Giant Statement July 9th

The real voyage of discovery consists not in seeking new landscapes but in having new eyes. --Marcel Proust

Make Most of Self

-Improve 82BGR8

Make the most of yourself for that is all there is of you. Ralph Waldo Emerson

We are what we repeatedly do. Excellence, therefore is a habit. –Aristotle

It is not enough to practice until you get it right. You have to practice until you can’t do it wrong.

Giant Statement July 2nd

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.”
Marianne Williamson

We need to push ourselves out there. Shine bright and let others light their light from yours.

Daily schedule for night class June 22 start

June 22nd
-Welcome
-syllabus/ expectations
-Passion 82BGR8
-Giant statements -“If I have seen further, it is because I have stood on the backs of giants.” Newton
-Journal due
-Homework – the color code and topic for research paper
-Pyramid of success
-Learning Styles Brain Integration Dual Code Theory
-topic statement for research paper

June 24th
- Giant statement posted online
- Journals due
- Orientation
- Color Code Personality Profile
-Homework- ME presentations
-Work 82BGR8
-quiz
-evaluating research information
-giant statement
-summarizing
-Listening /note taking

June 29th
-giant statement posted online
-group assignments for project presentation
-Turn in Research Paper Topic Statement
-Interviews with SHC Director
-Test taking PP
-quiz
-review for midterm
-Journals due
-Homework: Expanded Journal Essay My commitment to my education and how do I keep it.
-Focus 82BGR8

July 1st
-giant statement posted online
-Student Advising Forms due
-2-3 page rough draft due
-quiz
-EFT for test anxiety, “remember”, deep breathing, affirmations
-Journals due
-speaking, writing & presentation PP
-APA Style
-Push 82BGR8
-midterm

July 6th
-giant statement posted online
-ME presentations
-giant statement
- Time Management PP
-Journals due
-Ideas 82BGR8
-quiz

July 8th
-giant statement posted online
-quiz
-Journals due
-Improve 82BGR8
-Interpersonal Communication
-Conflict resolution SODAS PP
-Motivation and Management: Theory X/Y, etc.

July 13th
-giant statement posted online
-quiz
-Review for final
-Journals due
- research papers due
-Serve 82BGR8
-Study skills / Adult Learning Cycle
-stress management

July 15th
-group presentations
-Warp speed
-final
-Journals due
-Persist 82BGR8

Daily Schedule for June 22 start

June 22nd
-Welcome
-syllabus/ expectations
-Passion 82BGR8
-Giant statements -“If I have seen further, it is because I have stood on the backs of giants.” Newton
-Journal due
- Orientation
-Homework – the color code and topic for research paper

June 23rd
-Passion 82BGR8
-Pyramid of success
-Color Code Personality Profile
-Homework – learning styles quiz go online
-topic statement for research paper

June 24th
-giant statement
-Journal due
-quiz
-Work 82BGR8
-Learning Styles
-Brain Integration dual code hypothesis
-homework: ME presentation
-evaluating research information

June 25th
-giant statement
-Journal due
-quiz
-Work 82BGR8
-summarizing
-speaking, writing & presentation PP

June 29th
-giant statement
-Interviews with SHC Director
-Movie
-group assignments for final presentation
-quiz
-Homework: Essay My commitment to my education and how do I keep it. Expanded journal entry
-Focus 82BGR8

June 30th
-giant statement
-Journal due
-Test taking PP
-quiz
-Focus 82BGR8
-EFT for test anxiety, “remember”, deep breathing, affirmations
-APA Style

July 1st
-giant statement
-Journal due
-quiz
-Push 82BGR8
-review for midterm
-Listening /note taking PP

July 2nd
-giant statement
-Journal due
-midterm
-Push 82BGR8
-student advising forms due
- 2-3 page rough draft due

July 6th
-giant statement
-Journal due
-Ideas 82BGR8
-ME presentations
-Interpersonal communication

July 7th
-giant statement
-Journal due
-ME presentations (finish up)
-quiz
- Time Management
-Ideas 82BGR8

July 8th
-giant statement
-Journal due
-quiz
-Improve 82BGR8
-Study skills / Adult Learning Cycle

July 9th
-giant statement
-Journal due
-Improve 82BGR8
-Motivation and Management: Theory X/Y, Kohlberg, locus of control

July 13th
-giant statement
-Journal due
-Conflict resolution SODAS
-quiz
-Serve 82BGR8

July 14th
-giant statement
-Journal due
-quiz
-Serve 82BGR8
- research papers due
-stress management

July 15th
-giant statement
-Journal due
-group presentations
-Review for final
-Persist 82BGR8

July 16th
-group presentations
-Persist 82BGR8
-warp speed
-final

Giant Statement June 30th

Dream no small dreams for they have no power to move the hearts of men. --Goethe

Presentation Planning Checklist

Presentation Planning Checklist
This presentation checklist will help you deliver successful presentation. This is adapted in part from Business Communications: A Cultural and Strategic Approach by Michael J. Rouse and Sandra Rouse.

Presentation:
Does your introduction grab participant’s attention and explain your objectives?
Do you follow this by clearly defining the points of the presentation?
Are these main points in logical sequence?
Do these flow well?
Do the main points need support from visual aids?
Does your closing summarize the presentation clearly and concisely?
Is the conclusion strong?
Have your tied the conclusion to the introduction?

Delivery:
Are you knowledgeable about the topic covered in your presentation?
Do you have your notes in order?
Where and how will you present (indoors, outdoors, standing, sitting, etc.)?
Have you visited the presentation site?
Have you checked your visual aids to ensure they are working and you know how to use them?

Appearance:
Make sure you are dressed and groomed appropriately and in keeping with the audience’s expectations.
Practice your speech standing (or sitting, if applicable), paying close attention to your body language, even your posture, both of which will be assessed by the audience.

Visual Aids:
Are the visual aids easy to read and easy to understand?
Are they tied into the points you are trying to communicate?
Can they be easily seen from all areas of the room?

Essay on My Commitment to Education

Write a one page paper on how you are going to dedicate yourself to your education and accomplish your educational goals, while still maintaining your life and meeting life's goals as well. This paper is worth 25 points so wow me with your brilliance.
The paper needs to be typed, spell checked, double spaced and in a Times New Roman 12 point font

Syllabus Psych 101 May 2009

Course Title: Psych 101
Instructor: Su Lin Nelson, MS, CPNT
Contact Info: 792-6970, sulin.nelson@stevenshenager.edu
Credit Hours: 4 quarter credits
Course Length: Four weeks, 10 hours per week
Prerequisites: None
Office Hours: Mon through Thursday, 11am —noon; Mon & Wed 2-3pm and 5-6 pm in the Academic Success Center, room 101
Text: None check www.learninggivespower.blogspot.com



Course Description: Presents the traditional theories of motivation and how one’s actions are guided. Class examines goal setting, time management, critical thinking and good writing skills. This class also focuses on skills central to college success: reading, note taking and test taking. Student will also write a college-level research paper, do an individual and a group presentation in front of the class.

Course Objectives: A. Prepare you to be a successful college student AND college graduate.
B. Focus on practical, hands-on skills to succeed in school
C. Concentrate on the knowledge and intangible skills needed to succeed in life.
D. Know how to write a college research paper
E. Give skills to help balance your life.

Course Outline: See attached 4 x 4 grid

Instruction methods: Class will include a combination of lectures, group work, individual work and discussion. There is a lot of writing and reading in this class. Come prepared each day to participate appropriately in class discussions, do your assignments and learn to be successful.

Grading: Grades are based on the following criteria: class participation, daily quizzes, assignments, two exams and a research paper with group presentation. Other criteria may be added during the class.

