The first principle of G.U.I.D.E. for Life is GROWTH (Manage yourself):
* Develop problem-solving skills.
* Practice mindfulness.
* Persevere.
This principle refers to the ability to regulate one’s emotions, feelings and behaviors effectively in different personal and academic situations; the ability to manage one’s stress constructively; controlling impulses and expressing emotions appropriately while setting and achieving personal and academic goals. Students who demonstrate growth are able to use problem-solving skills, critical thinking and logical reasoning both independently and while interacting with others at home, in school and in the workplace.
In high school, I can:
Incorporate personal management skills on a daily basis, including work/ study skills, personal resources and time management
Demonstrate control of my behavior in multiple settings
Evaluate the role my attitude plays in success (e.g., pessimism vs. optimism)
Apply honesty and personal integrity in all situations
Practice strategies for coping with and overcoming stress and negative feelings (e.g., rejection, social isolation)
Advocate for the rights of myself and others
Demonstrate empathy in a variety of settings, contexts and situations
Apply effective listening skills in a variety of settings and situations
Demonstrate high-valued personal characteristics such as dependability, timeliness and inclusion of others
Consider ethical, safety, health and societal factors when making decisions
Set a positive academic, career or life goal with action steps, time frames and criteria for evaluating achievement
Demonstrate flexibility in thinking or actions (e.g., ask for suggestions; think of alternatives; adapt to unexpected changes)
Demonstrate a high level of work ethic and commitment
Key Vocabulary:
• Achievement- a result gained by effort
• Fixed Mindset - (the opposite of growth mindset) is when students believe that they are either good or bad at something based on their inherent nature
Link to G.U.I.D.E. for Life Journal:
https://docs.google.com/presentation/d/1hl8RTlKoxJd__XmctoM35TdijyZQyFMrQIQ3Cuu6VH4/copy
The second principle of G.U.I.D.E. for Life is UNDERSTANDING (Know Yourself):
*INCREASE SELF-AWARENESS.
*KNOW YOUR STRENGTHS AND WEAKNESSES.
*DEVELOP CRITICAL THINKING SKILLS.
This principle refers to the ability to recognize one’s feelings, values and emotions in the moment and their influence on behavior in different personal and academic situations. Self-awareness assesses one’s strengths and limitations to develop a healthy, well-grounded sense of self-confidence. Students who demonstrate understanding are reflective, articulate, resourceful, growth minded, curious and inquisitive.
In high school, I can:
- Recognize my own personal learning style and find ways to incorporate my style in school and out of school
- Set priorities in building on strengths and identifying areas for improvement
- Advocate for my own needs related to my identified strengths and areas for growth
- Explore possible career and volunteer opportunities based on identified interests and strengths
- Identify organizations in my community that provide opportunities for me to develop my interests or talents
- Evaluate how behavior choices can affect goal attainment
- Analyze and use resources for problem solving
- Implement a plan to build on a strength, meet a need or address a challenge
- Seek out and identify adult role models and support systems that contribute to my school and life success
- Recognize physiological responses to emotions and identify strategies I can use to relieve stress
- Demonstrate responsible social media use
- Distinguish and appropriately dress for casual, social and business situations
As an Arkansas graduate, I am:
Able to clearly articulate information I want to share
- Growth-minded, curious, and inquisitive
- Reflective
- Resourceful
- Fixed Mindset: the belief that our abilities, good or bad, are set or fixed and do not change
- Growth: an increase in our abilities to manage our critical thinking, problem solving, social interactions, and independence
- Growth Mindset: the belief that our abilities can grow through practice, study, challenges, and effort
link: https://watchkin.com/f37a777bac)
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The third principle of G.U.I.D.E. for Life is INTERACTION (Build Relationships):
*TREAT OTHERS WITH RESPECT.
*COMMUNICATE EFFECTIVELY.
*SEEK OUT AND OFFER HELP WHEN NEEDED.
This principle refers to the ability to establish and maintain healthy and rewarding interactions and relationships with individuals and groups from diverse backgrounds. Students who demonstrate positive relationships communicate clearly, use active listening and seek out and offer help when needed.
