Leadership Curriculum

Lesson 01 – Vision and Goals

Introduction [~5 mins]:

What is a vision? What are goals? Vision = What the organization wants to become in the future, the why, the drive, the

direction. Example: Becoming the biggest company, being the most famous Goals = Specific target to achieve so to move towards vision. Example: Attain high sales to

profit and become bigger company, become politician to attract attention and fame Accumulation of achieved goals help lead to desired vision Vision and goals are the beginning. Everything starts with a vision, a purpose, a want. Ask questions and have students give examples on visions and goals to ensure understanding

Setting Visions [~15 mins]:

Consider: What is the purpose? What is wanted or desired? What is the end game, and how can it continue? What motivates you? How can you utilize this passion? What values will be upheld?

Imagine: Where does everyone stand in the future? What is the position of the organization? How has the team grown? Who is has remained, who has left, who has joined? The clarity and feasibility of the future, is it possible? The legacy that is left behind for subsequent members

Give students 5 minutes to each contemplate and write down a general vision for themselves 10 years down the road – in career, lifestyle, relationships, anything works

Setting Goals [~15 mins]:

Consider: The resources at hand, such as money, people, materials, etc Goals of everyone, goals for the team, personal goals What actions must be taken? How will the actions advance the organization closer to goals? What is the timeline of the goal? How long will it take to accomplish?

Put to plan: Plan. Plan the first step, then the second, and so on, with the end goal in mind. Gather the resources and personnel required. How to stay committed and on path Contingency and backup plans SMART: Specific, Measurable, Attainable, Relevant, Time bound

Give students 5 minutes to privately come up with a goal or two to get closer to the visions that they came up with in the previous section

Setbacks [~15 mins]:

Consider: Why unsuccessful in attaining goal? Find reason. External and internal influences/forces Re-evaluate methods and resources used Receive and evaluate constructive criticism Is this goal still required/necessary? What if still unaccomplished a second or third time?

Utilize: Take out unnecessary components Failures can be used as learning points Adapt to situations and possibly modify goal Brainstorm ways to improve, what to do and what not to do for the future FOCUS: Follow One Course Until Successful - keep going!

Give students 5 minutes to reflect on an occasion their lives they did not attain a goal or a vision, and have them brainstorm 3 ideas on why the end result wasn’t as hoped for

Into Practice and Planning [~50 mins]

Students will be given 5-10 mins each to present a vision or goal, and how they would like to achieve these aspirations

Constructive feedback will be given by fellow students at the end of each small presentation to ensure class unity and assistance

Immediate Practice [~20 mins]

Students as a class will discuss and come up with a class goal in unity, with aims to helping local community

Instructor should guide the class in reminding appropriateness of goals and allocating resources This will be a long term project for all members of the class

Lesson 02 – Decision Making and Accountability

Introduction [~5 mins]:

Good leaders are capable of identifying and making the best decisions When making decisions, always ask 5 Ws and H: Who, When, Where, What, Why, How? Accountable leaders are often reliable and trustworthy People who step up to claim and shoulder accountability uphold collective group values, ethics,

and moral codes

Decision Making [~20 mins]:

Consider: The importance of taking risks Outcomes and consequences for all parties Ethics Your guts and intuition, nagging voice in head The resources at hand

Do’s: Consult people and ask questions Reflect on previous experiences for references Limit choices, but keep an open mind, be adaptive Frame the problem - properly understand the what steps need to be taken first Contemplate every and all possible yet realistic choices

Don’ts: Act on emotions, feelings; learn to stay away from denial Get caught up in uncertainties, there is often no right or wrong Take shortcuts Think you can do everything alone Waste time on unnecessary aspects, including regretting choices made

Give students 5 minutes to reflect on a time when they had to make a difficult decision. What challenges did they face in making the decisions? How did they make this decision?

Accountability [~20 mins]:

Accountability vs. Responsibility: Responsibility = Obligation of being in charge or leader of a task Accountability = Not only responsible, but also answerable for any consequences or

developments, explanation owed Example: A team member can make a mistake in completing a task he was assigned to

(hence, completion of the task was his responsibility), but ultimately the team leader is accountable, because the leader did not do a good enough job of making sure his member completed the task.

Consider: Chain of command and effective communication Clear and concise organizational hierarchies Proper plans, processes, and systems in place

Defined roles and job descriptions with focus Spoken and unsaid rules, values, principles, etc.