Class attendance is essential: Cultivation of desirable habits is just as important as the development of skills. Students should be present and on time for all classes. Development of this important habit while in college makes it considerably easier to satisfy employers, who demand regular and punctual attendance. Absence from class involves a loss to both the student and the other members of the class; the student must rush to make up the coursework, and other students have to sit through material being repeated. While circumstances beyond the control of the student may make it impossible for him or her to attend class, excessive absenteeism or tardiness will result in administrative action. This will result in a later graduation date. Should a student not attend any classes during the first week of the module, the college will take administrative action, which may include termination from the class or program. (Stevens-Henager College Catalog, 2008, p. 35)


Daily quizzes and in-class assignments will be weighted at 40% of the final grade and cannot be made up.
If you miss class, it is YOUR responsibility to let me know. Call the college at 792-6970 and tell the receptionist you will be absent.

Final grades are based on the grading system found in the catalog.

Successful Completion: A student must achieve a D– grade, or higher, to successfully complete this course.

Make-up Policy: No make-up on daily quizzes and in-class assignments. Unless PRIOR approval from the instructor has been granted, there is a 10% per class day deduction taken from every late major assignment, project, paper, presentation, or exam. All late work must be finished and handed in by the last Thursday of the module. For any information that a student misses by not attending class, it is up to the student to gather this information from another student. It is NOT the instructor’s responsibility to bring the student up to speed with the rest of the class.

Major Assignments: Research paper Group Presentation ME Presentation

Daily Journal: A 1/2 page essay is due each class period (2 for each night class). Please address the daily giant statement; what you learned in class; and how you will apply it to your school life and to your future career. Include at least one thing from your life for which you are grateful.

Evaluating Online Information

Evaluating Online Information
Is it credible?
o Is the author of the page clearly identified? Do they have the credentials for writing about this topic?
o Is the author affiliated with n organization? If so what is the nature or purpose of this organization?
o Is there a link back to the organization’s page or some other way to contact the organization and verify its credibility? (a physical address, phone number, or email address)
o Are the purposes of the page clear?
o Is it geared for a particular audience or level of expertise?
o Is the primary purpose to provide information? To sell a product? To make a political point? To have fun?
o Is the page part of an edited or peer-reviewed publication?
o Does the domain name provide you with clues about the source of the page?
o Does the site provide details that support the data?
o Is there a bibliography or other documentation to cor4roborate the information? When facts or statistics are quoted, look to see whet5her their source is revealed.




Is it accurate?
o Are there obvious typographical or spelling errors?
o Based on what you already know or have just learned about this subject, does the information seem credible?
o Can factual information be verified?
o Is it a comprehensive resource or does it focus on a narrow range of information? Is it clear about its focus?
o Has the site been evaluated?


Is it timely?
o Is it clear when the information was published? Is it current?
o When was the page updated?
o If there are links to other Web pages, are they current?


Is it objective?
o Is the source of factual information consistent and stated clearly?
o Does the page display a particular bias? Is it clear and forthcoming about its view of a particular subject?
o If the page contains advertisements, are the ads clearly distinguishable from the content of the information?
Source: University of Texas System Digital Library, The University of Texas at Austin

Group Presentations

Group Presentation

You will be assigned to a group. Choose a topic to present. Some ideas follow. Remember that the major goal of attending Stevens-Henager College is to gain general and specific skills needed for a high performance career. The specific career for each of you will be different but many skills and characteristics are the same. So the presentation should address motivational ideas or skills that will help make you successful in the workplace. Please do not address those topics that we have already covered in class. The following list has some ideas for you to consider.
Each group will have 20 minutes to present their findings. That will be a total of 25 minutes including your set up and take down time. Please plan accordingly. Because of limited time the last day of class you will be interrupted if your presentation goes long.
You may combine your group presentation with your research paper as long as each group member turns in their own paper with their own information and topic.

Topic Ideas

Local Agencies that help you when you are in need

Success & Life Skills

Surviving College

Motivation Theories i.e. Maslow’s hierarchy of needs, Theory X Theory Y, Three Needs Theory, Expectancy Theory, Goal Setting Theory, Attribution/ Intrinsic

Higher Order Thinking Skills i.e. combine facts & figures; synthesize; generalize; explain; hypothesize; conclusions; interpretation; solve problems / discover new meanings; etc.

Increasing Memory i.e. Intention – Attention - Association - Retention - Recall

Motivational Strategies i.e. Act as if you are motivated; Use affirmations; Use visualizations; Use goals as motivational tools; Understand expectations; etc.

Handling Stress for Better Productivity i.e. Stay physically and mentally healthy; Learn to reframe; Reward yourself
Motivational Cycle

Beliefs and Self Esteem lead to personal Self Talk and Imagery causing a Physical Reaction inspiring a person’s Behavior the success or failure of which return us to modified Beliefs and Self Esteem, starting the cycle again

Your Own Idea – Clear it with the instructor. Be sure it is relevant to careers, motivation and success.

brain dominance inventory

http://www.web-us.com/brain/braindominance.htm

Learning Styles Inventory Link

http://www.howtolearn.com/freelearningstylesinventory.html

Syllabus June 22 start date

Course Title: Psych 101
Instructor: Su Lin Nelson, MS, CPNT
Contact Info: 792-6970, sulin.nelson@stevenshenager.edu
Credit Hours: 4 quarter credits
Course Length: Four weeks, 10 hours per week
Prerequisites: None
Office Hours: M-Th 11 am —12pm and M & W 2-3 pm in the Academic Success Center, room 101
Text: None check www.learninggivespower.blogspot.com




Course Description: Presents the traditional theories of motivation and how one’s actions are guided. Class examines goal setting, time management, critical thinking and good writing skills. This class also focuses on skills central to college success: reading, note taking and test taking. Student will also write a college-level research paper, do an individual and a group presentation in front of the class.

Course Objectives: A. Prepare you to be a successful college student AND college graduate.
B. Focus on practical, hands-on skills to succeed in school
C. Concentrate on the knowledge and intangible skills needed to succeed in life.
D. Know how to write a college research paper
E. Give skills to help balance your life.

Course Outline: See attached 4 x 4 grid

Instruction methods: Class will include a combination of lectures, group work, individual work and discussion. There is a lot of writing and reading in this class. Come prepared each day to participate appropriately in class discussions, do your assignments and learn to be successful. Please bring 2 pens which write in different colors each day.

Grading: Grades are based on the following criteria: class participation, daily quizzes, assignments, two exams and a research paper with group presentation. Other criteria may be added during the class.

Class attendance is essential: Cultivation of desirable habits is just as important as the development of skills. Students should be present and on time for all classes. Development of this important habit while in college makes it considerably easier to satisfy employers, who demand regular and punctual attendance. Absence from class involves a loss to both the student and the other members of the class; the student must rush to make up the coursework, and other students have to sit through material being repeated. While circumstances beyond the control of the student may make it impossible for him or her to attend class, excessive absenteeism or tardiness will result in administrative action. This will result in a later graduation date. Should a student not attend any classes during the first week of the module, the college will take administrative action, which may include termination from the class or program. (Stevens-Henager College Catalog, 2008, p. 35)


Daily quizzes and in-class assignments will be weighted at 40% of the final grade and cannot be made up.
If you miss class, it is YOUR responsibility to let me know. Call the college at 792-6970 and tell the receptionist you will be absent.

Final grades are based on the grading system found in the college catalog.

Successful Completion: A student must achieve a D– grade, or higher, to successfully complete this course.

Make-up Policy: No make-up on daily quizzes and in-class assignments. Unless PRIOR approval from the instructor has been granted, there is a 10% per class day deduction taken from every late major assignment, project, paper, presentation, or exam. All late work must be finished and handed in by the last Thursday of the module. For any information that a student misses by not attending class, it is up to the student to gather this information from another student. It is NOT the instructor’s responsibility to bring the student up to speed with the rest of the class.

