7 Habits of Highly Effective People

1.Habits 1,2 and 3 are focused on self mastery and moving from dependence to independence .

2.Habits 4,5 and 6 are focused on developing teamwork, collaboration and communication skills and
moving from independence to interdepedence.

3.Habits 7 is focused on continuous growth and improvement and embodies all the other habits.

7 Habit of Highly Effective People

1.Be proactive

Principle of personal vision

Underlying principle

Individuals are responsible for their own choices and have the freedom to choose

Reactive- people are driven by feelings , circumstance , conditions the environment.

Circle of Influence

I choose to go. I control my own feelings. Lets explore alternative.

Proactive- people are driven by carefully, considered, selected and internalized values.

Circle of Concern

I have to go. He makes me so mad. There’s nothing I can do.

2. Begins with the end in minds.

Principles of personal leadership. Start with clear mental image of your destination.

3. Put first thing first

Effectiveness requires balancing important relationships, roles, and activities. Focus on preserving and
enhancing relationship and on accomplishing results.

4. Think Win-Win

Principle of personal management. Implies understanding that without cooperation, the organization
cannot succeed.

Six paradigms of Human Interaction.

1. Win / Win
2. Lose/ Lose
3. Win/Lose
4. Win
5. Lose/Win
6. Win/Win or No deal

5 Dimension of Win /Win

Character- Integrity, maturity, abundance mentality.

Relationship

Agreements

(Elements of Agreements)

* desired results

* guidelines

* accountability

* consequences

* supportive system

5. Seek First to Understand ,Then to be Understand.

Principle of empathic communication. Requires a nonjudgemental attitude.

6.Synergize

Principle of Creative Cooperation

Essence of synergy is to

-values differences - respect others

-build on strength - compromise for weakness

7. Sharpen the Saw

Principle of Balanced self – renewal. Process of using and continuously renewing the physical, mental,
spiritual and social aspects of life.

Four Dimensions of Renewal

1. Physical ( exercise, nutrition, stress management).

2. Spiritual ( religious activities, prayer).

3. Mental ( reading, planning, visualizing).

4. Social ( synergy, empathy, family activities, social activities).

What is OBE ?

OBE- stand for outcomes -based education. As the name implies, it is an education that is anchored and
focused on outcomes. It is a student -centered approach to education that focuses on the intended
learning outcomes resulting from instruction (Nicholson, 2011). It is approach in planning, delivering and
assessing instruction.

Learning Principles of OBE

Spady (1994) gave four basic principles;

●Clarity of focus

Teachers must begin with the end clearly in mind. Teachers must be clearly focused on what they want
students to know, understand, and be able to do. In other words , teachers should focus on helping
students to develop the knowledge and skills that will enable them to achieve the articulated intended
outcomes.

● Designing down

Once the intended outcomes are clear, teachers now design instruction .

● High expectations

It means that teachers should establish high, challenging standards of performance in order to
encourage students to engage deeply in what they are learning. Helping students to achieve high
standards is linked very closely with the idea that successful learning promotes more successful learning.

● Expanded opportunities

Teachers must strive to provide expanded opportunities for all students. This principle is based on the
idea that not all learners can learn the same thing in the same way and in the same time.

Meaning of Outcomes

-clear learning results that learners have to demonstrate, what learners can actually do with what they
know and have learned ( Butler,2004).

-actions, products, performances that embody and reflect a learner’s competence in using content ,
information, ideas and tools successfully ( Geyser, 1999) .

Spady made use of two terms, namely, exit outcomes and enabling outcomes. Exit outcomes are “ big”
outcomes while the enabling outcomes “ small” outcomes. The attainment of the small outcomes leads
to the attainment of the big outcomes which we used to call terminal outcomes.

Traditional/Transitional and Transformational OBE

Two approaches exist within SPADY’s outcome-based education paradigm. The traditional/transitional
approach “ emphasizes student mastery of traditional subject- related academic outcomes . In contrast,
the transformational approach “emphasizes long-term, cross -curricular outcomes that are related
directly to students future life roles.

Meaning of Approach, Methods, Techniques and Strategies

Methods- a series of related and progressive acts performed by a teacher and students to achieve the
objective of the lesson.

Approach- is a set of assumptions that define beliefs and theories about the nature of the learner and the
process of learning.

Strategy- set of decisions to achieve an objective that results in plan.

Techniques- are the specific activities manifested in the classroom that are consistent with a method and
therefore in harmony with an approach as well ( Brown,1994) . Techniques is referred to also as task or
activity.

Methods of Teaching

Two types of teaching methods

Direct Approach – expository strategies – deductive- demonstrative- expository

Experiential Approach- exploratory- inductive problem solving – discovery and laboratory- reflective
inquiry- constructivism and meta conton.

Deductive Teaching – process of teaching that start with a rule or general statement that is applied to
specific case/examples.

Expository or deductive method- a telling method where facts, concept, principle, and generalization
are stated presented , defined , interpreted by the teacher and followed by the application of testing of
three concepts, principles generalizations in new examples generated by the student.