Being accountable involves: Explaining details of problems while being transparent Taking initiative in apologizing and using “I”, taking the blame without shifting it onto others Understanding mistakes made, learning from them, and moving on Seeking input from others for constructive criticism Taking actions to solve and correct complications

Give students 5 minutes to reflect on a time when they were accountable for their actions or the consequences of actions others made. What was the problem? Why did they have to shoulder the blame? Was it fair for them to be held accountable?

Decision Making and Accountability Styles [~25]:

Command: Leaders make decisions without consulting their teams or individual members Effective style when things are moving quickly, there is little time, and the team is looking

for immediate guidance Collaborative:

Leaders gather their teams and request feedback and insight. The leader makes the final call, but is given the proper data and data to make a more

informed decision Consensus:

Works like democratic vote, leader gathers team and majority rules Works well when the outcome of the decision affects the entire team

Convenience: Leader does not make decision Complete delegation to capable or better-qualified members according to situation

Spend 15 minutes to consider pros and cons to all the different styles. Have students discuss what type of leaders they might be, and whether their leadership type is stagnant or dynamic.

Balloon Tower Construction [~35 mins]:

Have 20-30 balloons prepared, as well as masking/scotch tape Split students into two groups, and have each group select a leader The two groups will compete to create the tallest free-standing balloon structure within 10

minutes, with using only balloons and tape After the first round is finished, play a second round with different teams and leaders Spend 15 minutes to consider the decisions made and styles used by each leader, especially

under time constraints

Group Project [~15 mins]:

Discussions will continue for the group project, and a team leader will be elected Initial plans should be drafted on how to approach, tackle, and complete project.

Lesson 03 - Friendship and Networking

Introduction [~10 mins]:

Friends: Trusted people with whom one has formed close, committed relations over time Personal details are known to friends, such as secrets, habits, etc. Example: Billy enjoys having a beer with his friends Mary and Joe after work on Fridays.

Network: Acquaintances that are not extremely close in relations, often introduced to by others Provides resources, favors or support in both professional and personal matters Example: Jim asking legal advice from a friendly lawyer who Jim met at a recent social mix.

Discuss and differentiate personal matters and business matters, especially in how it pertains to dealing with people.

Friends [~20 mins]:

Making friends: Understanding and accepting differences Provide influence and show support Mutually beneficial in self-development and growth

Keeping friends: Expressing appreciation for friend’s presence in life Continue spending time together, pursuing activities together, etc. Conflicts will always occur – only a bump in the road

Give students 10 minutes to reflect on how they made friends and how their closer relationships differ from other, less important ones, as well as what they can do to strengthen existing bonds

Network [~20 mins]:

Networking Efficiently: Look for variety in strengths, and backgrounds to create diversity Quality over quantity, managing too many relations is tiring and inefficient Keep those who can reciprocate, recognize those who aren’t helpful

What Networking Does: Form relationships to create or recognize different opportunities Help share useful information between different teams or groups Increase possibility of forming personal connections with people met from networking

Give students 10 minutes to reflect on their own resources and network – how did they come to make these connections, and how are these bonds maintained?

Social Media [~20 mins]:

Various networking platforms: Facebook, Twitter, YouTube, LinkedIn, Tumbler, Instagram, etc. Give students 10 minutes to reflect on the various pros and cons of using social media as a

method of networking. Further questions include how various forms of networks may influence their own lives, and why it is necessary to utilize numerous networks in the modern age

Theory of Successful Relationships [~20 mins]:

Theory Statement: “A successful relationship exists as a result of an equilibrium between the convergent and divergent qualities of the participants.”

Bonding via Divergent Qualities [Sharing]: When we meet someone new, we discover the differences between others and ourselves, and our curiosity for these unfamiliar traits spur us to associate more with these people – to understand and broaden our knowledge and experiences.

Bonding via Convergent Qualities [Discovery]: We find out that we are not alone in traits, personalities, and ideas. The similarities we share with others give a common ground to quickly build a strong connection.

Solidifying via Divergent Qualities [Complementing]: Over time, after a clear bond is established, the process of solidifying the relationship begins. Those in the relationship strengthen their connections through compensating for each others’ weaknesses and making up for what one another may be lacking.