Major Assignments: Research paper Group Presentation ME Presentation

Daily Journal: A 1/2 page essay is due each class period (2 for each night class). This should be a synthesis, a combining of ideas. Please address the daily giant statement; what you learned in class; and how you will apply it to your school life and to your future career. Include at least one thing from your life for which you are grateful.

Active Reading and Learning Power point

Active Reading and Learning

Books gave me the idea there was life beyond my poor Mississippi home. Oprah Winfrey

Be an Active Reader


§Stay focused and alert
§Concentrate on main points
§General understanding
§Dialog with the author and jot down questions


Read difficult material out loud – standing up.
Write in the margins
Draw illustrations
Underline
Sketch
Take notes
Key points
Key words

Apply the Adult Learning Cycle


§Relate – Why do I want to learn this?
§Observe – How does this work?
§Reflect – What does this mean?
§Do – What can I do with this?
§Teach – How can I relay this information to others?

SQ3R Reading System


§Survey
§Question
§Read
§Recite
§Review

Preview material and predict questions


§Make questions out of chapter headings and definitions
§Read to find answers

Outline main points and make connections


§Link new information with what you already know
§Look for similarities and differences
§Look for examples

Integrate Learning Styles


Draw pictures, charts, and diagrams
Use different-color pens to highlight
Read difficult material out loud - Use funny voices
Tape sections to memorize and play them back
Visualize keywords and main ideas
Act it out
Add tactile sensations

practice


The more I read, the better reader I become.
Reading becomes a pleasurable activity.
My vocabulary increases.
My knowledge base increases.

Build a strong vocabulary


§Learn new words
§Incorporate new words
§The more words you know without looking them up the easier reading becomes


Improve vocabulary
Dictionary
Vocabulary book
Observe speech habits

Giant Statement June 16

Help your neighbor's boat across the river and lo, your own has reached the shore. -- Hindu proverb

Giant Statement June 11th

If you are not fired up with enthusiasm you'll soon be fired with enthusiasm. --Vince Lombardi

Giant Statement June 1st

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. --Alvin Toffler

Giant Statement June 3rd

Stumbling blocks and stepping stones are the same thing, it depends on how you use them. --Unknown

Push to succeed.

Push through self-doubt. Don't lose all your self doubt it can push you to great success.

Get a goal to push you

Get a challenge to push you

Get a deadline to push you

Go for self-discipline to push you

Get a mother or others to push you

Get competition to push you

Get a tormentor or mentor to push you

Push through shyness but keep the good things about being shy - shy people spend more time Reading Learning Focusing Observing Listening Imagining

Just decide what pushes you and use it to help you achieve great heights.

Synthesis Journals

"If I have seen further, it is because I stood on the backs of giants." --Sir Isaac Newton

Each day a journal entry will be required. The journals should be approximately 1/2 page.

These are due at the end of class each day for the day class. The night class, the journals will be

due at the beginning of each session.

The journal should be a synthesis of What I Learned Today and
How I Will Use This Information. Each journal should address the Giant Statement distributed in class and online. Also include a statement of something for which you are grateful.

Giant Statement June 2nd

Energy is the essence of life. Every day you decide how you're going to use it by knowing what you want and what it takes to reach that goal, and by maintaining focus. --Oprah Winfrey, O Magazine, July 2003

Giant Statement May 28th

There is no comfort in the growth zone and no growth in the comfort zone.

Giant Statement - Zig Ziglar

I, _______________________________________, am an honest, intelligent, organized, responsible, committed, teachable person who is sober, loyal, and clearly understands that regardless of who signs my paycheck, I am self-employed.
I am an optimistic, punctual, enthusiastic, goal-setting, smart-working, self-starter who is a disciplined, focused, persistent, dependable, positive thinker with great self-control and am an energetic and diligent team player and hard worker who appreciates the opportunity my company and the free enterprise system offer me. I am thrifty with my resources and apply common sense to my daily tasks.
I take honest pride in my competence, appearance and manners and am motivated to be and do my best so that my healthy self-image will remain on solid ground. These are the qualities which enable me to manage myself and help give me employment security in a no-job-security world.
Taken from Zig Ziglar, Success for Dummies

Time Management

http://www.slideshow.com/presentations/6650-time-management-autosavedpptx

Giant Statement May 12th

82BGR8 Ideas
Come up with lots of ideas. It’s all about doing simple things, like keeping our ears and eyes open, being curious, and asking questions. We may have to come up with a hundred bad ideas before coming up with one really great idea.
That creative moment when you come with an idea is the greatest, it’s the best. . . . a magic moment. –Jerry Della Famina
Everyone can come up with good ideas. Business is as creative as the arts. – Richard St. John

Make your Brain Bigger
Don’t you wish you could make your brain bigger? You can. Buy a notebook. I write things down. Writing is part of your digestive process for ideas. When you put it in your notebook you digest it to the next level. Bob Rogers, founder, BRC Imagination Arts

Giant Statement May 10th

Each man is the smith of his own fortune. –Appius Claudius Caecus

Conflict Resolution

The following power point is brought to you by Mike Howle
http://www.slideshow.com/presentations/6822-chapter_3_conflict_yr_1_2008_workbook_versionpptx

Testing Power Point

http://www.slideshow.com/presentations/6561-testing_ppointppt

Color Code Power Point

http://www.slideshow.com/presentations/6532-color_code_ppointppt

Giant Statement May 4th

Some people complain that God put thorns on roses while others praise him for putting roses on thorns. Anonymous

ME presentations

This module you will be asked to give a presentation, by yourself, about yourself. This presentation should be about 8 minutes long. Keep this in mind when planning out your presentation.

Since this is a topic you should be very familiar with, it should be fairly easy to do.

First, come up with an idea about what you want to tell us about. It might be easier to focus on a specific part of your life: high school, working years, family, a hobby or thing you love to do, signiv=ficant work experience, travel adventures, etc. If you like, you can just give an overview of your whole life. Please only share information with us that you are comfortable sharing - this is NOT designed to make you feel awkward.

Like all good presentations, you are expectedc to dress well and have a variety of visual aids (please no guns, out-of-control animals, illegal substances or explosives). This is included in your final grade.

This project is worth 100 points! You will mainly be graded onthe above items (time, quality of presentation, visual aids). You will have several days to prepare this presentation (more information in class). Please let me know if you have questions!

Listening and Note Taking Power Point

http://www.slideshow.com/presentations/6535-listennotes_ppointppt

Be "At-Risk" of Succeeding

Focus 82BGR8 Be at Risk of Succeeding
Carl Hugebeck was teaching a course in character education with truly outstanding results. He explains, “These kids are ‘at-risk’, so I reminded them that because they live in America, lifelong education and self-improvement are available and they can make them a reality”
Hugebeck’s students had difficult back rounds and lived in some almost impossible situations that are not conducive to creating optimistic enthusiastic, goal-oriented kids. However, that’s exactly what they were. Why? Hugebeck tells them that they are definitely ‘at-risk’. If they keep doing what they’re doing, they will be ‘at-risk’ of graduating, going to college meeting their ideal mate, prospering, and enjoying the type of life God intended them to have.”
Interesting, isn’t it, how a turn of a phrase can help us see a whole new direction. Are you at risk? Hugebeck knows that with character as a foundation, students really are ‘at-risk’ for getting a good education, followed by a good job, a loving mate, and a wonderful future. By doing the right thing you are ‘at-risk’ of being successful?
Now take this thought into the adult world and install it in today’s businesses, large and small. If only employers would make available ‘at-risk’ training for employees telling them that if they show up enthusiastically on time, prepared to do a good day’s work, they are ‘at-risk’ of creating job security for themselves. They are also ‘at-risk’ of getting advancements, ‘at-risk’ of being able to purchase a nice home, and ‘at-risk- of building a secure future.
As a matter of fact, we are all ‘at-risk’. The neat thing is that you can choose to take the risk and make your life productive, rewarding, and exciting. From Zig Ziglar Success For Dummies (paraphrased)

Giant Statement - Genius April 30th

Genius is seldom recognized for what it is: a great capacity for hard work. -Henry Ford

Writing A Paper, Presentations Power Point

http://www.slideshow.com/presentations/6807-writing_a_paperppointpptx

82BGR8 Work

Become a Workafrolic.
If you have a job that fits and feeds your passion then work becomes fun. If you don't currently have that dream job how can you make what you do more enjoyable?

