Workshop Description
Positive mental attitude, peak performance, motivation, success,positive self-image, confidence, efficiency and effectiveness--thebuzz words of the latest book, tape or seminar that promises tounlatch our unlimited potential.
The books, tapes, and seminars sell because as humans we wantthose things. We want Maslow's self-actualization. As teachers,we want those things for our students. I want those things! Iread the books and listen to the tapes, and have even been toa seminar or two.
Is it all just a bunch of hype, a cliche panacea, so many pairsof rose-colored glasses that fail to address complex problemsin a complex world?
Maybe. But mixed in are some powerful ideas, some profound tools,some valuable skills. I'd like to share some of these, gatheredthrough my fascination with the "self-esteem" body ofliterature. Maybe one of them will make a difference in your life.Maybe one will matter in a student's life.
Goal
That each of us take with us at the end of this session:
Your definition of "self-esteem":
SELF ESTEEM DEFINITIONS
according to Webster: n. 1. belief in oneself; self-respect2. undue pride in oneself; conceit
according to Carl Rogers, humanistic psychologist: Theevaluative and affective dimension of the individual's overallperception of their abilities, behavior, and personality.
according to Nathaniel Branden, Ph.D.: Self-esteem is theexperience of being competent to cope with the basic challengesof life and of being worthy of happiness...Positive self esteemis the immune system of the spirit, helping an individual facelife problems and bounce back from adversity."
according to Julie White, Ph.D.: "The way you talkto yourself."
according to Bettie B. Youngs, Ph.D.: the integrated sumof self-efficacy and self-respect. Self-efficacy is having confidencein your ability to think, judge, choose, and decide. Self respectis having confidence in your values.
according to Career Track Publications:
Self esteem is when:
What do you want out of life?
To learn, and to have fun. --Richard Bach
To live, learn, love and leave a legacy. --Steven R. Covey
Life is for doing, learning and enjoying. --John-Roger, PeterMcWilliams
To feel loved, capable, and productive. --Jack Canfield
SIX MYTHS ABOUT SELF-ESTEEM
By Karen Owens College of Lake County,Illinois
Self-esteem has been targeted as being responsible for children'smediocre performances in academic, social, and moral areas. Whatmany have come to believe about self-esteem, however, is knownas "feel-good" self-esteem. This view of self-esteemhas given us a deceptive, one sided-view of self-esteem and isresponsible for perpetrating a number of myths. The more dynamiccomponent of self-esteem, inner self-esteem, based on children'sactual competencies, has been overlooked for decades. Inner self-esteemis enhanced by helping children develop the necessary skills tosucceed in school and act in socially competent and morally responsibleways which leads to "competency-based" self-esteem.Competency-based self-esteem is enhanced by meeting challengingstandards and expectations and by behaving in socially-valuedways.
Myth One: Feeling Loved and Worthy is the Source of Self-Esteem
There are two components of self-esteem: the reflective outercomponent which is derived from feeling loved and worthy; theactive, inner source which is based on children's actual competencies.The outer source of self-esteem is enhanced by adults helpingchildren feel loved and worthy, providing firm but fair rules,and treating them with respect. For the past several decades,the outer source of self-esteem has been the predominant componentrecognized in the definition and measurement and in programs designedto enhance it. The byproduct of this one-sided emphasis is feel-goodself-esteem--helping children feel loved and worthy without anyachievement necessary on their part. The competency-based perspectiveof self-esteem stresses that self-esteem is something that isearned and not necessarily instantly given. Competency-based self-esteemdevelops from meeting realistically-established, challenging standards,expectations, and goals, and by behaving in socially-valued ways.As a result of ignoring this source of self-esteem, we have largenumbers of children who feel good about themselves even thoughthey cannot read, write or spell or act in socially and morallyresponsible ways.
Myth Two: Self-Esteem Influences Achievement
While self-esteem undoubtedly affects behavior in many situations,its relationship to academic achievement is not entirely clear.Children who do well in school, are popular and respectful ofothers, all appear to have high self-esteem. Numerous authoritieshave stressed the importance of self-esteem and school achievement,maintaining that self-esteem influences achievement. However,findings indicate that the associations between self-esteem andachievement are mixed, so that in this instance it may not bethe determining factor. There is evidence that unless a certainamount of self-esteem is present there is little effort and littlesuccess. There is also considerable evidence that success addsto self-esteem so the two obviously go together.
