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BRINGING OUT THE BEST IN STUDENTS CO-CURRICULUR ACTIVITIES AND HUMILITY.

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Presentation on theme: "BRINGING OUT THE BEST IN STUDENTS CO-CURRICULUR ACTIVITIES AND HUMILITY."— Presentation transcript:

1 BRINGING OUT THE BEST IN STUDENTS CO-CURRICULUR ACTIVITIES AND HUMILITY

2 CO-CURRICULAR ACTIVITIES & HUMILITY

3 LEARNING TARGET Students will be able to describe how Co-Curricular Activities & Humility Bring Out the Best in Students.

4 AGENDA Entrance Slip/Competition Research Studies/Statistics Videos Lessons Summary

5 Entrance Slip Please take out one sheet of paper per group. You will have two minutes working as a group to list as many extra-curricular activities as you can! The winning group will receive a prize! Go

6 STOP

7 WILL ONE PERSON FROM A GROUP PLEASE READ OFF YOUR LIST SLOWLY AND THE REST OF THE GROUPS PLEASE PUT A DOT NEXT TO THE ITEM IN YOUR LIST.

8 DEFINITION OF CO-CURRICULAR ACTIVITIES PARTICIPATION IN EXTRACURRICULAR ACTIVITIES By Tom W. Cadwallader, Mary Wagner, and Nicolle Garza The lives of many youth are substantially enriched by their participation in organized extracurricular activities, which are defined broadly to include adult-sanctioned organized activities that youth do outside of the classroom, whether or not they are school-sponsored.1 Youth can engage in such activities individually, such as taking private music lessons, or in groups, such as taking part in scouting or a school club. Youth participate in extracurricular activities to be with peers, to learn new skills, to stay fit, or simply to have fun. In recognition of the importance of such activities, the federal legislation guiding American elementary and secondary education, The No Child Left Behind Act of 2001 (P.L ) poses the following challenge for all schools: To give families—children and their parents—more out-of-school learning opportunities so they are better prepared for academic success (U.S. Department of Education, 2002).

9 PART TWO OF ENTRANCE SLIP: Define Humility

10 DEFINITION OF HUMILITY: NOUN: A MODEST OR LOW VIEW OF ONE’S OWN IMPORTANCE; HUMBLENESS SYNONYMS: MODESTY, MEEKNESS, HUMBLENESS, LOWLINESS, SUBMISSION

11 SUMMARY OF RESEARCH: EARLY RESEARCH OVER STATED THE IMPORTANCE OF EXTRA-CURRICULAR ACTIVITIES. “AFTER ACCOUNTING FOR PRIOR LEVEL OF FUNCTIONING, CHILDREN’S ACHIEVEMENT- RELATED MOTIVATION, AND DEMOGRAPHIC CHARACTERISTICS, WE FOUND THAT HIGH SCHOOL EXTRACURRICULAR PARTICIPATION PREDICTED SEVERAL INDICATORS OF ACADEMIC, PSYCHOLOGICAL, AND BEHAVIORAL ADJUSTMENT. HOW- EVER, THE EFFECT SIZES WERE SMALL AND THE RELATIONS WEAKER THAN IN PREVIOUS RESEARCH THAT USED A LESS RIGOROUS METHODOLOGICAL DESIGN.” IS EXTRACURRICULAR PARTICIPATION ASSOCIATED WITH BENEFICIAL OUTCOMES? CONCURRENT AND LONGITUDINAL RELATIONS JENNIFER A. FREDRICKS CONNECTICUT COLLEGE JACQUELYNNE S. ECCLES UNIVERSITY OF MICHIGAN

12 MORE RECENT STUDIES INDICATE THAT: “STUDENTS FROM SMALLER HIGH SCHOOLS CLEARLY ENJOY HIGHER PARTICIPATION RATES IN EXTRACURRICULAR ACTIVITIES THAN DO STUDENTS FROM LARGER HIGH SCHOOLS. WHEREAS THERE IS A NEGLIGIBLE EFFECT OF EXTRACURRICULAR PARTICIPATION ON ACADEMIC ACHIEVEMENT, THE POSITIVE EFFECT ON SELF-ESTEEM IS NOTE WORTHY.” JOURNAL OFRESEARCHINRURALEDUCATION, FALL, 1996, VOL. 12, NO.2, EXTRACURRICULAR PARTICIPATION, SCHOOL SIZE, AND ACHIEVEMENT AND SELF-ESTEEM AMONG HIGH SCHOOL STUDENTS: A NATIONAL LOOK THEODORE COLADARCI UNIVERSITY OFMAINE CASEY D. COBB ARIZONA STATE UNIVERSITY