Work tops talent every time. Mozart displayed talent at a very young age. He has pieces that he composed at 6 years old which are still played and enjoyed. But the works that are considered his masterpieces were not composed until he had worked daily at his craft for 12 hours. This went on for 10 years. That is when he began to write the pieces which are adored and have been for centuries.

I saw this in my piano students. Those that would discipline themselves and do what was asked of them succeeded and played beautifully. Some who came and had displayed 'natural talent' but did not do the required work to move forward lost what talent they had.

Giant Statement April 29th

“Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent. The slogan "press on" has solved and always will solve the problems of the human race”
Calvin Coolidge (American 30th President of the United States, 1872-1933

Power Point for Learning Styles

http://www.slideshow.com/presentations/6534-learning_style_ppoint-2ppt

Color Personality

BLUE STRENGTHS
AS AN INDIVIDUAL
sees life as a serious endeavor appreciates beauty and detail has strong aesthetic sense stable and dependable (plow horse versus race horse) sincere and emotionally deep analytically oriented (concerned with why one behaves as he/she does) high achiever deep sense of purpose

AS A COMMUNICATOR
able to enjoy sensitive and deep conversation strong skills in empathizing with others remembers feelings and thoughts shared in conversation willing to give conversations time to run their course prefers small groups


AS A GOAL SETTER
highly disciplined receptive to other's suggestions strong goal orientation plans well and superb follow through

AS A CAREER PERSON
excellent behind-the-scenes worker respectful of employer because of employer's position enjoys detail and schedules receptive to creative thinking gives more of self than required or expected

AS A PARENT
encourages academics and/or trade development in children excellent trainer of skills (i.e., manners, study habits) very observant empathic and sensitive sincere and loyal to children keeps home clean and cozy seeks to understand children's behavior self-sacrificing excellent in long term commitments

AS A CHILD
proper and behaved easily disciplined verbally concerned about being a good family member sensitive and concerned about other family members loyal to parents and siblings regardless of relationship seeks learning opportunities

AS A FRIEND
loyal forever once friendship is established genuine concern for other persons well-being remembers special holidays and promotes celebrations encouraging in times of trouble willing to commit time to the relationship AS A COMMITTED COMPANIONpriorities the relationship over other activities considers spouse first in decision-making responsible for making ongoing contributions to relationship enjoys sharing intimate feelings with companion values intimacy - places high priority on it

PERSONALITIES WHO APPEAR TO BE BLUES
Abraham Lincoln Barbara Bush
Walt Disney

BLUE NATIONS
United States England Denmark

BLUE LIMITATIONS
AS AN INDIVIDUAL
highly emotional smug and self-righteous controlling and/or envious of other's success when too easily obtained
strong perfection and performance orientation

AS A COMMUNICATOR
tends to lecture and overkill issues feels intense on many issues rigid with principles and unwilling to negotiate fears risking self in conversation argues primarily from emotional perspective strong expectation for others to be sensitive and deep expects others to read his or her mind and know his or her feelings

AS A GOAL SETTER
sets unrealistic goals easily discouraged when unsuccessful in accomplishments easily frustrated with lack of team cooperation expects others to understand his or her goals and make them a priority


AS A CAREER PERSON
feels others are not capable of doing things as well as he or she
craves security in career feels inadequate with natural talents and creativity shies away from public exposure and performance establishes high and often unrealistic expectations for self and others tend to over-plan and over-prepare critical of self and others work over-extends self

AS A PARENT
blames children for being unappreciative of parenting efforts can be moody and unpredictable easily irritated by others mistakes and shortcomings usually loves others with strings attached tends to give heavy doses of guilt to children lacks ability to relax requires a purpose in order to play controlling of children’s lifestyle and overprotective too precise and exact with expectations feels a clean home is a high priority accepts quite feelings too easily and readily not spontaneous with activities frustrates children with unrealistic expectations strong sense of right and wrong-badgers child when perceived as wrong lectures children

AS A CHILD
easily frustrated feels guilty over minor concerns moody and emotional (cries instead of facing issues) feelings are easily hurt martyr-like and complains about life self-esteem is dependent on outside influences has difficulty relaxing and often feels uncomfortable withholds affection if angered waits for parent to initiate ideas and then criticizes unacceptable suggestions

AS A FRIEND
highly insecure about others acceptance and approval feels rejected easily when depressed or depressive-feels it is friends job to understand can be revengeful and bitter if crossed or scarred emotionally critical of friends principles or activities if not similar expects friends to maintain strong loyalty wishes friends would communicate more often rarely playful and spontaneous

AS A COMMITTED COMPANION
blames others for his or her unhappiness ("if only you were more...") demands affection and intimacy demands time and attention or partner highly manipulative in seeking support or understanding suspicious of other's motives (distrustful) unforgiving of past misunderstandings and wrong doings clings to companion too much withholds feelings when frightened he or she may be rejected


HOW TO DEVELOP A POSITIVE RELATIONSHIP WITH BLUES
DO
Emphasize their security in the relationship Be sensitive and soft spoken in your approach Be sincere and genuine Behave appropriately and well-mannered Limit their risk level Promote their creativity Appreciate them Allow ample time for them to gather their thoughts before expressing themselves Be loyal Do thorough analysis before making presentations

DON'T
Make them feel guilty Be rude or abrupt Promote too much change Expect spontaneity Abandon them Expect them to bounce back easily or quickly from depression Demand perfection (they already expect too much from themselves) Push them too quickly into making decisions Expect them to forgive quickly when crossed Demand immediate action

CAREERS MOST LIKELY TO ATTRACT BLUES Note:
Blues are most capable of adapting in the career world. Teacher Banker Nurse Homemaker Clergy/Minister Engineer Psychotherapist Accountant Librarian Computer Programmer Politician Journalist Musician Architect Carpenter Lab Technician Massage Medical Assistant Medical Coder Biller Medical Office Nursing Assistant Pharmacy Assistant Phlebotomy IV Radiologist Ltd Rehabilitation Internet Programming Internet Specialist System Analyst Visual C++ Programmer Cisco Routers Hardware Tech Networking Administrator Network Engineer Telecommunication Web Designer Database Manager Desktop Publisher


RED STRENGTHS

AS AN INDIVIDUAL
excels with logical thinking committed to a productive lifestyle dynamic and direct thrives on independencenatural leader highly resourceful (strong survivor) creative in crises

AS A COMMUNICATOR
operates in a very logical, sensible manner direct and honest with opinions communicates thoughts well in verbal conversation directs the conversation in a productive, pragmatic way tells others where they stand in a relationship


AS A GOAL SETTER
natural goal setter- sets goals comfortably and confidently maintains strong sense of perspectives (sees the whole picture) highly disciplines highly productive with follow through makes decisions quickly and easily


AS A CAREER PERSON
thrives in leadership positions comfortable with power (as long as he or she has it) strong goal orientation (want to move up the ladder) excellent organizer delegates superbly quick to make decisions and handles responsibilities well self-motivated thrives on competition dynamic and assertive career lifestyle highly task-oriented and efficient confident with ability to achieve trusts one's business instincts-difficult to discourage

