Overview of Week

Week 1 – Orientation, Expectations & Disclipline OVERVIEW OF WEEK

ROLE MODEL WEDNESDAY WORD OF THE WEEK Reading, quiz and discussion on Chapter 1 – Mat- Attitude tie Stepanek. Be sure to emphasize the importance of attitude during the discussion. QUOTE OF THE WEEK Whether you think you can, or you think you LEADERSHIP THURSDAY can’t – you’re right. ~ Henry Ford WEEK 1 SKILL – Firm handshake and introduction

WEEK 1 SPEAKER – It is suggested that the school POINTS OF EMPHASIS principal be the guest speaker. • Familiarize students with class expectations, WEEK 1 LEADERSHIP PRINCIPLE – Character First, policies and class format. Leadership Second • Orient students with syllabus and unique This lecture is located at characterandleadership. features of class. com. Click on the Leadership Principles Button. • Motivate students to embrace the fundamental principles of the class. • Encourage students to start off with a positive ASSIGNMENT FRIDAY attitude and to trust the process. 1) How do you want your teacher to respect you? • Help students understand the immediate and 2) How do you think your teacher wants to be long-term advantages of building character respected? and becoming a strong leader. 3) If a student becomes disruptive in class, how • Be sure to use the website to watch the would you handle it? leadership principle lecture and link to the 4) What would you do if the student continues current event. to disrupt the class, ignores you and/or talks back to you?

ETHICAL MONDAY • Take the students to the computer lab to com- ATTENTION plete the on-line survey (if ordered by school). Be sure to check www.characterandleadership.com and • Present an overview of the week by showing click on the blog button to view the weekly post. Dr. Hoedel the Week 1 Power Point presentation. puts links to current events, provides commentary and • Direct students to fill out quote exercise and asks discussion questions. To receive notifications about follow with discussion. blog posts, instruct students to “follow” us on Twitter @ • Present the ethical dilemma and follow with CDandLeadership and use #CDandL or “like” our page an introduction of character. on Facebook at Character Development & Leadership. • Provide an overview of the syllabus, expecta- Students are encouraged to provide respectful comments tions, policies and class format. This will prob- in and outside of class. ably take two days, so the movie may have to be omitted this week.

CHARACTER MOVIE TUESDAY Cinderella Man

Current Event Lesson Plan Via the On-Line Blog

In 2012, Dr. Hoedel began an on-line blog to help TWITTER teachers bring current events into the classroom. • Students can receive notifications every time These stories should be used as a constant remind- Dr. Hoedel provides tweets about the blog er that character and leadership are just as impor- by following us @CDandLeadership. This tant today as they were in years gone by. Students allows students to view the blog outside of find this highly-engaging, so please view this blog class and can spark conversations with friends as one of your lesson plans each and every week. and family. Dr. Hoedel provides a video link, some commen- • Students are encouraged to provide respectful tary and follow-up discussion questions. comments. These comments can be viewed by others nationwide, thereby creating a To view the blog, go to www.characterandlead- national discussion. We also ask students to ership.com and click on the blog button. use #CDandL when tweeting. The ultimate goal is to to allow Dr. Hoedel to provide his perspective on current events related to FACEBOOK character and leadership while allowing students • For those who don’t use Twitter, students can nationwide to provide their opinions. This should also use Facebook to receive notifications and be viewed as an ongoing conversation. Students also comment about the blog. Facebook allows and teachers can provide comments via Twitter students to write longer comments as Twitter is & Facebook: limited to 140 characters. ATTENTION • Search Character Development & Leadership Please have your students bring in their cell phones, to find the Facebook page. Teachers and stu- iPads, tablets, etc. to to receive these notifications and dents can then like the page to receive these make comments. notifications.

How would you define this trait?______

______

Definition provided by teacher:______

______

“Whether you think you can, or you think you can’t – you’re right.” ~ Henry Ford

What does this quote mean to you?______

______

This assignment is worth 7 points. The most complete and thoughtful answers will receive the highest grades. You have 10 minutes to complete this assignment.

1. If someone says, “You have good character.” What are they saying about you?

1A. If someone says, “You are an outstanding leader.” Specifically, what does that mean?

2. Based on your opinion, list two people who have excellent character and two people who are outstanding leaders. Explain your answers.