In high school, I can:
- Evaluate how societal and cultural norms affect personal interactions
- Present myself professionally and exhibit proper etiquette for setting (e.g., class, work, social)
- Demonstrate strategies for collaborating with peers, adults and others in the community to move group efforts forward
- Plan, implement and evaluate participation in a group project
- Define social networking and its impact on my life
- Identify consequences of safe and risky behaviors
- Reflect upon my personal role in applying and responding to peer pressure
- Develop understanding of relationships within the context of networking and careers
- Explain benefits of setting limits for myself and others
- Identify my role in managing and resolving conflict (e.g., staying calm, listening to all sides, being open to different solutions)
- Apply conflict-resolution skills to de-escalate, defuse and resolve differences
- Identify how all parties in conflict might get their needs met (win-win)
- Listen to and acknowledge another’s perspective and rationale
As an Arkansas graduate, I am:
- An effective cross-cultural communicator
- An active listener
- A supporter of others
Emotional Boundaries: a person’s feelings; they include limitations on when to share, and when not to share, personal information
Healthy Boundary: a boundary that does not compromise one’s values
Intellectual Boundaries: thoughts and ideas; includes an awareness of appropriate discussions
Material Boundaries: how a person uses money and possessions; involves setting limits on what you will share, and with whom
Personal Boundary: limits and rules set for ourselves within a relationship
Physical Boundaries: a personal space and physical touch; includes an awareness of what’s appropriate, and what’s not, in various settings and types of relationships
Porous Boundary: a person who allows involvement with others
Rigid Boundary: a person who always keeps others at a distance
Sexual Boundaries: emotional, intellectual, and physical aspects of sexuality; involves mutual understanding and respect of limitations and desires between sexual partners
Time Boundaries: how a person uses their time; a person must set aside enough time for each facet of their life such as work, relationships, and hobbies
Read: How to Set Healthy Boundaries: 10 Examples + PDF Worksheets
Link: https://adesandbox.arkansas.gov/iframe?v=fN2Y1MWJlZDdkMjljMTczNGVmODlmNDdiYzk4MDMzOGM
The fourth principle of G.U.I.D.E. for Life is DECISIONS (Make Responsible Choices):
*CONSIDER PERSONAL BELIEFS, SAFETY & THE SITUATION.
*THINK THROUGH POTENTIAL CONSEQUENCES.
*PUT YOUR BEST SELF FORWARD.
This principle refers to the ability to make constructive and respectful decisions about personal behavior and social interactions based on one’s personal beliefs, ethical standards, safety concerns and social norms; applying decision-making skills to academic and social situations, including digital citizenship; and contributing to the health and well-being of oneself, school and community. Students who are responsible decision-makers are self-directed learners that seek ideas and are able to access appropriate resources at home, at school and in the workplace.
In high school, I can:
Assess lessons learned from experiences and mistakes
Implement responsible decision-making skills when working toward a goal and assess how these skills lead to goal achievement
Utilize skills and habits of applying standards of behavior by asking questions about decisions that students or others make, are about to make or have made
Evaluate situations that are safe and unsafe, weigh options for safety and practice safe behaviors (e.g., personal relationships, location, technology)
Analyze daily schedule of schoolwork and activities for effectiveness and efficiency
Identify a problem and analyze the problem to consider the perspectives of those involved
Identify the desired outcome to the problem and analyze if it is attainable
Use creativity and innovation to generate multiple possible solutions and analyze each option in relation to resources, situation and personal principles
Identify and ask systematic questions that clarify various points of view and lead to the best solution
Implement the chosen solution h Make adjustments as necessary to the plan to ensure the goal is met
Contribute and support decisions that have a positive impact on community
The Goals:
As an Arkansas graduate, I am:
A self-directed learner
A responsible citizen
Able to identify, set, and accomplish goals
Key Vocabulary:
Choice: the power of choosing
Decision: a determination arrived at after consideration; the act or process of deciding
Safe: secure from threat of danger, harm, or loss; absence of risk
Unsafe: not protected from danger, harm or loss; potential risk
The fifth principle of G.U.I.D.E. for Life is EMPATHY (Be Aware of Others):
This principle refers to the ability to take the perspective of and have empathy for others; recognizing and appreciating similarities and differences in others from diverse backgrounds; and appreciating individual and community similarities and differences. Students who are empathetic and socially aware are able to navigate in varying social situations and access and utilize family, school and community resources and supports.
In high school, I can:
- Evaluate opposing points of view
- Analyze the factors that have influenced different perspectives on an issue
- Differentiate between the factual and emotional content of what a person says
- Compare multiple perspectives on an issue
- Identify verbal, physical and situational cues that indicate how others may feel
- Analyze the origins and negative effects of stereotypes and prejudice
- Recognize how perspective and biases impact interactions with others
- Understand how cultural similarities and differences contribute to the larger social group
- Advocate for rights of others as well as for myself
- Work cooperatively with others to implement a strategy to address a need in the community
- Evaluate how society and cultural norms have an effect on personal interactions
- Recognize and respond to social cues in a manner that contributes to lifelong success
- Collaborate with a group to produce positive outcomes
As an Arkansas graduate, I am:
- Empathetic to others’ feelings
- Socially aware of cultural issues and differences
- A collaborative team player
Body Language: nonverbal messages including, but not limited to, body movements, facial expressions, tone and volume of voice
Compassion: Emotional response when suffering is perceived and invokes a sincere desire to help.
Emotional Awareness: knowing what we feel, why we feel those feelings and being able to express the feelings into words
Emotional Intelligence (EQ): the ability to understand, use and manage our emotions. It is important in building strong relationships, making good decisions and effectively managing difficult situations
Read: Emotional Intelligence