

CIS

To Synergize: The Sixth Habit

To synergize is to find the best way to resolve an issue by working together.

Coronado International School

Thinking Win-Win: The Fourth Habit

As we grow comfortable in our capacity to make our own choices, the world around us expands and we begin the journey to consider others in our decisions. This week in our blog, we explore the fourth habit: thinking win-win.

Begin with end in mind

Beginning With the End in Mind: The Importance of Teaching through Explanation and Repetition

(Para la versión en español, haga click aquí.)

Kindergarten is a place of transitions. This is the last step taken by preschool students before they begin their deeper voyage of education in elementary school. In a way, it’s an end in and of itself; an end preceding a new beginning. It’s a point of change, where young children really internalize the idea of closures after a long journey.

For Lula Solorzano and Stephanie Clayton – the teachers responsible for Kindergarten A in Coronado International School – one of the most valuable lessons students can glean from their time in preschool is understanding the importance of visualizing endings, especially when they are standing at the threshold of a monumental one.

Their approach to applying Covey’s 7 Habits as part of their teaching methodology is one of consistency, with an understanding of the obvious limitations that come from teaching the very young but also enough respect never to underestimate them simply because of their age.

Teacher with students

Lula Solorzano

When it comes to beginning with the end in mind, Solorzano tries to teach her young cares to apply the idea to all their smaller assignments. “I start by always telling them what to expect at the end of every task, every exercise,” she explains. “Small children are eager to learn new things, but they need to understand the reasons for what they are doing. They tend to hesitate at first, but by helping them understand what the ideal end is before they even begin, they acquire the confidence to see it through.”

She is experienced with the subject matter, a fact that becomes obvious not only with the confidence in her voice but also in the way she describes her approach. To her, it’s about having one overall objective, which is to have her students begin their year with the visualized end of becoming a part of the group. In other words, a sense of belonging. Then, as a more specific and smaller objective, she tries to make sure every child understands all the tasks that will be carried out throughout the day, arming them with the tools to visualize the end of every undertaking, giving them understanding for the rationale behind each activity.

“It’s not enough to tell them they need to do something. They need information, a reason – an explanation. By understanding why they need to do something, they find the motivation to actually do it. This is true as much of young children as it is of teenagers or even adults,” she says. “Understanding and then visualizing the end makes them feel excited about reaching it.

For her part, Clayton – who works closely with Solorzano to ensure the students reach their full potential – also believes that the key is to help children understand the reasons for each task. They best way to accomplish this, she offers, is through repetition, by creating routines – a consistent sequence of tasks that will help them internalize the process and eventually make it possible for them to completely visualize it from beginning to end in their minds.

CIS Teachers

Stephanie Clayton

Repetition is the key to turning a behavior into a habit. In this case, this particular habit will help them as part of the process to become independent. It’s about them knowing and understanding what they need to do, and feeling confident that they can do it by themselves.”

Both Solorzano and Clayton have been extensively trained in the 7 Habits system, so they understand just how significant an impact it can have on the educational growth of students. Beginning with the end in mind is more than simply knowing what the goal is. It’s about understanding, confidence and self-reliance.

While this particular habit might seem unimportant when it comes to such young students, it’s in fact crucial in their development as it’ll lay the foundation for the cognitive coping mechanisms that will grant them, as teenagers and adults, the internal tools to successfully and effectively come up with plans, and be one step closer to independence.

Comenzar con el fin en mente: La importancia de enseñar a través de explicaciones y repeticiones

Kindergarten es un lugar de transiciones. Es el último paso tomado por estudiantes preescolares antes de iniciar un viaje educativo más complejo como lo es la primaria. De cierta manera, es un fin en sí mismo; un fin que precede un nuevo comienzo. Es un punto de cambio, en el que los muy jóvenes realmente internalizan el concepto de cierres después de un largo recorrido.

Para Lula Solorzano y Stephanie Clayton – las maestras responsables de Kindergarten A en CIS – una de las lecciones más invaluables que los estudiantes pueden aprender durante la preprimaria es el entender la importancia de visualizar finales, especialmente cuando se encuentran en el umbral de uno tan monumental.

Su acercamiento a la aplicación de los 7 Hábitos de Covey como parte de su metodología educativa es la consistencia, con el entendimiento de las limitaciones obvias que nacen de enseñar a los muy jóvenes pero, a su vez, con el respeto de nunca subestimarlos simplemente por su edad.

Cuando se trata de comenzar con el fin en mente, Solorzano trata de enseñar a sus pequeños cargos a aplicar el concepto a todas sus tareas, por más chicas que sean. “Empiezo por decirles que esperar de cada trabajo, cada ejercicio,” explica. “Los niños y niñas están ansiosos por aprender cosas nuevas, pero tienen que entender las razones por las que hacen todo. Tienden a dudar al principio, pero al ayudarlos a entender cuál es el fin ideal incluso antes de que comiencen, adquieren la confianza para llevarlo a cabo.”