Excellent Character Outstanding Leaders

A. ______A. ______

B. ______B. ______

3. Your teacher believes that anybody – regardless of age, intellect, gender or ethnic background – can improve his/her character. Do you agree or disagree? Why?

Overview of Class (2 Days)

INTRODUCTIONS THE POINT OF THE EXERCISE: Things considered Instructor should talk about: important today are not considered important later • The reasons you chose to teach this class in life. Your boss isn’t going to care how popular or • The reasons you believe this class is funny you are. She/he will be more concerned with important how responsible you are, how you respect other people, how honest you are and how much you • The enthusiasm and desire you possess can be trusted. The same can be said of your future to teach this class spouse and children. Success in your career and your personal life are largely determined by your Ask students to introduce themselves by giving the character. following information: • Name and age/grade MESSAGE TO THE STUDENTS • One interesting fact about themselves This class is different from other classes you take in high • Favorite teacher of all time and why school. We will not be studying history, math or a foreign • What they’ve heard about this course and/or language. You will not be required to memorize facts or their perceptions learn complicated theories. This class is about becoming • Get them up and moving around by using the a better human being, a better role model and a better Week 6 Lecture. Ask fun, current questions. leader now and in the future. You will be required to think, analyze and apply these class concepts into your daily life. You will read about people who are positive role models INTRODUCE CLASS and also meet people from the community who will share Ask students, “What characteristics make a person their life lessons. Each day you will be asked to learn a popular in high school?” Write responses on the new skill, fact or approach that will improve your life. board. Responses will probably include: • Material possessions (trendy clothes, cool car, nice house…) Lead a discussion using the questions from the • Personality (funny, smart, likeable, ethical dilemma. rebellious, daring…) • Some students feel defensive about taking • Attractive features a course about character and leadership. • Athletic abilities Be sure to emphasize that everyone can improve his/her character and learn to When finished, introduce the following scenario: become a better leader. This course is not Two people are working in the same job for the a punishment, it is an opportunity. This same company. One day their boss is fired and that class will help students become successful position is now available. Both people apply for in whatever they choose to do in life. the position. The person who is hired will receive a $10,000 raise, a company car, cell phone and more flexible hours. What characteristics determine which candidate will get the promotion? • Write the students’ responses on the board. • Put up the character overhead and emphasize each characteristic.

ORIENT STUDENTS WITH THE CLASS Review the syllabus with the students (located in the FORMAT, ROLE MODELS TEXTBOOK, student workbook). STUDENT WORKBOOK AND SYLLABUS • Turn to page 4 of student workbook and review Put up ‘Topics of Class’ overhead and briefly grading scale for weekly assignments, quizzes, describe each week. ethical dilemmas and speaker notes. • Show the grade sheet and emphasize how they Put up ‘Consistent Weekly Format’ overhead and/ can figure their own grades (page 9 & 10). or turn to page 2 of the syllabus and discuss the • Review the expectations for the course (page consistency of the weekly schedule: 6). • Ethical Monday • Review the format and criterion for the weekly • Character Movie Tuesday writing assignments (page 7). • Role Model Wednesday • Leadership Thursday Put up the What Makes this Class Cool overhead • Assignment Friday to excite the students about the class. Be sure to emphasize the unique opportunity they are getting Acquaint the students with the textbook – because of this course. Role Models: Examples of Character and Leadership. Be sure to field questions about the format of the • As a class, begin reading the preface (it lays course. It can be overwhelming for students the first out the purpose of the book). couple of times. Reassure them that this will soon • Remind the class that a chapter needs to be become second nature to them. read each week and a quiz will accompany each chapter (given on Wednesday). • Assign the Mattie Stepanek chapter for the first week.

Provide each student with a student workbook. • The student workbook should be brought to class each and every day. • Keeping this student workbook is the responsibility of the student. If it is lost, the instructor will not provide another copy. It will be the student’s responsibility to pay for another copy. • Have students fill out theStudent Workbook Contract to solidify this understanding.