AS A PARENT
excellent decision maker unquestioned as leader in home assumes responsibility for protecting family excellent provider quick with good advice and direction promotes group cohesiveness or comfortable being alone promotes children's activities

AS A CHILD
communicates what he or she is thinking strong sense of independence willing to risk and try new experiences takes charge of situation when parents are gone capable of bouncing back in negative environment maintains the power to turn a poor situation around believes in self-maintains high self-esteem highly verbal

AS A FRIEND
direct and quick with suggestions great in emergencies or disasters promotes group activities engages in conflict comfortably and directly productive in solving dilemmas

AS A COMMITTED COMPANION
highly protective of companion loyal to the relationship promotes interesting experiences takes primary responsibility for financial needs reliable and dependable initiates interaction and activities

PERSONALITIES WHO APPEAR TO BE POSITIVE RED
Margaret Thatcher Katharine Hepburn John Wayne

RED NATIONS
U.S.S.R. Japan Germany

RED LIMITATIONS

AS AN INDIVIDUAL
generally seeks to serve self (what's in it for me?) promotes turmoil and conflict with some personal goal to be gained rationalizes and denies personal behavior always right cannot relax and feel comfortable without producing something often arrogant and defiant of authority inconsiderate of other's feeling (selfish) out of touch with personal feelings won't share inadequacies for fear of losing power and control AS A COMMUNICATORunemotional and detached from feelings insensitive and tactless unappreciative of detail and beauty bored with insignificant "idle chatter" poor insight into others due to lack of emotional perspective intuition is jaded by personal insecurities and judgments harsh and judgmental lacks ability to share self intimately

AS A GOAL SETTER
impatient with self in completing goals too rigid with expectations of his or her destiny lives life on paper rather than with people promotes quantity rather than quality angered easily if goals aren't achieved or become blocked blames others for personal misfortunes

AS A CAREER PERSON
seeks power to control others refuses to relax-drives self and others dislikes being told what to do may be insensitive to others in order to get ahead in business makes decisions too quickly doesn't often think the problem through or consult others for advice not concerned with people as much as task completion requires other's loyalty and obedience authoritarian and uncompromising critical of others and slow to give compliments often too competitive to enjoy the competition


AS A PARENT
expects high performance without offering assistance wants strict obedience requires loyalty from family at all costs unfeeling and insensitive to children's fears and concerns requires the final say on important decisions detached from children-doesn't share self emotionally does not tolerate deviations from set expectations establishes harsh and limiting boundaries poor listener impatient with play and other non-essential trivia lacks insight into children's emotional needs difficult to please-remains unimpressed strong sense of right and wrong-badgers child when perceived as wrong

AS A CHILD
some expend high energy manipulating parents to get own way often defiant resists control-feel they know more than parents can be critical of parents fights constantly with siblings for control and power subconsciously hides insecurities and emotional needs can remain aloof and distant from camaraderie of family not creative in play-requires others to entertain him or her unhappy complainers-parents can never do enough right finds sincere compliments difficult to give some are dramatic and over-reactive to pain some want to be catered to when sick


AS A FRIEND
insensitive and unemotional doesn't like to admit the need for friendship remains detached from sharing self completely enters friendships asking, "what's in it for me?" listens only when convenient maintains mostly rational friendships tries to control group activities expects friends to do things their way impatient with others behavior, thinking and tardiness negative, critical and judgmental of others feels it is more important to be right than agreeable blunt or rude when angered boring (susceptible to ruts i.e., television) expects to be entertained while waiting for action to begin stubborn denies any personal inadequacies or responsibility

AS A COMMITTED COMPANION
primarily concerned with self-gratification priorities work over personal relationships demanding and arrogant dominates relationships with verbal skills hides insecurities critical of companion for imperfections lacks sensitivity often unaware of intimacy and rejects its priority in a relationship

HOW TO DEVELOP A POSITIVE CONNECTION WITH REDS

DO
Present issues logically Demand their attention Be direct, brief and specific in conversation Be productive and efficient Offer them leadership opportunities Verbalize your feelings Support their decisive nature Promote their intelligent reasoning where appropriate Be prepared with facts and figures Respect their need to make their own decisions their own way

DON'T
Embarrass them in front of others Argue from an emotional perspective Always use authoritarian approach Use physical punishment Be slow and indecisive Expect a personal and intimate relationship attack them personally Take their arguments personally Wait for them to solicit your opinion Demand constant social interaction (allow for alone time)

CAREERS MOST LIKELY TO ATTRACT REDS
Administrator Lawyer Building Contractor Police Officer Medical Doctor Sales Military Officer Marketing Politician Realtor Clergy (Minister) Entrepreneur Film Critic School Superintendent Mortgage Lending Real Estate E-Business Office Administration

Note: Reds are most often frustrated if they are not at the top of the career ladder.



WHITE STRENGTHS
AS AN INDIVIDUAL
quiet, reflective and peaceful sincere and genuine lifestyle appears to accept life comfortably patient with self and others enjoys life's simplicity compatible with others kind to animals and people blendable in all situations

AS A COMMUNICATOR
receptive to other's input negotiator and mediator on issues listens superbly strong empathy skills

AS A GOAL SETTER
receptive to suggestions appreciates exposure to many possibilities recognizes the value of goal-setting trusts self to succeed in many different environments

AS A CAREER PERSON
accommodates other easily handles bureaucratic environments well negotiates well calm under pressure prefers slower pace and "think" time sometimes puts self in dangerous occupations for excitement non-conformist

AS A PARENT
flows well with crisis takes time to enjoy each child agreeable with difficult children respected by children for gentle manner and style slow to react with anger supportive and considerate accepts companion's decisions-demonstrates unity patient with deviant and inappropriate behavior accepts differences superbly

AS A CHILD
very agreeable to established traditions and boundaries non-demanding willing to accommodate siblings and parents plays well by self accepts life with drama

AS A FRIEND
patient and enduring through good and bad times tolerant of unkind behavior supportive and accepting listens with empathy relaxed in most situations liked by most people compatible with various different personalities likes most people enjoys observing others non-demanding of friendship

AS A COMMITTED COMPANION
tolerant of other's tardiness can entertain self easily appreciates leadership qualities in others loyal and committed to relationship willing to accept beliefs and values of companion

PERSONALITIES WHO APPEAR TO BE WHITES
George Bush Albert Einstein
Jimmy Carter

WHITE NATIONS
Finland Switzerland Canada


WHITE LIMITATIONS
AS AN INDIVIDUAL
boring and detached takes passive approach to life unresponsive or openly excited about experiences has problems becoming intimate bashful and unsure of self easily manipulated in changing plans ambivalent about direction and goals to pursue often lazy and unwilling to take responsibility for self non-descriptive resists making commitments

AS A COMMUNICATOR
fearful of confrontation unable to verbally respond quickly in conversation dishonest with feelings-often agrees only to please others hesitant to engage others in conversation doesn't contribute openly accepts other's decisions without seeking best solution gives very little energy to conversation unless forced refuses to take a stand on issues prefers to observe other's interact

AS A GOAL SETTER
takes a "wait and see" attitude to life experiences waits for a sign or someone else to make decisions for them lacks consistency with goal setting sees goals as demanding and therefore restrictive waits for others to set his or her goals and then criticizes the goals set forth

AS A CAREER PERSON
low profile low energy direction-less-requires leadership from others works at a slower pace resists power dominance of other personalities difficult to motivate and inspire willing to stay in same, monotonous job fears change and risk-taking easily manipulated by others when unmotivated or unconcerned

AS A PARENT
refuses to engage in conflict with spouse about children doesn't initiate activities and interaction with children easily abused by children when promoting unpopular ideas easily controlled or ignored by spouse or children