Ella goza de experiencia en la materia, un hecho que se hace evidente no solo por la firmeza en su voz al hablar, sino la manera en la que describe su metodología. Para ella, se trata de tener un objetivo general: que los niños comiences el año con visualizando la meta de volverse parte del grupo. En otras palabras, un sentimiento de pertenencia. Luego, como un objetivo más específico, trata de explicarles todas las tareas a las que se aplicarán día a día, armándolos así con las herramientas para visualizar el fin de cada tarea y brindándoles el racional de fondo para cada actividad.

“No es suficiente decirles que tienen que hacer algo. Necesitan información, una razón – una explicación. Al entender el porqué de cada asignación, encuentran la motivación para hacerla. Esto es tan cierto de los pequeños como lo es de adolescentes y adultos,” asegura. “Entender y luego visualizar el fin hace que se emocionen con la idea de completar lo que se les pide.”

Por su lado, Clayton – quien trabaja junto a Solorzano para que los estudiantes lleguen a su máximo potencial – también cree que la clave es ayudarlos a entender el porqué de cada actividad. La mejor manera de lograr esto, según ella, es a través de la repetición, de crear rutinas – consistentes secuencias de tareas que les ayudarán a internalizar el proceso y eventualmente hará posible que visualicen todo de principio a fin.

“La repetición es crucial para convertir un comportamiento en hábito. En este paso, este hábito en particular les ayudará en el proceso de volverse independientes. Se trata de que sepan y entiendan que necesitan hacer, y tengan la confianza que podrán hacerlo por sí mismos.”

Tanto Solorzano como Clayton tienen entrenamiento extensivo en el sistema de los 7 Hábitos, por lo que entienden el impacto significativo que pueden tener en el crecimiento educativo de los estudiantes. Comenzar con el fin en mente es más que simplemente saber cuál es la meta: es un tema de entendimiento, confianza y autosuficiencia.

Aunque el Segundo hábito de Covey puede parecer poco importante cuando hablamos de estudiantes tan jóvenes como lo son los preescolares, es de hecho sumamente crucial en su desarrollo, ya que sienta las bases para los mecanismos de adaptación cognitiva que les otorgarán, a medida que crecen, las herramientas internas necesarias para exitosa y efectivamente crear planes, y acercarse así a la independencia.

 

Track field

Begin With the End in Mind: The Second Habit

(Para la versión en español, haga click aquí.)

Visualizing the end to make the journey clearer

Everything begins in our minds. Whether an initiative or a response, its inception happens as an idea in our heads. This matters because in order to be successful at whatever it is we set our minds to, it’s important to be prepared for that moment when the thoughts are first born in our brains.

In his 7 Habits of Highly Effective People, Stephen Covey addresses this point with the second habit: Begin with the End in Mind.

Successful individuals, families, teams, organizations, all give physical or active shape to their intended projects by having a clear mental vision and established purpose before they begin. This sort of mission statement lays the foundation for all future actions by making not only the goal clear, but the values, principles and relationships that will characterize their efforts.

Much like a proper plan when seeking to achieve your goals, mastering this habit allows students to prepare properly before they undertake any project – monumental or small – and increases their chances of success.

In CIS, we strive to teach our student body that states of mind matter. How you choose to envision something and prepare for it will invariably dictate your probabilities of successfully seeing it through.

It’s not about simply stating a desire clearly; it’s about training your mind to know what it really wants and what the plan to get it is.

Over the next few weeks, we’ll be looking at different examples of how our educational institution applies this habit into its teaching methodology and the kind of impact it has on young minds.

 



Comenzar con el fin en la mente: el segundo hábito

Visualizar la meta aclara el camino

Todo comienza en nuestras mentes. Ya sea una iniciativa o reacción, su inicio se da como una idea en nuestras cabezas. Esto importa ya que para ser exitosos en lo que nos proponemos, debemos estar preparados para ese momento en el que el pensamiento nace en nuestros cerebros.

En sus 7 Hábitos de Personas Altamente Efectivas, Stephen Covey le hace frente a este punto con el segundo hábito: comenzar con el fin en mente.

Personas exitosas, familias, equipos u organizaciones, todas le dan una manifestación física a sus proyectos después de tener una visión mental clara y un propósito establecido previo. Esta propuesta de misión crear la fundación para todas las futuras acciones al dejar no solo la meta clara, sino los valores, principios y relaciones que caracterizarán los esfuerzos.

Al igual que un buen plan al buscar alcanzar metas, amaestrar este hábito les permite a estudiantes prepararse antes de comenzar cualquier tipo de proyecto – monumental o pequeño – y aumenta las probabilidades de éxito.

En CIS, buscamos enseñar a nuestro cuerpo estudiantil que los estados mentales importan. Como visualizamos y nos preparamos para algo sin duda dictará las probabilidades de exitosamente llevarlo a cabo de principio a fin.

No se trata de simplemente enunciar un deseo con claridad; se trata de entrenar la mente para que sepa lo que realmente quiere y el plan para conseguirlo.

Durante las próximas semanas, estaremos viendo diversos ejemplos de cómo nuestra institución educativa aplica este hábito en su metodología de enseñanza y el tipo de impacto que tiene en mentes jóvenes.