OVERVIEW DISCUSSION QUESTIONS This is the true-life story of Jimmy Braddock 1) Ron Howard, the director of this film, shows us who was a promising boxer in the 1920’s. Like that attitude is not necessarily about being “happy- many people in The Great Depression, he lost go-lucky” or being a “rah-rah guy.” Attitude is most of his money and had to find various ways about showing heart, demonstrating courage, hav- to provide for his family. In this time, he kept a ing confidence in yourself and others and finding positive attitude and his integrity. He was given a a way…especially when life isn’t going your way. second chance at boxing and eventually became Reflect with your students to make sure they get the heavy-weight champion of the world. In the this message. process, he inspired a nation. 2) This movie should provide perspective. View- ing movies about The Great Depression should AUTHOR’S NOTES remind us how tough it was for many people at 1) Be cautious with the swearing in this movie. This is a that time. Ask your students to compare and boxing movie and swear words are thrown around quite contrast that era with current economic times. casually. This is a trend in movies. Please discuss context and appropriateness of swearing. 3) In the worst of times, Jimmy Braddock’s son stole a piece of salami (scene 2). Jimmy imparted 2) While this is a “boxing” movie, there are no boxing a lesson about self-reliance and integrity. Do scenes below. The lessons of this movie have to do with parents still impart such lessons? attitude, heart, courage, integrity and perseverance in the face of adversity (The Great Depression). If your students 4) With great reluctance, Jimmy goes on public want closure, show the final scene, which is thirteen assistance (scene 6). When he turns things around, minutes long. he gives the money back. Why do you think the director includes this in the movie? Would you have gone on assistance? Would you give the MORAL OF THE STORY money back? This movie makes the point that it is easy to have a positive attitude when times are good, but main- 5) Life is not easy and it isn’t always fair. Every- taining a positive attitude (heart, courage, integ- one has struggles. The lesson here is that attitude rity) when times are tough is more difficult. The and determination will greatly determine the way we view life (attitude) and the initiative we journey and the outcome. Create a discussion bring to a certain situation will usually determine that allows students to consider this point and the outcome. to personalize it (school, personal struggles…).

SELECTED SCENES Scenes 2-7 40 minutes (7:59 – 49:00) Beginning of Scene 13 (1:23:28 – 1:24:04) 2 minutes Beginning of Scene 14 (1:28:12 – 1:31:13) 2 minutes Total 44 minutes

1. Mattie began writing poetry just after ______.

A. He entered fourth grade B. He was diagnosed with Muscular Dystrophy C. His older brother died D. He met his hero, Jimmy Carter

2. Mattie earned a black belt in martial arts.

True False

3. Mattie never set goals because he knew that he was going to die before he could accomplish them.

True False

4. “Remember to play after every storm,” was one of Mattie’s favorite sayings. What do you think he meant by this?

5. Mattie faced many trying times in his life. List at least two things he specifically did that demonstrate a positive attitude in response to these trying times.

6. Mattie wanted to be remembered as “a poet, a philosopher who plays and a peacemaker.” How do you want to be remembered?

BASIC SKILL and not is our ability to present ourselves in a posi- Learn to provide a business handshake, look a tive manner and make a good first impression, i.e. person in the eye and use appropriate pleasantries how we dress and groom ourselves, our verbal and during introductions. non-verbal language, eye contact, attitude, and our ability to shake hands and introduce ourselves.

RATIONALE STEP 3: Pick a student in the class and teach the We have a tendency to judge people on first im- business handshake. There are several important pressions. The manner in which you greet people facets to the handshake: and introduce yourself says a great deal about your • Before shaking hands, make sure you stand to character. Of course, there are cultural distinctions, show the appropriate respect. and you would probably greet your best friend • Be sure to remove gloves and empty your differently than you would greet your high school hands before shaking hands. principal. However, we must understand that the • Maintain eye contact, looking away only briefly business handshake has remained consistent for to ensure a good contact between hands. the past several hundred years, and that it will not • It is better to provide a handshake that is too change any time soon. Regardless of your cultural firm than too weak. background, employers have certain expectations, and many jobs have been lost or secured in the • Maintain the grip and shake up and down for initial moments of an interview. The single best several seconds. way to create a good first impression is to look the • Introduce yourself by stating your first and last person in the eye and provide a solid handshake. name and say, “It’s a pleasure to meet you.” You only get one chance to create a first impres- You can even follow up with something like, sion! “I’ve been looking forward to this” or “I’ve heard a lot of good things about you.” EXERCISE (STEP 1): Ask kids in the class to • The appropriate response is to state your name demonstrate the latest handshake being used. Have and say something like, “the pleasure is all them teach you a few of them and give a sincere mine” or “it’s nice to meet you too.” effort to learn them. As the instructor, you might • Remember to maintain eye contact and smile have a few memorable ones from your childhood when exchanging pleasantries. that they don’t know. STEP 4: Demonstrate this with each student in the STEP 2: Researchers interviewed people who class and then instruct them to practice with other interview people for a living – people like human classmates. relations directors and headhunting firm manag- ers. The researchers asked the following ques- STEP 5: Tell students that this is the way they tions, “In an interview, how long does it take for should greet you the remainder of the class. You you to know who you will not hire?” The average should greet students at the door each day as they answer: 30 seconds. The next question is, “Dur- enter the classroom. Students will be expected to ing an interview, how long does it take for you to take the initiative to greet future guest speakers in know who you will hire?” The average answer: 5 this manner as well. minutes. So, the difference between being hired