Myth Three: The Opinion of Others is The Substance of Self-Esteem
As a result of only emphasizing the looking-glass aspect of self,many have come to believe that the opinion of others is the solesource of self-esteem. Research suggests, however, that self-esteemis primarily based on self-evaluations. Data suggest that childrenrely more on their direct actions and their self-evaluations indetermining how smart, and socially and morally competent theyare. Individuals must feel that the final arbitrator is withinand not outside of them. We can help them by teaching them appropriateskills. Competency-based self-esteem is more stable because ithas a solid base in the child's demonstrated proficiencies andsure knowledge of past achievements, and thus, someone cannotinstantly take it away.
Myth 4: Self-Esteem is Something That Is Given To Us By Others
During infancy and toddler hood, children need to be providedwith a warm environment that unconditionally provides love andsecurity. This early nurturing provides the platform in developinghealthy self-esteem in children. As children get older, however,authentic self-esteem derives from children developing competenciesin academic, social, physical, and moral areas. Thus, this innercomponent of self-esteem takes on greater importance and needsto be incorporated into children's self-pictures. Children needto move from "I am special because I am me", to "Iam special because I am competent and capable." Again, self-esteemmust be earned. This is not to say that adults no longer playan important role in enhancing children's self-esteem. The emphasisof their efforts, however, needs to incorporate skill buildingwithin the context of a warm and nurturing environment.
Myth 5: Giving Generous Praise Enhances Children's Self-Esteem
Praise is generally ineffective for several reasons. Childrenwill reject praise if the comments made are inconsistent withtheir self-pictures. Children have a strong tendency to defendtheir self-evaluations and are apt to blot out any positive messagesabout their own competence if such messages are in conflict withan unfavorable picture of self. Individuals who believe that theyare incapable or unattractive will cling to perceptions that bolsterthis unflattering picture and reject any suggestions that theymay be capable or attractive. Furthermore, praise is inappropriatebecause children have not necessarily done anything to earn thesecompliments. Younger children tend to behave in ways that willbring them rewards and avoid punishment and gradually developinner controls and behave in socially-approved ways because theywant to, not necessarily to receive a reward. Therefore, rewards,in the form of praise, may be more effective in shaping the behaviorof young children and not as effective with other children. Childrenneed to receive encouragement rather than praise. Encouragementacknowledges effort while leaving appraisal to the child. Praiseis usually broad and general, while encouragement is valuablewhen it is specific and focused on a particular demonstrated behavior.
Myth 6: Self-Esteem is Strengthened by Giving Children "WarmFuzzies" and Avoiding the "Cold Pricklies."
Some schools have become obsessed with feel-good self-esteem,believing that each child is entitled to success no matter what,and deserve rewards. The assumption that teachers must alwaysact to protect children's self-esteem from injury is believedto be just as important as praise in promoting self-esteem. Severaleducational reforms, such as watered-down curricula, inflatedgrades, and the end of ability grouping have been adopted in someschools in order to make children more equal, and thus, preservetheir self-esteem. These policies have not brought the desiredresults; as standards and expectations were lowered, a correspondingdrop in children's academic performances was noted. Competency-basedself-esteem, that is, helping children acquire the skills andproficiencies that will enable them to meet high standards andexpectations is more effective than giving warm fuzzies and avoidingthe cold pricklies that sometimes come with realistic feedback.
Conclusion
Self-esteem research is dispelling many myths about self-esteem.Healthy self-esteem cannot be supported by approval or sustainedby arbitrary praise and acceptance. Children must work for self-worth.Academically, children need to develop an inner locus of control.They need to learn that they are responsible for their own actions.Socially, they need to be taught the skills that will enable themto cooperate, share, communicate, listen, deal with conflict,and become less egocentric and more sociocentric. Becoming a goodand decent person involves children developing sensitivity andconcern for others, having a sense of empathy. Stable self-esteem
develops through helping children be, and subsequently feel capable,not the other way around. Thus, we need to accentuate mastery-oriented,performance-related, competency-based self-esteem. Authentic self-esteemmust be accompanied by accomplishments and personal qualitiesor it is counterfeit and meaningless. This article publishedin the Journal of Invitational Theory and Practice, 1997, Vol.4, No. 2, has been abridged by Bob Reasoner with permission fromthe author.