AS A CHILD
resents being pressured to do things doesn't contribute much to conversations waits for parent to initiate ideas and then criticizes unacceptable suggestions easily ignored prefers the comforts of home to the demands of the world indifferent to family dilemmas doesn't complete tasks contributes only in silent manner uninvolved in family action


AS A FRIEND
lacks creativity for making suggestions easily led by other's opinions won't express honest perception if controversial passive requires extra protection and a lot of support easily hurt and defeated

AS A COMMITTED COMPANION
prefers the other person to lead boring and indecisive too accommodating won't make suggestions for activities willing to let life and love pass him or her by may experience difficulty initiating relationships feels too inadequate to take a stand and voice opinions not emotional about intimate relationships

HOW TO DEVELOP A POSITIVE RELATIONSHIP WITH WHITES
DO
Be loving and sensitive Be firm Provide a structure (boundaries) for them to operate in Be patient and gentle Introduce options and ideas for their involvement Be simple and open Accept their individuality Be casual, informal and relaxed Look for non-verbal clues to their feelings Listen quietly

DON'T
Be unkind Expect them to always need others to play with Force verbal expression Be domineering Be too intense Overwhelm them with too much Force confrontation Speak too fast Take away their day dreams Demand leadership

CAREERS MOST LIKELY TO ATTRACT WHITES
Forest Ranger Recreation Leader Veterinarian Dentist Researcher Lawyer Bureaucrat Homemaker Engineer Computer Programmer Police Officer F.B.I. Agent Military Service Preschool Teacher Truck Driver Lab Technician Massage Medical Assistant Medical Billing Coder Medical Office Nursing Assistant Pharmacy Assistant Phlebotomy IV Radiologist Rehabilitation Internet Programming Internet Specialist System Analyst Visual C++ Programmer Cisco Routers Hardware Tech Networking Administrator
Network Engineer Telecommunication Web Designer Database Manager Desktop

Publisher Note: White and Yellows are usually the least motivated to succeed in the career world.

YELLOW STRENGTHS
AS AN INDIVIDUAL
highly optimistic (rarely depressed) likes self and accepts others easily loves to volunteer for opportunities sees life as an experience to be enjoyed flashy and spunky (race horse rather than plow horse) adventurous and daring

AS A COMMUNICATOR
spontaneous thinker (quick on his or her feet) enjoys and promotes being physical ( hugs, touching) easy to converse with comfortable with people able to express self directly in conflict energized by large groups superb at superficial conversation

AS A GOAL SETTER
appreciates and lives for the present priorities play time first very flexible accepts guidance from others disciplined if he or she finds the task fun and challenging demands action versus observation

AS A CAREER PERSON
people-oriented friendly able to take risks high energy inspires colleagues and subordinates to cooperate and excel charismatic and enjoyable to work with breaks up monotony of work world with personal highlights likes to tackleshort term projects with visible results enjoys dressing up and also comfortable with casual attire supports dreams and intuitive thinking

AS A PARENT
highly entertaining promotes fun family activities excellent short term leader finds touching children natural and comfortable flows easily with negative experiences turns crisis into comedy non-judgmental of children's friends children enjoy their company and seek them out concern themselves with broad picture rather than details

AS A CHILD
fun to have around playful and entertaining enjoys new experiences accepting of differences loves to socialize (brings friends around the house) easily approached with communication strong visual learner loves physical contact (hugging, kissing) pliable-willing to bend in order to please curious and inquisitive

AS A FRIEND
vulnerable, innocent and trusting endearing exciting and fun to be with (never dull or boring) often prioritizes friends over family (or at least equally) forgiving or self and others lively and entertaining willing to free up schedule in order to play

AS A COMMITTED COMPANION
brings excitement to spouse promotes intimacy with a creative flare enjoys unusual experiences not burdened with emotional strings few expectations of others agreeable to change accepts other's suggestions

PERSONALITIES WHO APPEAR TO BE YELLOWS
Ronald Reagan Goldie Hawn John F. Kennedy

YELLOW NATIONS
Mexico Australia Brazil

YELLOW LIMITATIONS
AS AN INDIVIDUAL
irresponsible and unreliable self-centered and egotistical flighty and uncommitted lots of talk with little action superficial and mostly interested in a good time unwilling to experience pain in order to produce quality undisciplined loud and obnoxious in public places needs to look good socially (high priority) exaggerates stories and omits unpleasant truths unable to confront or face issues

AS A COMMUNICATOR
often speaks before thinking unsympathetic towards depression in others makes insensitive jokes about serious and sensitive issues light-minded and superficial often repetitious interrupts others freely forgets what others tell them overly dramatic in expressing self (often uses superlatives) often talks too much about everything and nothing poor listener

AS A GOAL SETTER
terribly undisciplined in committing to goals prefers to play today rather than plan for tomorrow feels no need to prepare for the future restless and finds it difficult to stick with long term goals most interested in "appearing on stage" than "writing the script" disorganized and scattered in too many directions

AS A CAREER PERSON
requires fun in all activities can handle stress for only short periods of time poor concentration for any length of time unwilling to dedicate self to a cause without vacations resents authority and defiant to leaders sloppy and unpredictable needs a lot of interaction with people takes few things seriously

AS A PARENT
self-centered and concerned about self before children's needs can be sarcastic with children unwilling to spend a lot of time and energy on children's behalf inconsistent with discipline more interested in enjoying children than teaching them irresponsible and too permissive with children doesn't role model positive work habits lacks discipline for house cleaning or stable income


AS A CHILD
sassy and demanding defiant to authority forgetful of assignments and parental expectations more concerned with friends than family teases siblings constantly insensitive to parents responsibilities or needs prefers to take the easy road whenever possible shows little initiative for family concerns and responsibilities unconcerned with financial issues

AS A FRIEND
spends most of time discussing self and his/her life shows up at his or her convenience undependable in crisis pursues own life regardless of friend's situation or needs unwilling to commit to long term needs of distressed friends uncomfortable in painful or distressing environments disloyal to friendships--makes new friends easily and without guilt

AS A COMMITTED COMPANION
uncommitted and flighty in long term relationships undependable and inconsiderate of other's needs prefers knowing there is an escape to every relationship unwilling to "hang in there" with the difficult times quick-tempered in unpleasant circumstances requiring patience unwilling to invest time in personal growth to improve relationships capable of ignoring the feelings of others and focusing on self

HOW TO DEVELOP A POSITIVE RELATIONSHIP WITH YELLOWS
DO
Be positive Adore them Touch them physically Accept their playful teasing Remember they are tender Praise them Remember they hold feelings deeply Promote playful activities for and with them Enjoy their charismatic innocence Allow them opportunity for verbal expression

DON'T
Be too serious or sober in criticism Push them too intensely Ignore them Forget they have "down" times also Demand perfection Expect them to dwell on problems Give them too much rope or they may hang themselves Classify them as "just" lightweight social butterflies Attack their sensitivity Totally control their schedules

CAREERS MOST LIKELY TO ATTRACT YELLOWS
Fire-fighter Beautician Secretary International Consultant Entertainer Drama/Acting Travel Agent
Tour Guide Sales Recreation Leader Circus Performer Retail Lifeguard Insurance Agent Clergy/Minister E-Business
Office AdministrationNote: Yellows are generally least capable of committing to the career world.

Giant Statement April 28th

“Nothing great in the world has ever been accomplished without passion.”

Group Presentations

Group Presentation
You will be assigned to a group. Choose a topic to present. Some ideas follow. Remember that the major goal of attending Stevens-Henager College is to gain general and specific skills needed for a high performance career. The specific career for each of you will be different but many skills and characteristics are the same. So the presentation should address motivational ideas or skills that will help make you successful in the workplace. Please do not address those topics that we have already covered in class. The following list has some ideas for you to consider.
Each group will have 15 minutes to present their findings. That will be a total of 20 minutes including your set up and take down time. Please plan accordingly. Because of limited time the last day of class you will be interrupted if your presentation goes long.
You may combine your group presentation with your research paper as long as each group member turns in their own paper with their own information and topic.