Demonstration- telling and showing method perform usually by a teacher or a trained student while, the
rest of the class become observer.

Experiential Methodologies

Inductive- an exploratory method of logic where one arrives at a fact, principle, truth or generalization.
Formulating conclusion , a definition a rule a principle or a formula based on knowledge of example and
details.

Discovery- a method in which thoughts are synthesized to perceive something that the individual has not
known before. The learner gets directly involved in learning. Learning is a result of the learners own
internalized , reflection and experiences.

Metacognitive Teaching: a teaching approach

Where learners are trained to become aware of and exert control over their own learning by using
metacognitive processes.

Cooperative learning strategy:

A type of group work in which two or more students interact with the common goal of mastering
specific academic materials, sample approaches.

Problem Solving Method

Any purposeful activity that will remove a recognized difficulty or perplexity in situation. Through the
process of reasoning.

Project Method – a significant practical units of an activity of a problematic nature carried on by students
in a life like manner and in natural setting . It may be a construction , an enjoyment a problem or a learning.
Laboratory Method – a set of first hand learning activities where in the individual investigates a problem
conducts experiments observes , process or applies theories and principles in stimulated setting.

Inquiry Teaching – learners are confronted with a puzzling situation and are to enter into investigative
work to solve a problem.

Reflective Teaching- an on going process that enables individuals to continually learn from their own
experiences by considering alternative interpretations of situation, generating and evaluating goals and
examining experiences in the light of alternatives goals and hypothesis.

What is tongue-base multilingual education or MlE?

Multilingual education typically refers to “first-language-first” education, that is schooling whict begins
in the mother tongue and transition to additional language. Mle is the use of more than two languages
for literacy and instruction. It starts from where the learners are and from what they already know. This
means learning to read and write in their first language or L1,and also teaching subject like mathematics
, science, healt,and social studies in the Li.

Typically Mle programs are;

*”strong foundation”-research shows that children whose early education is in the languages of their
home tend to do better in the later years of their education (Thomas and collier,1997)

*”strong bridge “- an essential difference between Mle programs and runral “mother tongue education”
programs is the inclusion of a guided transition from learning through the mother tongue to learning
through another tongue.

Related to the emphasis on a child’s mother tongue is the implicit validation of her cultural or ethnic
identity by taking languages which were previously considered “non-standard” and making active use of
them in the classroom . Multilingual education in that sense underscores the importance of the child’s
worldview in shaping his or her learning.

Stages of an Mle program

A widespread understanding of Mle programs (unesco,2003,2005)suggests that instruction takes place in

the following stages.

1.stage 1-learning takes place entirely in the child’s home language.

2.stage2- building fluency in the mother tongue . Introduction of oral L2.

3.stage3-building oral fluency in L2. Introduction of literacy in L2.

4.stage 4-using both L1 and L2 for life long learning.

MLE proponents stress that the second languages acquisition component is seen as a” two-way”
briges,such that learners gain the ability to move back and forth between their mother tongue and the
other tongue (s),rather than simply a transitional literacy program where reading through the mother
tongue is abandoned at some stage in the education.

Does MLE only involve changing the langue of instruction and translating the material into the local
languages?

MLE is an innovative approach to learning . Apart from programming the use of several languages ,it also
involves the following.

a. The development of good curricula (i.e. cognitively demanding)

b. The training of good teacher in the required languages, content and methodology.
c. The production of good teaching materials (i.e., error-free and culturally relevant);
d. The empowerment of the community (i.e. school -based management ) .Mle will not work when
one simply changes the language by translating existing materials into the local languages.

What kind pf learners does Mle intend to produce ?

Mle aims to produce learners who are;

*Multi -literate- they can read and write competently in the local language, the national ,and one or more
languages of wider communication ,such as English;

*Multi -lingual -they can use these languages in various situations and interaction for learning in school;

*Multi-cultural-they can live and work harmoniously with people of cultural background that are different
from their own, they are comfortable living and working with people from outside their community while
maintaining their love and respect for their home culture and community.

What specific weakness in the philippine educational system does MLE seek to address?

Mle seek to specifically address the high functional illiteracy of functional literacy, Education and Mass
Media Survey (FLEMMS),out of 57.59 million Filipino aged 10 to 64 yr old, there were;

*5.24 million Filipino who could not read and write.

*7.84 million Filipino who could not read , write ,and compute.

*18.37 million Filipino who could not read ,write, compute and comprehend.

Why use the other tongue or the first language (L1) in school?

*One’s own language enables a child to express him/herself easily ,as there is no fear of making mistakes.

*Mle encourages active participation by children in the learning process because they understand what
is being discussed and what is being asked of them.

*Children can immediately use the L1 to construct and explain their world , articulate their thoughts and
add new concepts to what they already know.
But our children already know their language .Why still learn it in school?

*What we and our children know is the conversational language or the everyday variety used for daily
interaction .Success in school depend on the academic and intellectualized language needed to discuss
more abstract concepts. According to studies ,it takes one to three years to learn the conversational
language ,but four to seven years to master the academic language under well resourced condition.