This section is here to help jog your memory later, when you think"Hey, I'd like to use that idea or activity with my students!Now, how exactly did it go?" Thrown in along the way areextras, which we will skip over or ignore during the workshop--youmight find these valuable later, as well.
The Bicameral Mind (some different models)
Conscious / Unconscious (sub-conscious)
Left Brain / Right Brain
Cognitive Domain / Affective Domain
Neocortex / Limbic System
We can argue and debate about which model is most accurate (theyare hypothetical constructs), but all agree: there's a lot goingon "beneath" or "behind" conscious thought,and it affects us a great deal.
Join AAA: Accept, Aim, Act!
Ideas and tools around the concept of self-esteem seem to fallinto three major categories:
1) accept: Love of self and others. Gratitude. Wonder andawe.
2) aim: Purpose, mission, goals and objectives.
3) act: The universe rewards action. Live your dream!
PART ONE: ACCEPT
Accept yourself, others, the universe.
Total Personal Responsibility
POWERFUL CONCEPT #1: Accept Total PersonalResponsibility
E__________ + R___________ = O____________
(Event + your Response = Outcome) - (Canfield)
You are responsible for your life. (Covey)
"Every person, all the events of your life are there becauseyou have drawn them there. What you choose to do with them isup to you." --Illusions, Richard Bach
Stop looking to assign blame because "It's ALL your fault!"That's not depressing, it's empowering!
POWERFUL CONCEPT #2: Avoid Emotional Overpayment
Barry Kaufmann wrote a book, "To Love Is To Be Happy With."You can choose to feel unconditional love; it is YOU who benefits.
"Don"thope, decide!" Michael Hargrove's story makes my pointbeautifully.
Reflective Listening
Sympathy = When I listen to your story from MY point of view.
Empathy = When I listen to your story from YOUR point of view.
Perspective
POWERFUL CONCEPT #3: Love is a Verb,and a Choice
The attitude of gratitude
Gratus = pleasing. The normal interpretation is: whenyou are pleased with something, you are grateful. Try it the otherway around: when you are grateful, then you are pleased,not by the thing, but by the gratitude. In order to feel pleased,be grateful.
What are you grateful for?
The 10 Rules for Being Human
1. YOU WILL RECEIVE A BODY. You may like it or you may hate it,but it will be yours for the entire period this time around.
2. YOU WILL LEARN LESSONS. You are enrolled in a full-time informalschool called "life". Each day in this school you'llhave the opportunity to learn lessons. You may like the lessonsor think them irrelevant and stupid.
3. THERE ARE NO MISTAKES, ONLY LESSONS. Growth is a process oftrial and error and experimentation. The failed experiments areas much a part of the process as the experiment that ultimatelyworks.
4. A LESSON IS REPEATED UNTIL LEARNED. A lesson will be repeatedto you in various forms until you have learned it. When you havelearned it, then you can go onto the next lesson.
5. LEARNING LESSONS DOES NOT END. There is no part of life thatdoes not contain its lessons. If you are alive, there are lessonsto be learned.
6. THERE IS NO BETTER THAN HERE. When your "there" hasbecome "here", you will simply obtain another "there"that will again look better than "here".
7. OTHERS ARE MERELY MIRRORS OF YOU. You cannot love or hate somethingabout another person unless it reflects something that you loveor hate about yourself.
8. WHAT YOU MAKE OF YOUR LIFE IS UP TO YOU. You have all the toolsand resources you need. What you do with them is up to you. Thechoice is yours.
9. THE ANSWERS LIE INSIDE YOU. The answers to all life's questionslie inside you. All you need to do is look, listen and trust.
