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Habits #1, #2 & #3
- 1. 7 Habits of Highly Effective People : Creator, Vision & Creation
- 3. Golden Egg or Goose paradigm? P vs. PC
- 4. The 7 Habits are about developing effectiveness i.e. enriching our PC
- 6. A good paradigm is one which is aligned to principles (universal, objective, timeless)
- 7. Independence Dependence Interdependence PUBLIC VICTORY PRIVATE VICTORY Seek First to Understand … Then to be Understood Synergize Think Win/Win Put First Things First Be Proactive Begin with the End in Mind Sharpen the Saw
- 8. Habit #1 BE PROACTIVE
- 9. Principle #1: “I am free to choose and am responsible for my choices.”
- 10. Are We DETERMINED by external forces?
- 12. Any time you think the problem is ‘out there’ , that very thought is the problem!
- 13. 1. They do not blame circumstances or other people (REACTIVE)
- 15. Exercise #1 Identify an experience where you usually behave reactively. How can you respond proactively ?
- 16. Com ple ment, don’t criticize, your boss
- 17. CIRCLE OF CONCERN CIRCLE OF INFLUENCE
- 18. Exercise #2 FILL IN THE CIRCLE
- 19. 2. They focus their energies on their Circle of Influence
- 20. CIRCLE OF CONCERN CIRCLE OF INFLUENCE
- 21. Have’s vs. Be’s
- 22. The key question is always: What is the best thing I can do under these circumstances?
- 23. Video Time!
- 24. Sow a thought, reap an action; Sow an action, reap a habit Sow a habit, reap a character Sow a character, reap a destiny
- 25. Habit #2 BEGIN WITH THE END IN MIND
- 26. “ That depends a good deal on where you want to get to...”
- 27. What is YOUR definition of success?
- 28. Are you cutting down the right jungle?
- 29. Management = How can I best accomplish certain things?
- 30. Leadership = What are the things I want to accomplish?
- 31. Don’t be caught in the “THICK of thin things”!
- 32. Read continuously Blog / Write Breadth, Mastery Learner Emotional support and care for my wife Save for children’s education Faithfulness, Love, Provision Son / Father / Husband Assistance, Listening Ear, Professional Support Care, Understanding, Help Friend Help teachers and students, etc. Introduce XYZ topics to KDU, etc. Efficiency, Creativity KDU Staff Important Activities Values / Principles Role
- 33. Habit #3 FIRST THINGS FIRST
- 34. How is your time management?
- 35. 4 Generations of Time Management
- 36. 1 st Generation: Checklists, Notebooks & Journals
- 37. 2 nd Generation: Calendars, Appointment Books, Managing Deadlines
- 38. 3 rd Generation: Goal-Setting & Prioritisation
- 39. 4 th Generation: Time Management via Self-Management (i.e. putting first things first)
- 40. DVD TIME!
- 41. What are the ‘big rocks’ in your life?
- 42. What ROLES do you play in life? (Remember Habit #2?)
- 43. “ Important” activities are those central to your role
- 44. Distinguish between URGENT and IMPORTANT activities
- 45. Urgent Not Urgent Important Not Important Q4 Waste Q3 Deception Q2 Effectiveness Q1 Necessity
- 46. Urgent Not Urgent Important Not Important
- 51. Independence Dependence Interdependence PUBLIC VICTORY PRIVATE VICTORY Seek First to Understand … Then to be Understood Synergize Think Win/Win Put First Things First Be Proactive Begin with the End in Mind Sharpen the Saw
Notas do Editor
- Get students to think that GIVEN the roles they are now playing, what would be the activities they need to do on a regular basis to ensure they “perform” well? E.g. Spending time with family Studying Exercising Learning about other communities Learning about manners
- Work only in your Circle of Influence – for 30 days. Make small commitments and keep them. Heart of the Circle of Influence – making and keeping commitments and promises. How do you expand your circle of influence?
- Elicit discussion students about everyday problems with time management. Jot down answers which would normally include: not enough time stress missing deadlines, etc.
- Explain that the presentation will go through 4 generations of time management. Each generation has built on the one preceding it, and there are lessons / tasks to learn from each one.
- Get students to make a list of things they need to do today. Elicit discussion about the BENEFITS of keeping checklists, etc. Try to ask if there’s anything LACKING in the approach as a lead-in to the next item…
- Get students to plan out their activities for the entire week or month if possible. Discuss BENEFITS of this approach.
- Ask students to list down their goals for the whole year. What do they plan to achieve? Then get them to PRIORITISE.
- Get students to think that GIVEN the roles they are now playing, what would be the activities they need to do on a regular basis to ensure they “perform” well? E.g. Spending time with family Studying Exercising Learning about other communities Learning about manners
- Get students to list down the important roles in their lives. The list will usually look like this: son/daughter Brother Friend Student
- Define ‘urgent’ or get students to define it. Get them to talk about what tasks are urgent or not urgent.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.
- Get students to draw the chart and begin putting down activities in the appropriate boxes. This should take about 10 minutes and the point is just to get them thinking about which of their activities belong to which box.