1. Fostering Grit, Empathy, and Other Success skills every student needs
“The Formative Five”
Fostering Grit, Empathy, and Other Success skills every student needs
By Thomas R. Hoerr

2. “Never doubt that a small group of thoughtful, committed citizens (counselors) can change the world (school); indeed, it’s the only thing that ever has.”
-Margaret Mead-

3. Success? How do you define success?
Who is one of the most successful people you know?
What characteristics does this person have that helps them be successful?

4. The Formative Five Empathy Self-Control Integrity Embracing Diversity

5. Empathy
“In order to be truly empathetic, children need to learn more than simple perspective-taking; they need to know how to value, respect and understand another person’s views, even when they don’t agree with them.”
-Jessica Lahey-

6. Empathy

7. Empathy
“Without empathy, we tend to divide people into us and them, which leads to suspicion, miscommunication, and conflict.”
Name groups of Us and Them

8. Empathy How is technology affecting empathy?
“…face to face converstaion is where we develop the capacity for empathy, so it’s not surprising that technology is implicated in an assault on empathy.”
-Sherry Turkle-

9. Steps to Developing Empathy
Listening
Understanding
Internalizing
Projecting
Planning
Intervening

10. Strategies for Developing Empathy
Help students learn how to listen to and understand others
Service Learning
Collaborative Classroom Instruction related to history, novels, discrimination, etc.
Teach the difference between sympathy and empathy
Teach faculty and staff the importance of showing empathy towards students and leading by example

11. Self-Control

12. Self-Control
“Self-control isn’t just a skill. It’s a muscle, like the muscles in your arms or legs, and it gets tired as it works harder, so there’s less power left over for other things.”
-Mark Muraven-

13. Steps to Developing Self-Control
Developing Awareness
Complying
Goal Setting
Transferring
Monitoring

14. Strategies for Developing Self-Control
Have students set goals and action plans
Develop mindfulness practices
Facilitate discussions about self-control and when and why it is easier at specific times
Create a system to help students monitor their self-control
Role play times which necessitate self-control
Use “problem-solving chairs”
Collaborative Classroom Instruction

15. Integrity
Honesty vs Integrity “It is possible to be honest without displaying integrity, but it is not possible to have integrity without honesty.”
What is the difference between honesty and integrity?

16. Integrity
“Integrity is being accountable for what we do by acknowledging our responsibility and stepping forward to own our role in finding a solution to the problem.”
“Integrity is choosing courage over comfort; choosing what is right over what is fun, fast, or easy; and choosing to practice our values rather than simply professing them.”
-Brene’ Brown

17. teaching honesty and integrity
The Steps to Teaching Honesty and Integrity
Honesty to Integrity Developmental Levels
Honesty to Integrity Actions
1. Aware of honesty as a general personal, human, and community good
Identifies honest versus dishonest behavior from questions and prompts
2. Internalized honesty as a quality that should be embodied and acts honestly
Acts honestly regardless of whether others are aware of the behaviors
3. Aware of what integrity means and how it differs from and goes beyond honesty
Identifies if an individual is showing honesty or integrity
4. Identifies interactions and situations in which integrity could be manifested
Seeks and creates opportunities to show integrity
5. Accepts the need to show integrity in pursuing what is right, even if it is costly
Manifests integrity in interactions and situations

18. Strategies for Developing Integrity
Model honesty and integrity by visibly admitting to mistakes
“Values Card Sort”
Teach difference between honesty and integrity
Role play times when honesty and integrity may be difficult to exhibit
Use the tale of the ring of Gyges
Collaborative Classroom Instruction

19. Why ‘Embracing’? Embracing Diversity
What other words are often used instead of embracing?

20. Stereotype Threat Embracing Diversity
“In our schools (and in life), students’ perceptions of the ways that others see them become a reality for them, which, in turn, influences how they are seen by others – and the cycle continues.”

21. Steps of Teaching Embracing Diversity
Appreciating ourselves
Recognizing others’ diversities
Appreciating others
Planning
Implementing

22. Strategies for Developing Embracing Diversity
Identity Masks
Identify informal curriculum
Create mixed-variable learning groups
Discuss examples of discrimination in the news
Ensure that a diverse group of students are being recognized for achievements
Collaborative Classroom Instruction

23. Embracing Diversity
What is happening every day at your school? What are the students exposed to? How are they being treated?

24. “Failure is a bruise, not a tattoo.”
Grit
“Failure is a bruise, not a tattoo.”
-Jon Sinclair-

25. Grit
“If we’re going to try new, innovative things, we’re going to fail. If we’re going to risk caring and engaging, we’re going to experience disappointment. It doesn’t matter if our hurt is caused by a painful breakup or we’re struggling with something smaller, like an offhand comment by a colleague or an argument with an in-law. If we can learn how to feel our way through these experiences and own our own stories of struggle, we can write our own brave endings.” -Brene’ Brown-

26. Grit Good Grit Smart Grit Using grit for the right purposes
Recognize times when stopping the pursuit of a goal is wise because the gain is not worth the cost

27. Steps to Developing Grit
Establishing the environment
Setting expectations
Teaching the vocabulary
Creating frustration
Monitoring the experience
Reflecting and learning

28. Strategies for Developing Grit
Weekly “Grit Day”
Discuss “Good Failure”
Set goals that require grit
Discuss and Praise the process not the end result
Use examples that exemplify grit
Collaborative Classroom Instruction

29. Culture is the Key
“If we want to improve a child’s grit or resilience or self-control, it turns out that the place to begin is not with the child himself. What we need to change first, it seems, is his environment.” -Paul Tough-
What is meant by environment? Expectations, attitudes, and norms surrounding the child – the culture of the school. The adults

30. Contact Info
Torilyn Gillett Comprehensive Counseling Coordinator Canyons School District