10. YOU WILL FORGET ALL THIS.
Positive Qualities
ABLE ACCEPTING ACCURATE ADAPTABLE AFFECTIONATE ALERT AMBITIOUSARTISTIC ASSERTIVE ATTRACTIVE BOLD BROAD-MINDED CALM CANDID CAPABLECAREFUL CARING CAUTIOUS CHARMING CHEERFUL CHILDLIKE CLEVER COMPASSIONATECOMPETENT CONFIDENT CONSCIENTIOUS CONSIDERATE COURAGEOUS CREATIVECURIOUS DETERMINED DYNAMIC EAGER EASY-GOING EFFICIENT EMPATHICENERGETIC ENTERPRISING ENTHUSIASTIC FAIR-MINDED FAITHFUL FIT FLEXIBLEFORGIVING FREE FRIENDLY FULFILLED FUNNY GENEROUS GENTLE GLAD GOOD-NATUREDGROWING HAPPY HEALTHY HELPFUL HONEST HOPEFUL HUMOROUS IDEALISTICIMAGINATIVE INDEPENDENT INDIVIDUALISTIC INDUSTRIOUS INFORMAL INGENIOUSINTELLIGENT INVENTIVE KIND LEARNING LEISURELY LIGHT-HEARTED LIKABLELOGICAL LOVABLE LOVING MATURE MERRY METHODICAL METICULOUS MILDMODERATE MODEST NATURAL NEAT NON-JUDGMENTAL NURTURING OPEN-MINDEDOPTIMISTIC ORGANIZED ORIGINAL OUTGOING PATIENT PEACEFUL PERSEVERINGPERSISTENT PLEASANT POLITE POSITIVE PRACTICAL PRECISE PROGRESSIVEPUNCTUAL QUIET RATIONAL REALISTIC REASONABLE REFLECTIVEADVENTUROUSRELAXED RELIABLE RESERVED RESOURCEFUL RESPONSIBLE ROBUST SELF-CONTROLLEDSENSIBLE SEXY SINCERE SOCIABLE SPECIAL SPONTANEOUS SPUNKY STABLESTRONG TACTFUL TALENTEDCLEAR-THINKING TENACIOUS THANKFUL THOROUGHTOLERANT TRUSTING TRUSTWORTHY UNDERSTANDINGCOOPERATIVE UNINHIBITEDUNIQUE VERSATILE WARMDEPENDABLE WHOLE WITTY ZANY
ADD YOUR OWN!
THE ANIMAL SCHOOL: The Administration of the School Curriculumwith References to Individual Differences
Dr. George H. Reavis
Once upon a time, the animals decided they must do something heroicto meet the problems of "a new world." So they organizeda school. They adopted an activity curriculum consisting of running,climbing, swimming, and flying. To make it easier to administerthe curriculum all the animals took all the subjects.
The duck was excellent in swimming, in fact better than his instructor;but he made only passing grades in flying and was very poor inrunning. Since he was slow in running, he had to stay after schooland also drop swimming in order to practice running. This waskept up until his feet were badly worn and he was only averagein swimming. But average was acceptable in school so nobody worriedabout that except the duck.
The rabbit started at the top of the class in running, but hada nervous breakdown because of so much make-up work in swimming.
The squirrel was excellent in climbing until he developed frustrationin the flying class where his teacher made him start from theground up instead of from the tree top down. He also developeda "charliehorse" from overexertion and then got C inclimbing and D in running.
The eagle was a problem child and was disciplined severely. Inthe climbing class he beat all the others to the top of the tree,but insisted on using his own way to get there.
At the end of the year, an abnormal eel that could swim exceedinglywell, and also run, climb, and fly a little, had the highest averageand was valedictorian.
The prairie dogs stayed out of school and fought the tax levybecause the administration would not add digging and burrowingto the curriculum. They apprenticed their children to a badgerand later joined the groundhogs and gophers to start a successfulprivate school.
Does this fable have a moral?
Mission Statement
Most successful organizations today have a carefully crafted missionstatement. Perhaps you should, too.
Franklin Covey Home Page Mission Statement Builder (www.franklincovey.com)
The 7 Habits of Highly Effective People
Thoughts:
Goals
Be careful what you ask for! Begin with the end in mind. Shoothigh. But be realistic. Make sure you really want them: You canhave ANYTHING you desire--but not EVERYTHING you desire. Lifeis like a limitless store, but you can only fill your cart!