Topic Ideas

Local Agencies that help you when you are in need

Success & Life Skills

Surviving College

Motivation Theories i.e. Maslow’s hierarchy of needs, Theory X Theory Y, Three Needs Theory, Expectancy Theory, Goal Setting Theory, Attribution/ Intrinsic

Higher Order Thinking Skills i.e. combine facts & figures; synthesize; generalize; explain; hypothesize; conclusions; interpretation; solve problems / discover new meanings; etc.

Increasing Memory i.e. Intention – Attention - Association - Retention - Recall

Motivational Strategies i.e. Act as if you are motivated; Use affirmations; Use visualizations; Use goals as motivational tools; Understand expectations; etc.

Handling Stress for Better Productivity i.e. Stay physically and mentally healthy; Learn to reframe; Reward yourself

Motivational Cycle Beliefs and Self Esteem → Self Talk and Imagery → Physical Reaction→ Behavior → Returning us to Beliefs and Self Esteem, starting the cycle again

Your Own Idea – Clear it with the instructor. Be sure it is relevant to careers, motivation and success.

to see the pyramid of success go to: http://www.woodencourse.com/store/images/JRW%20Pyramid%20Laminate%2007.jpg

Color Code Personality Profile Inventory

Here is a link for a color code personality profile. http://www.geocities.com/niceguy4096/color/test.html

Giant Statement Keep Working

The great doing of little things makes the great life. -Eugenia Price

What we hope to do with ease we must first do with diligence. -Samuel Johnson

Life is very daily. Don't despair in doing the daily tasks. The old saying, "Rome wasn't built in a day" applies. Keep at the work to develop the skills to create the life that you want.

Syllabus April 27th start

Course Title: Psych 101
Instructor: Su Lin Nelson, MS, CPNT
Contact Info: 713-4777, sulin.nelson@stevenshenager.edu
Credit Hours: 4 quarter credits
Course Length: Four weeks, 10 hours per week
Prerequisites: None

Text: None check www.learninggivespower.blogspot.com



Course Description: Presents the traditional theories of motivation and how one’s actions are guided. Class examines goal setting, time management, critical thinking and good writing skills. This class also focuses on skills central to college success: reading, note taking and test taking. Student will also write a college-level research paper, do an individual and a group presentation in front of the class.

Course Objectives: A. Prepare you to be a successful college student AND college graduate.
B. Focus on practical, hands-on skills to succeed in school
C. Concentrate on the knowledge and intangible skills needed to succeed in life.
D. Know how to write a college research paper
E. Give skills to help balance your life.

Course Outline: See attached 4 x 4 grid

Instruction methods: Class will include a combination of lectures, group work, individual work and discussion. There is a lot of writing and reading in this class. Come prepared each day to participate appropriately in class discussions, do your assignments and learn to be successful.

Grading: Grades are based on the following criteria: class participation, daily quizzes, assignments, two exams and a research paper with group presentation. Other criteria may be added during the class.

Class attendance is essential: Cultivation of desirable habits is just as important as the development of skills. Students should be present and on time for all classes. Development of this important habit while in college makes it considerably easier to satisfy employers, who demand regular and punctual attendance. Absence from class involves a loss to both the student and the other members of the class; the student must rush to make up the coursework, and other students have to sit through material being repeated. While circumstances beyond the control of the student may make it impossible for him or her to attend class, excessive absenteeism or tardiness will result in administrative action. This will result in a later graduation date. Should a student not attend any classes during the first week of the module, the college will take administrative action, which may include termination from the class or program. (Stevens-Henager College Catalog, 2008, p. 35)


Daily quizzes and in-class assignments will be weighted at 40% of the final grade and cannot be made up.
If you miss class, it is YOUR responsibility to let me know. Call the college at 792-6970 and tell the receptionist you will be absent.


Final grades are based on the grading system found in the catalog.

Successful Completion: A student must achieve a D– grade, or higher, to successfully complete this course.

Make-up Policy: No make-up on daily quizzes and in-class assignments. Unless PRIOR approval from the instructor has been granted, there is a 10% per class day deduction taken from every late major assignment, project, paper, presentation, or exam. All late work must be finished and handed in by the last Thursday of the module. For any information that a student misses by not attending class, it is up to the student to gather this information from another student. It is NOT the instructor’s responsibility to bring the student up to speed with the rest of the class.

Major Assignments: Research paper Group Presentation ME Presentation

Daily Journal: A 1/2 page essay is due each class period (2 for each night class). Please address the daily giant statement; what you learned in class; and how you will apply it to your school life and to your future career. Include at least one thing from your life for which you are grateful.

Syllabus Schedule for days April 27th start

April 27th
-Welcome
-syllabus/ expectations
-Passion 82BGR8
-Pyramid of success
-Giant statements -“If I have seen further, it is because I have stood on the backs of giants.” Newton
-Journal due
- Orientation
-Homework – the color code
April 28th
-Giant statement
-Journal due
-quiz
-Color Code Personality Profile
-Homework – learning styles quiz go online
-Passion 82BGR8
April 29th
-giant statement
-Journal due
-quiz
-Learning Styles
-Brain Integration dual code hypothesis
-Work 82BGR8
-homework: ME presentation

April 30th
-giant statement
-Journal due
-quiz
-Work 82BGR8
-speaking, writing & presentation

May 4th
-giant statement
-Journal due
-Interviews with SHC Director
-Movie
-group assignments for project presentation
-quiz
-Homework: Essay How committed am I and how do I keep it.
-Focus 82BGR8
May 5th
-giant statement
-Journal due
-Test taking
-quiz
-Focus 82BGR8
-EFT for test anxiety, “remember”, deep breathing, affirmations
-APA Style

May 6th
-giant statement
-Journal due
-review for midterm
-212 degree video
-quiz
-Push 82BGR8
-ME presentations

May 7th
-giant statement
-Journal due
-midterm
-Push 82BGR8
-student advising forms due
-turn in topic for group presentation
-Listening /note taking

May 11th
-giant statement
-Journal due
-Ideas 82BGR8
-Conflict resolution SODAS

May 12th
-giant statement
-Journal due
-quiz
- Time Management
-Ideas 82BGR8

May 13th
-giant statement
-Journal due
-quiz
-Improve 82BGR8
-Study skills / Adult Learning Cycle
May 14th
-giant statement
-Journal due
-Improve 82BGR8
-Motivation and Management: Theory X/Y, etc.
May 18th
-giant statement
-Journal due
-Interpersonal communication
-quiz
-Serve 82BGR8
May 19th
-giant statement
-Journal due
-quiz
-Serve 82BGR8
- research papers due
-stress management
May 20th
-giant statement
-Journal due
-group presentations
-Review for final
-Persist 82BGR8
May 21st
-group presentations
-Persist 82BGR8
-final

Giant Statement March 23rd

Once upon a time, there were four people. Their names were Everybody, Somebody, Nobody and Anybody. Whenever there was an important job to be done, Everybody was sure that Somebody would do it. Anybody could have done it. But Nobody did it.
When Nobody did it, Everybody got angry because it was Everybody’s job. Everybody thought that Somebody would do it, but Nobody realized that Nobody would do it. So, consequently Everybody blamed Somebody when Nobody did what Anybody could have done in the first place.

