Project: Seven Habits of Highly Effective Teens

Step Description Expected Student Results
1 Students will login to submit their applications for
acceptance.		 Students are to be assigned Mentors for the project.
2 Student writes an introductory letter to his or her
mentor. The letter will include a brief autobiography,
hobbies, interests, and a description of school and community in which writer lives. The letter will reflect both positive attributes that the student posses and include ones that need improvement.
He or she will discuss his or her feelings toward school. The mentor will respond to the letter and also write his or her own letter of introduction to the student. The mentor will also check out a copy of Sean Covey’s book 7 Habits of Highly Effective Teens
and begin reading it.

Focus on Habit #1-Be Proactive. The students will
provide a description regarding the term "proactive"
and give examples of proactive and reactive behavior
and speech.

Students will also describe how they are proactive and
reactive in school. This is a great opportunity for
students and mentors to discuss what it means to
have your own education plan where the school
requirements are always a subset of the student's own
plan. The school requirements should never be "The
Plan". Mentors will challenge students to create a first
draft of an education plan for the remaining years in
Secondary School.
Student and mentor dialogue about Habit #1.
Paragraph of "proactive" description will be uploaded
to mentor and mentor will respond and offer insight.
Mentor will provide examples of what it is like to be
proactive or what happens if he/she is not proactive.
Students will list career ideas they have currently and
with input from teacher and mentor begin to widen their options by linking interests and strengths to possible career paths..They will list the educational
requirements for these careers and research with help from the teacher using the website provided.
3 Topic: Habit #2 Begin with the End in Mind
Students and mentors should read pages 73-104 this
week. Both students and mentors are asked to
answer the questions from the "Great Discovery" on
pages 86-89 and share these answers with each
other.

Students will create a personal mission
statement based on the uploaded template file, and
mentors are asked to provide feedback and
assistance as students fine-tune their missions.

Students and mentors discuss what the student would like to share regarding the pursuit of his or her interests after highl school.
Hint: He or she should be well-informed, well-connected,
and well-engaged.


A. Well-Informed: Students should be able to connect
the dots between their primary interests, career
opportunities in Kansas, and what universities,colleges and /or training
options help meet those interests.

B. Well-Connected: As students learn about their areas of interest they will research, list and discuss in their reports.

C. Well-Engaged:If a connection locally is possible,
shadowing at work may be possible as career
exploration or students may wish to invite local experts to come in as speakers and students reflect on what they learned to their mentor.

Beginning with the end in mind. Picture this. You are at graduation and getting ready to receive your diploma
and you turn to your audience with a huge grin on your face claiming " Everyone, I'm confident about this next phase in my life. "
Then you turn and receive your diploma. Keep that "end" in your mind. 		"Great Discovery" answers

Student and mentor both share personal mission
statements.

Discuss how this habit can affect the work you're doing on your plan.

Make some changes based on the conversations
you have with your mentor.

Upload those changes.
4 Habit #3 - "Put First Things First" The students will
describe to their mentors the types of persons they are
based on Covey's time quadrant model. They will give
examples of why they see themselves as they do after
reading pages 105-127.

The mentors are asked to describe to the students what kind
of people they would be described as and why. They are also asked to describe if they would have classified themselves differently as a teenager.

"Think Win-Win" Habit #4, Students will identify the
people in their lives who are models of "win-win"
thinking, and describe those people. The mentor is
asked to complete this activity along with the student,
and relate to the student some of the competitive
problems they observe in the workplace and how they
deal with those.		 Mentor and student dialogue about habits 3 and 4.

Mentor provides examples of what kind of person he/she is
based on Covey's time quadrant example. They should reminisce about themselves as teenagers as well.

Student includes Descriptive paragraph and
uploads to mentor.

Students need to continue thinking about career choices.
5 Habit #5 - Seek First to Understand, Then to Be
Understood. Students and mentors will read pages
163-179. They will identify the poor listening habit(s)
that keep(s) them from understanding others, and
formulate a plan of action for becoming a better
listener. Mentors are asked to describe their listening
stengths and weaknesses, and how listening skills
can be beneficial in the workplace.

"Synergize" Habit #6: Students will be discovering what
synergy is and how it is an important process.
Students and mentors are asked to read pages 181-
201. They should each determine what kind of fruit
s/he is, and share that information. Students will write
about an experience that involved synergy: a time
when they overcame a roadblock to celebrating diversity, a
time when they stuck up for diversity, or a time when
they found the "high-way". 		Student and mentor continue dialogue about Habits 5
and 6.

Mentor will discuss what kind of listener they are and
how it helps him or her be successful. Mentor will also
discuss what kind of fruit he or she is based on
Covey's description.
Mentor discussed life roadblocks
and lessons learned.

Students will write about present strengths and weaknesses and their plan of improvement.

Students should jot down quotes from the
mentor for their final project
6 Habit #7 - "Sharpen the Saw" Students and mentors
will read pages 205-241.

Students will identify how they currently keep their saws sharpened, and the
areas where they need to make changes for renewal.

Mentors are encouraged to share with students how they keep their "saws"
sharpened.

The students will work on their career selection paper and will upload a copy to
the telementor.		 Each student will describe how s/he renews
himself/herself physically, mentally, emotionally and
spiritually (only if they choose to include this area)(or how they plan to) in a
three or four paragraph
paper to share with mentors.



The students will work on their career selection paper and will upload a copy to
the telementor.
7 Students will share a draft of their education and career
plan for final review by the mentor. Students will
incorporate recommended changes and post a final copy.
Whanau will be invited to view the plan.
Students and mentors reflect on the project experience,
submit surveys, and send final messages. 		1. Last draft of the career and education plan
2. Final draft of career and education plan
3. Students AND Mentors submit project surveys