Make sure you know what it takes, and that your are willing todo what it takes. Keep them in front of you. Visualize.
Affirm. Revise as necessary. Re-evaluate. Set new goals.
Goals should be:
Example goal(s):
POWERFUL CONCEPT #4: Affirmations Work!
Affirmations should be:
1) Personal
2) Positive
3) Specific
4) Visual
5) Present tense
6) Emotional
Write them down. Repeat them often. Use a mirror. I implore youto try it (you will feel silly) for at least a month before judging.
PART THREE: ACT
POWERFUL CONCEPT #5: The Universe RewardsAction!
There is no failure, only feedback!
Abraham Lincoln's Road to the White House:
1816 His family was forced out of their home.
1818 His mother died
1831 Failed in business
1832 Ran for state legislature. Lost.
1832 Also lost his job. Wanted to go to law school but couldn'tget in.
1833 Borrowed some money from a friend to begin a business andby the end of the year he was bankrupt. Spent the next seventeenyears paying off this debt.
1834 Ran for state legislature. Won.
1835 Was engaged to be married, sweetheart died, and his heartwas broken.
1836 Had a total nervous breakdown and was in bed for six months.
1838 Sought to become speaker of the state legislature. Was defeated.
1840 Sought to become elector. Was defeated.
1843 Ran for Congress. Lost.
1846 Ran for Congress again. Won and went to Washington. Did agood job.
1848 Ran for reelection to Congress. Lost.
1849 Sought the job of land officer in his home state. Rejected.
1854 Ran for U. S. Senate. Lost.
1856 Sought the vice-presidential nomination at his party's nationalconvention. Got fewer than 100 votes.
1858 Ran for U. S. Senate again. Lost again.
1860 Elected President of the United States.
Get off your BUT!
BUT = Behold the Underlying Truth
YES, BUT = Your Evaluation is Superb, Behold the Underlying Truth
The Comfort Zone
(can you crack the code?)
Dpohsbuvmbujpot! Zpv'wf kvtu dsbdlfe uif dpef!
FEAR = Fantasized Experiences Appearing Real (or)
False Evidence Assumed Real.
NOT: F - - - Everything And Run!
These are quotes which I have found useful. If you know who deservescredit (where no name is listed) please let me know!
They are not meant to be read in one sitting, one after the other.These pithy little gems should be savored, and pondered. Try writingone on the board each day--see how your students react.
ATTITUDE
"Smiles are contagious."
"Of all the things you wear, your expression is the mostimportant."
"Attitude is a little thing that makes a big difference."
"It is our attitude at the beginning that more than anythingelse produces a successful outcome." -Earl Nightingale
I was going to buy a copy of The Power of Positive Thinking, andthen I thought: What the hell good would that do?
-Ronnie Shakes
"If you think you can do a thing or think you can't do athing, you're right." -Henry Ford
ATTITUDE IS EVERYTHING. Attitude is the way you think. Your attitudeis something other people can actually see. They can hear it inyour voice, see it in the way you move, feel it when they arewith you. Your attitude expresses itself in everything you do,all the time, wherever you are. Positive attitudes always invitepositive results. Negative attitudes always invite negative results.Attitude makes a difference every hour, every day, in everythingthat you do for your entire life. What you get out of each thingyou do will equal the attitude you have when you do it. Anythingthat you do with a positive attitude will work for you. Anythingthat you do with a negative attitude will work against you. Ifyou have a positive attitude, you are looking for ways to solvethe problems that you can solve, and you are letting go of thingsover which you have no control. You can develop a positive attitudeby emphasizing the good, by being tough minded, and by refusingdefeat.
A PARABLE: I saw three stone cutters working, side by side, eachlaboring at the same task. I asked the first, "What are youdoing?" He replied, " I am squaring up this block ofgranite." When I asked the second the same question, he said,"Well, I'm doing my job here, so I can earn wages and supportmy family." I asked the third, and he said blissfully, "I'mbuilding a cathedral!"
"You're about as happy as you make up your mind to be."-Abraham Lincoln
"There is nothing either good or bad, but thinking makesit so." -William Shakespeare
"Alas, I know if I ever became truly humble, I would be proudof it." -Benjamin Franklin
"Things work out best for those who make the best of theway things work out."