Communication Power Point

http://www.slideshow.com/presentations/6821-the_communication_processpptx

Giant Statement March 12th

Half of the failures in life arise from pulling in one's horse as he is leaping. Julius Hare

Giant Statement March 10th

We are responsible for actions performed in response to circumstances for which we are not responsible. –Allan Massie

Focus March 9th

Focus 82BGR8 Boldness - Giving emphasis to what you are doing makes your brain pay attention to it. I have students, who by stomping their foot and speaking louder, in a particular exercise, learned faster and better. Their brain would not pay attention to the activity when they were not giving the exercise enough energy.
Laser vs. Flashlight - Both lasers and flashlights are lights. Flashlights are great for what they do but they spread the light. Their light doesn't go very far. Lasers on the other hand stick to a narrow focus and they touch the stars. With the focused light of a laser we can perform surgery.
Life is what it is and distractions come up. Keep your razor sharp laser focus and the distractions can be handled without losing the main focus.
By harnessing a small amount of sunlight a fire can be started. Just take your magnifying glass and focus the light to a small point and it is hot enough to start a fire. Take the energy you have to comlete a task and focus it down so the task gets completed faster, easier and better.

Giant Statement March 4th

The great composer does not set to work because he is inspired but he becomes inspired because he is working. Beethoven, Wagner, Bach, Mozart settled down day after day to the job at hand with as much regularity as an accountant settles down each day to his figures.
Ernest Newman, English Music Critic

Giant Statements March 3rd

Nothing is more important than passion. . . Whatever you decide to do in life, just be passionate about it. --Jon Bon Jovi, singer/songwriter

Passion is huge. I think being irrationally passionate is extremely healthy. Gravitate towards the things you love. Sandra Yingling, psychologist

Syllabus daily schedule March 2009

Psych 101 4X4
March 2nd
-Welcome
-syllabus/ expectations
-research paper due at end
-Passion 82BGR8-Pyramid of success
-Giant statements -“If I have seen further, it is because I have stood on the backs of giants.” --Newton
- Orientation
-anagrams
Homework - color code
March 3rd
-Color Code Personality Profile
-Multiple intelligences
-Homework – learning styles quiz go online
-Student Search
-tip of the day
-Passion 82BGR8
-homework: ME presentation
-Ben Stein Article

March 4th
-giant statement
-212 degree video
-student advising forms
-Learning Styles
-Color Code quiz
-Brain Integration dual code hypothesis
-Work 82BGR8

March 5th
-giant statement
-Interviews with SHC Director
-Movie – Finding Forrester
-quiz
-tip of the day
-Homework: Essay -My commitment to my education and how do I keep it.
-Work 82BGR8
March 9th
-giant statement
-quiz movie
-group assignments for project presentation
-Listening /note taking
-quiz
-Tip of the day
-Focus 82BGR8
March 10th
-giant statement
--speaking, writing & presentation
Test taking
-quiz
-desert survival group project
-EFT for test anxiety, “remember”, deep breathing, affirmations
-Focus 82BGR8
March 11th
-giant statement
-ME presentations
-review for midterm
- quiz
-Push 82BGR8
March 12th
-giant statement
- turn in topic for group presentation
-evaluations
-midterm
-Push 82BGR8
March 16th
-giant statement
-Active Reading and Learning
-group dynamics
-Ideas 82BGR8
March 17th
-quiz
-Motivation and Management: Theory X/Y, etc.
- Time Management
-Ideas 82BGR8
March 18th
-giant statement
-Conflict resolution SODAS
-quiz
-Improve 82BGR8
March 19th
-giant statement
-APA Style
-Improve 82BGR8
March 23rd
-giant statement
- research papers due
-Interpersonal communication
-quiz
-Serve 82BGR8
March 24th
-giant statement
-Stress Management
-quiz: communication
-Serve 82BGR8
March 25th
-giant statement
-group presentations
-Review for final
-Persist 82BGR8
March 26th
-group presentations
-Persist 82BGR8
-final


Evening Psych 101 4X4
March 2nd
-Welcome
-Go over syllabus/ expectations
-research paper due at end
-Professionalism
-introductions
-Pyramid of success
-Giant statements - “If I have seen further, it is because I have stood on the backs of giants.” --Newton
-tip of the day Boldness
-anagrams
-Color Code PP
-Learning Styles and Brain Dominance PP
-Multiple intelligence survey
-tip of the day – do it – control negative feelings
-Passion – use color code and learning style to free up and accept your passions
March 4th
-giant statements posted on line
-Interviews with Director
-Movie – Finding Forrester
- Orientation
-orientation quiz
-Work 82BGR8
-Color Code quiz
-tip of the day Why Me?
-Homework: Education Essay
-give out student advising forms
-Brain Integration dual code hypothesis
-Learning Styles Quiz
-212 degree video
-homework: ME presentation
March 9th
-giant statement posted online
-assign groups for project give time to meet
-Listening /note taking P
-movie quiz
-Focus 82BGR8
-quiz learning style brain dominance
-Test taking PP
-review for midterm
-giant statement
-speaking, writing & presentation PP
-quiz Finding Forrester
-quiz: listening & note taking
March 11th
-giant statement posted online
-ME presentations
-Push 82BGR8
-evaluations PP
-turn in topic for group presentation
-giant statement
-quiz: test taking
-EFT for test anxiety, “remember”, deep breathing, affirmations
-midterm
March 16th
-giant statement posted online
-Active Reading and Learning
- Time Management PP
-group dynamics lecture
-Ideas 82BGR8
March 18th
-giant statement posted online
--Theories of Motivation: Theory X/Y, etc.Conflict resolution SODAS PP
-quiz: ME presentations
-APA style
-Improve 82BGR8
March 23rd
-giant statement posted online
-Interpersonal communication PP Mike
- research papers due
-giant statement
-quiz
-quiz APA style
-Review for final
March 25th
-group presentations
-group presentations
-final

Active Reading And Learning Power Point

http://www.slideshow.com/presentations/6601-active-reading-and-learningpptx

Best Possible Future Self Assignment

Have a vision of where you are going - 20 minute writing exercise on your best possible future
A descriptive narrative of your “best possible future self”
Think about your best possible self. Imagine yourself in the future, after everything has gone as well as it possibly could. You have worked hard and succeeded at accomplishing all your life goals. Think of this as the realization of your life dreams, and of your own best potential.

Self- Evaluation

Self evaluation - If I catch my mistakes and problems I don’t have to listen to others tell me what I’m doing wrong as much What was good? How have I improved? one thing that needs improvement to keep me moving forward What am I doing that will keep me ‘at-risk’ of succeeding?

Be "At-Risk"

Focus 82BGR8 Be at Risk of Succeeding
Carl Hugebeck was teaching a course in character education with truly outstanding results. He explains, “These kids are ‘at-risk’, so I reminded them that because they live in America, lifelong education and self-improvement are available and they can make them a reality”
Hugebeck’s students had difficult back rounds and lived in some almost impossible situations that are not conducive to creating optimistic enthusiastic, goal-oriented kids. However, that’s exactly what they were. Why? Hugebeck tells them that they are definitely ‘at-risk’. If they keep doing what they’re doing, they will be ‘at-risk’ of graduating, going to college meeting their ideal mate, prospering, and enjoying the type of life God intended them to have.”
Interesting, isn’t it, how a turn of a phrase can help us see a whole new direction. Are you at risk? Hugebeck knows that with character as a foundation, students really are ‘at-risk’ for getting a good education, followed by a good job, a loving mate, and a wonderful future. By doing the right thing you are ‘at-risk’ of being successful?
Now take this thought into the adult world and install it in today’s businesses, large and small. If only employers would make available ‘at-risk’ training for employees telling them that if they show up enthusiastically on time, prepared to do a good day’s work, they are ‘at-risk’ of creating job security for themselves. They are also ‘at-risk’ of getting advancements, ‘at-risk’ of being able to purchase a nice home, and ‘at-risk- of building a secure future.
As a matter of fact, we are all ‘at-risk’. The neat thing is that you can choose to take the risk and make your life productive, rewarding, and exciting. From Zig Ziglar Success For Dummies