|Description||Expected Student Results|
|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 and negative attributes that the student possesses. 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 obtain a copy of Sean Covey’s
book 7 Habits of Highly Effective Teens and begin reading it.
|Introductions and begin reading "7 Habits of Highly Effective Teens"|
|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
The mentor will respond with their understanding of “proactive” and “reactive”
explain where in life they have demonstrated these qualities. They will
challenges they’ve faced when trying to be proactive and how they’ve
(or, how they would approach the same situation again if given the
|Student and mentor dialogue about Habit #1.
The terms proactive and reactive will be defined and understood.
|Topic- Habit #2 Begin with the End in Mind
Read about Habit #2. Both students and mentors are asked to answer the
from the "Great Discovery" on pages 86-89 and share these answers with
Students will create a personal mission statement and mentors are asked to
feedback and assistance as students fine-tune their missions. Mentors will
their personal mission statements with mentee.
Once personal mission statements are finalized, students will list a set of
short and long term for fulfilling their mission. Mentors will assist students
goals that are S.M.A.R.T- specific, measurable, attainable, realistic, and
|"Great Discovery" answers shared.
Student and mentor both share personal mission statements.
Students list their S.M.A.R.T goals for their lives.
|Habit #3 - "Put First Things First" The students will describe to their mentors the
of persons they are based on Covey's time quadrant model. They will give
why they see themselves as they do after reading pages 105-127. The mentors
asked to describe to the students what kind of people they would be described
why. They are also asked to describe if they would have classified themselves
as a teenager.
|Mentor and student dialogue about Habit #3.
Shared reflection regarding the time quadrant model.
|"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
competitive problems they observe in the workplace and how they deal with
|Mentor and student dialogue about habit 4.
Mentor and student identify role models of win-win thinking in their lives.
|Habit #5 - Seek First to Understand, Then to Be Understood. Students and
read pages 163-179. They will identify the poor listening habit(s) that keep(s)
from understanding others, and formulate a plan of action for becoming a better
listener. Mentors are asked to describe their listening strengths and weaknesses,
how listening skills can be beneficial in the workplace.
|Dialogue about listening skills.
Mentor will discuss what kind of listener they are and how it helps him or her be
|Habit #6 "Synergize": Students will be discovering what synergy is and how it is
important process. Students and mentors are asked to read pages 181-201.
should each determine what kind of fruit s/he is, and share that information.
will write about an experience that involved synergy: a time when they overcame
roadblock to celebrating diversity, a time when they stuck up for diversity, or a
when they found the "high-way".
|Student and mentor continue dialogue about Habits 6.
Mentor will also discuss what kind of fruit he or she is based on Covey's
Mentor discussed life roadblocks and lessons learned.
|Habit #7 - "Sharpen the Saw" Students and mentors will read pages 205-241.
will identify how they currently keep their saws sharpened, and the areas where
need to make changes for renewal. Each student will describe how s/he renews
himself/herself physically, mentally, emotionally and spiritually (or how they
Mentors are encouraged to share with students how they keep their "saws"
|Dialogue about Habit 8.|
|The students will send thank you letters to their mentors. Facilitators determine
final date of presentations.
|Share final presentation with mentor.
Get/give final feedback.
Thank you letter to mentor.