BELIEVE and DREAM
"A mind once stretched by a new idea never regains its originaldimensions."
"The act of contemplation creates the thing contemplated."-Isaac D'Israeli
"The intuitive mind is a sacred gift and the rational mindis a faithful servant. We have created a society that honors theservant and has forgotten the gift." -Albert Einstein
"Follow your bliss." -Joseph Campbell
"When your heart is in your dreams, no request is too extreme."-Jiminy Cricket
"Nothing is impossible to a willing heart. -English Proverb
ACTION AND EFFORT
"Be the change you want to see in the world." -Gandhi
"The dictionary is the only place where success comes beforework."
"You miss 100% of the shots you don't take." -WayneGretsky
"A champion is someone who gets up even when they can't."
"To be a winner, all you need to give is all you have."
"Persistence prevails when all else fails."
"Winners make a habit of doing the things that losers areuncomfortable doing."
"Fake it until you make it."
The ten most powerful two letter words in the English language:"If it is to be, it is up to me."
"Get on your "try-cycle."
"Don't be afraid to take a big step if one is indicated.You can't cross a chasm in two small jumps." -David LloydGeorge
"Give the world the best you have, and the best will comeback to you."
"We must either find a way, or make one." -Hannibal
"Do or do not. There is no try." -Yoda
"How to avoid criticism forever: Say nothing; do nothing;be nothing."
"On the day of victory, no one is tired." -Marva Collins
"If you want to change your life -- change your life!"
"Give up giving up!"
"When you give 90% -- you compete. When you give 100% --you succeed!"
"Losers do their best. Winners do whatever it takes."
"There are only two kinds of people in the world--those whodo, and those who don't. The difference between them is, thosewho do, do, and those who don't, don't."
"Never give in. Never, never, never, never." -WinstonChurchill
"Every morning in Africa, a gazelle wakes up. It knows itmust outrun the fastest lion or it will be killed. Every morningin Africa, a lion wakes up. It knows it must run faster than theslowest gazelle or it will starve. It doesn't matter whether you'rea lion or a gazelle -- when the sun comes up, you'd better berunning."
EXCELLENCE
"There is no greater challenge than to surpass yourself."
"The race for quality has no finish line."
"Success is a journey, not a destination."
"It's a funny thing about life; if you refuse to accept anythingbut the best, you very often get it." -W. Somerset Maugham
GOALS AND OBJECTIVES
"If you don't know where you are going, how will you knowwhen you get there?"
"It's not that people plan to fail, it's that they fail toplan."
"Begin with the end in mind." -Steven Covey
"Cheshire-Puss," she began, rather timidly..."Wouldyou tell me, please, which way I ought to go from here?"
"That depends a good deal on where you want to get to,"said the cat.
"I don't much care where...", said Alice.
"Then it doesn't matter which way you go," said thecat. -Lewis Carroll (Alice in Wonderland)
LOVE
"People don't care how much you know until they know howmuch you care."
"To love is to be happy with. It is a verb, and it is a choice."
"We can do no great things--only small things with greatlove." -Mother Teresa
PREPARATION
"You can observe a lot just by watching." -Yogi Berra
"Perfect practice makes perfect."
RESPONSIBILITY
"The price of greatness is responsibility." -WinstonChurchill
"Knowledge is a treasure, but practice is the key to it.""Self discipline exists when you conscience tells you todo something, and you don't talk back."
"Liberty means responsibility. That is why most men dreadit." -George Bernard Shaw
"Maturity is the realization that the volume know turns tothe left as well as to the right."
"Success is simply a matter of luck. Ask any failure."-Earl Wilson
RISK / FEAR OF FAILURE
"Winners are those who make a habit out of doing the thingslosers are uncomfortable doing." -Ed Foreman
"It's all right to have butterflies in your stomach. Justget them to fly in formation." -Dr. Rob Gilbert
"Opportunity always involves some risk. You can't steal secondbase and keep your foot on first."
"A problem is a chance for you to do your best." -DukeEllington
"You cannot discover new oceans unless you have the courageto lose sight of the shore."