Week 1 Assignment – Respect & Discipline in the Classroom

This class can be fun at times, especially if the teacher and students are on the same page. When the teacher and students work together toward a common goal, anything is possible. For this to happen, the students and teacher need to feel mutually respected.

1) How do you want your teacher to show you respect?

2) How do you think your teacher wants to be shown respect?

In every class there are rules. This class is no different. In this class there will be times to talk, times to listen, times to read and times to write. Perhaps the biggest problem in this class can occur when students do not know the difference between these times. This causes disruptions and can make it difficult to teach this class. With that in mind, if you were the teacher, how would you handle the following:

3) If a student becomes disruptive in class, how would you handle it?

4) What would you do if the student continues to disrupt the class, ignores you and/or talks back to you?

Directions for Completing On-line Student Surveys

STEP 4: Username is clsurvey. Password is AUTHOR’S NOTE ______(all lowercase). All students use The pre- and post-tests are for schools that have ordered the same username and password for the survey. the research package. If you ordered the research package, I provided a password below. If your school did not STEP 5: The first page of the survey begins, “Dear order the research package, I did not provide one. There Class Participants,” and discusses confidentiality. is a charge of $200 for the research package. This is the Teachers should emphasize that anyone associ- exact amount I am charged by my research director ated with the school will not have access to their (Dr. Robert Lee) to produce a report for each school. If answers. Students should be encouraged to be you want to order the research package, let me know as honest as possible. right away and I will get you a password. Likewise, if you want your students to complete the surveys to add STEP 6: Students will go to the next screen by to our research base (which would be very helpful to me), clicking on the icon at the bottom of each page let me know and I will get you a password (no charge). that says, “next page.” At the end of the last page of the survey, they will click on the icon that says, Please be sure that your students complete the pre-test “Finished.” at the beginning of your time together and the post-test at the end of your time together. If your students complete STEP 7: Students must complete survey within the pre-test and not the post-test, we will not be able to 45 minutes, from start to finish (should take 20-30 provide you with the research reports. minutes).

STEP 8: When a student finishes, a printed receipt STEP 1: Log on to showing time of completion will be provided. www.characterandleadership.com. Teachers may throw this away once they receive it – it serves only as proof that the student completed STEP 2: Click on the button called “Schools Using the assessment. Curriculum” and then pull down menu to select “Student Surveys.” STEP 9: If you have any problems, call (336) 462-7834 or email me at STEP 3: Click on “Character Leadership and [email protected] Development — Survey — Pre Test” to complete the survey at the beginning of the semester. Click on “Character Leadership and Development — Survey — Post Test” to complete the survey at the end of the semester.

Student Workbook Contract This student workbook belongs to you. You will take it with you when the course is over. It will allow you to view your progress over the semester. Your thinking will improve, your values will change and your writing will become stronger. You will be amazed at how you change over the semester.

There is also a more practical reason for this workbook. It contains all the exercises, notes and assignments needed for this course. Without it, you will not be able to complete your work and you will probably end up failing this course. Therefore, it is extremely important for you to keep track of this workbook. It is your responsibility to bring it to class everyday.

This workbook has been paid for by your school. They will not pay for another one. If you lose it, you will be responsible for paying your teacher a $5 replacement fee for a new one. To demonstrate that you are approaching this course in a responsible manner and that you are a person of solid character, please sign the contract below.

I, ______, understand that bringing this workbook to class everyday is my responsibility. I also understand that if I lose this workbook, I will be responsible for buying a replacement.

______Student Teacher