13 “IN SUM, OUR RESULTS SUPPORT RECOMMENDATIONS FOR INCREASING OPPORTUNITIES FOR YOUTHS TO PARTICIPATE IN A RANGE OF EXTRACURRICULAR ACTIVITIES (E.G., ECCLES & GOOTMAN, 2002; ECCLES & TEMPLETON, 2002; LARSON, 2000). THESE CONTEXTS CAN BE SEEN AS LEARNING ENVIRONMENTS WITH DISTINCT “OPPORTUNITY STRUCTURES” FOR DEVELOPING PERSONAL AND INTERPERSONAL SKILLS (LARSON & VARMA, 1999). FURTHERMORE, EXTRACURRICULAR ACTIVITIES ALLOW STUDENTS TO DEMONSTRATE A WIDER RANGE OF SKILLS AND INTERESTS THAN IS AVAILABLE IN MOST ACADEMIC CONTEXTS. AN IMPORTANT AREA OF FUTURE INQUIRY IS WORK THAT COMPARES THE RELATIVE EFFECTS OF CURRICULAR AND EXTRACURRICULAR CONTEXTS. ONE EXAMPLE OF THIS WORK IS RESEARCH BY LARSON AND HIS COLLEAGUES (E.G., LARSON, 2000; LARSON & KLEIBER, 1993). THEY USED EXPERIENCE SAMPLING TECHNIQUES TO COMPARE ADOLESCENTS’ EXPERIENTIAL STATES IN CURRICULAR AND EXTRACURRICULAR CONTEXTS AND FOUND THAT YOUTHS IN SCHOOL REPORTED LOW INTRINSIC MOTIVATION, DIFFICULTY CONCENTRATING, AND HIGH RATES OF BOREDOM, WHEREAS YOUTHS IN STRUCTURED VOLUNTARY ACTIVITIES HAD HIGH INTRINSIC MOTIVATION AND REPORTED THAT CONCENTRATION WAS EASIER AND THAT THEY EXPERIENCED HIGH CHALLENGE. UNFORTUNATELY, SPORTS AND SCHOOL CLUBS ARE OFTEN VIEWED AS LESS IMPORTANT THAN THE ACADEMIC CURRICULUM AND ARE SOME OF THE FIRST ITEMS TO BE CUT DURING FISCAL CONSTRAINTS. EDUCATORS SHOULD REEVALUATE THESE ASSUMPTIONS BECAUSE OF THE POTENTIAL DEVELOPMENTAL BENEFITS OF PARTICIPATION IN EXTRACURRICULAR ACTIVITIES FOR MANY HIGH SCHOOL ADOLESCENTS.” IS EXTRACURRICULAR PARTICIPATION ASSOCIATED WITH BENEFICIAL OUTCOMES? CONCURRENT AND LONGITUDINAL RELATIONS JENNIFER A. FREDRICKS CONNECTICUT COLLEGE JACQUELYNNE S. ECCLES UNIVERSITY OF MICHIGAN

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17 VIDEO EXAMPLES THE REPLACEMENTS HOOSIERS

18 A Recipe for Humility Having a meek spirit Acknowledging when others have done better than oneself Accepting personal responsibility when one is wrong Not too concerned with oneself Not inclined to compare oneself to others Grateful for the abilities and blessings one has Comfortable with one’s own strengths

19 “Someone who practices humility rarely feels insecure or self-conscious. They unflinchingly take credit for that which they are responsible and give credit for that which they are not.” (www.beinspiredeveryday.com) “Humility always comes from a position of belief, strength, and self-assurance.” “It’s easier to side-step pride or arrogance when children understand that they are valued simply because they are your child[ren], not because they win the race, have a prettier mom (and a smarter dad!), earn a higher income, or score the most points.” “Humility cannot be imposed. It’s important not to confuse humiliation, bullying, and beating down with an education in humility.” (www.allprodad.com)

20 LESSON: SELF STUDY THROUGH GOAL SETTING OBJECTIVE: Through Goal Setting, show how students participation in Co- Curricular Activities can help make them better people, students and athletes. Form a list of performance and moral character traits (Character equals Performance Character + Moral Character Sheet) have students pick one character trait that they want to improve on during participation in their co- curricular activity. Students should understand that by changing/improving this trait not only makes them better individually but also improves the performance of the team/group. Explain how to set goals. Important Steps to follow when setting goals: A. B. C. D. E. F.

21 CO-CURRICULAR ACTIVITIES AND HEROES ROLE MODELS WITHIN THE ACTIVITY: LEBRON JAMES TIM TEBOW MISTY MAY TREANOR ALBERT EINSTIEN EVERYDAY HEROES: MOM DAD TEACHER COACH

22 HEROES CREATE CHARACTER THINK OF A HERO THAT YOU HAVE HAD IN YOUR LIFE: CELEBRITY HERO…. EVERYDAY HERO… WHAT CHARACTER TRAITS HAVE THEY HELPED TO INSTILL IN YOU?? DO ROLE MODELS OR HEROES ALWAYS SHOW HUMILITY??

23 DON’T GIVE UP…

24 IN CONCLUSION In life, you will be both the TORTIOSE AND THE HARE! THINK BACK… Can you recall a time when you exhibited humility??? Can you recall being the Hare???

25 QUESTIONS AND REFLECTION


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