"There are those who are so scrupulously afraid of doingsomething wrong that they seldom venture to do anything."
"To laugh is to risk appearing the fool. To weep is to riskappearing sentimental. To reach out for another is to risk involvement.To explore feelings is to risk exposing your true self. To placeyour ideas and dreams before a crowd is to risk their loss. Tolove is to risk not being loved in return. To live is to riskdying. To hope is to risk despair. And to try is to risk failure."
"Experience is the name everyone gives to their mistakes."-Oscar Wilde
"Gemstones cannot be polished without friction, and peoplecannot be made perfect without trials." -Chinese Proverb
"If you are not on the edge, a little bit, maybe you aretaking up too much space."
SELF-EFFICACY
"If you don't like what you're doing, you can always pickup your needle and move to another groove." -Timothy Leary
TEAMWORK
"Less me and more we."
"T.E.A.M. = Together Everyone Achieves More."
"There is no "I" in team."
"If everyone is moving forward together, then the successtakes care of itself."
"There is no limit to what can be accomplished if it doesn'tmatter who gets the credit."
"Take care of each other, share your energies with the group,no one must feel alone, cut off, for that is when you do not makeit" -Willie Unsoeld, famous mountain climber, on making itto the top.
"To have joy, you must share it. Happiness was born a twin."-Hopi Indians
You arx important! Xvxn though this is an old computxr, it worksquitx wxll xxcxpt for onx of thx kxys. Wx'vx wishxd many timxsthat it workxd pxrfxctly. Trux, all the kxys xxcxpt onx work pxrfxctly,but just onx kxy not working makxsthx diffxrxncx. Somxtimxs, itsxxms to us that any group or txam or businxss is likx our computxr--notall thx kxy pxoplx arx working propxrly. You may say, "Wxll,I'm only onx pxrson. It won't makx much diffxrxncx." Butfor your group or txam or businxss, to bx xfficixnt, it nxxdsthx activx participation of xvxry pxrson. Thx nxxt timx you
think your xfforts arxn't nxxdxd, rxmxmbxr our computxr, and sayto yoursxlf, "I'm a kxy pxrson and I'm nxxdxd vxry much."You arx important!
URGENCY
"DO IT NOW! You become successful the moment you start movingtoward a worthwhile goal."
"Do it!"
"Do it right!"
"Do it right now!"
"The point of power is in the present!" -Marshall Thurber
FICTION
Bach, Richard, Illusions. 1977.
Jonathan Livingston Seagull, 1976
Coelho, Paulo, The Alchemist, 1993.
The Pilgrimage, 1992
Saint-Exupery, Antoine de , The Little Prince, 1943
Redfield, James, The Celestine Prophecy, 1993
Robbins, Tom, Half Asleep in Frog Pajamas, 1994
Skinny Legs and All, 1990
NON-FICTION
Canfield, Jack and Mark Victor Hansen, Chicken Soup for theSoul, Deerfield Beach, FL: Health Communications, Inc., 1993
Canfield, Jack and Harold Clive Wells, 100 Ways to EnhanceSelf-Concept in the Classsroom, Second Edition, Needham Heights,MA: Allyn and Bacon, 1994
Covey, Steven R., The Seven Habits of Highly Effective People:restoring the character ethic. New York: Simon and Schuster,1989
Covey, Steven R., A. Roger and Rebecca Merrill, First ThingsFirst: to live, to love, to learn, to leave a legacy. NewYork: Fireside, 1994.
Fulghum, Robert, All I Really Need to Know I Learned in Kindergarten,New York: Villard Books, 1986.
Hansen, Mark Victor and Jack Canfield, Dare To Win, NewYork: Berkeley Books, 1994.
McWilliams, Peter, Life 101. Los Angeles: Prelude Press,1990.
Santrock, John W., Life-Span Development. Fourth Edition,Debuque, IA: Wm. C. Brown Publishers, 1992.
AUDIO (all published by Career Track)
Baile, Susan: Building Self-Esteem in Your Child
Canfield, Jack: Self-Esteem and Peak Performance
Miller, Thomas: Self-Discipline and Emotional Control
Links to many useful sites on topics of self-development, motivation,goals, personal and spiritual growth, and self-esteem. Check itout!