Solidifying via Convergent Qualities [Integration]: Simultaneously, reinforcing a relationship also comes as a result of merging your life with the others that are similar to ourselves. The foundation laid as a result from previous bonding allow participants to become more comfortable with one another. This leads to the willing and mutual participation from all parties in the same experiences which in turn, enhancing each and every respective connection.

Activity 01 – Speed Networking [~10 mins]:

Have students work in pairs Students have 2 minutes each to introduce themselves in a quick, concise, professional manner Spend 5 minutes allowing students to contemplate the manner in which they introduced

themselves, and what can be improved.

Activity 02 – Two Truths and One Lie [~10 mins]:

Have students work in pairs Each student will come up with three statements, two of which is true, one of which is a lie. The

task is to discern which is the lie Give students 5 minutes to reflect on how they came up with the statements, and how such a

game can bring people closer together in a personal, friendly manner

Group Project [~10 mins]:

More time will be given for the class project to proceed At this point, drafts should be made into final plans, and initial actions should be made

Lesson 04 – Communication

Introduction [~10 mins]:

Communication: Expression of feelings and thoughts, conveying plans and ideas Works through voices from all parties, listening just as important as talking Connection and inspiration Information is key, but communication also help develop relationships

Great leaders can convey excellent thoughts in impacting-yet-understandable terms

Levels of Communication [~25 mins]:

Self-Communication: Internal dialogue, thoughts, self criticism, reflection of one’s own attitude Direct impact on one’s own self-esteem and self-confidence Good Example: “I’m sure I can do this. Let’s get this done!” Bad Example: “I’m not too sure how to do this… Oh well, I can always do it later!”

Private Communication: Talking to others, gives impression, help understand character and builds trust Be prompt, direct, and respectful – Get to the point in a concise manner while being polite Good Example: “I’d like you to help me move these boxes into the next room, thank you.” Bad Example: “Hey man, I need you to do that thing that uh… the boss told us to do.”

Public Communication: Propagate and introduce new ideas and thoughts to influence large groups of people Powerful, moving words and strong body language reinforces image of speaker Good Example: "Our most basic common link is that we all inhabit this planet. We all breathe

the same air. We all cherish our children's future. And we are all mortal." Bad Example: “So… uhm… Yeah, that’s… really about it… Hahaha… Uhm… Any questions?”

Give students 5 minutes to reflect on how well they communicate with themselves, with others, and when talking in front of large groups. What might make them good or bad at the way that they communicate?

Types of Communication [~20 mins]:

Internal Communication (within group): Upward Communication = talking to those in higher positions, such as feedback, exchange of

ideas and information, helps those in lower position express needs and feelings Downward Communication = talking to those in lower positions, such as distribution of

orders, guidelines, policies, instructions, etc., organizes and mobilizes team Horizontal Communication = talking to those of similar rank or positions, coordinates tasks

and resources, completing tasks together as a team and boosting efficiency External Communication (outside group):

Other leaders, groups, or organization Variety of resources or networks

Give students 5 minutes to reflect on a time where they had to communicate with superiors, subordinates, and peers

Different Ways to Communicate [~15 mins]:

Consider: Different languages, habits, faiths, and customs Disabilities, social status, ranks

In person, written, video, telephone, email, etc Spend 10 minutes and contemplate the pros and cons to each way of communicating? Consider

the various forms for each facet. What is commonly used, and what is appropriate for which situations?

Activity 01 – Telephone [~10 mins]:

Have the students gathered in a circle Pass a simple message around, whispering from one ear to another, each person can only

whisper once Spend a few minutes thinking of the implications of a long chain of communication, and how

information may be distorted

Activity 02 – Human Knot [~10 mins]:

Have the students gathered in a tight circle while standing up Students should randomly find different hands to hold on to Now the students have to untangle themselves without letting go of any hands Spend a few minutes considering how to conduct understandable communication when hands

are full (literally and figuratively)

Activity 03 – Blindfolded Navigation [~20 mins]:

Have the students split into pairs of two One person is blindfolded, and the other gives directions. The blindfolded person is navigated by his/her partner to locate a certain object. The object is

not to be revealed to the blindfolded student until he/she picks it up Compete between different groups

Group Project [~10 mins]:

More time will be given for the class project to proceed At this point, final plans should already be implemented into action

Lesson 05 – Problem Solving

Introduction [~10 mins]:

Problems in Teams: Poor communication, difficult decisions, lack of participation and/or creativity, etc. Hostile members, conflicts between individuals, differing opinions and approaches

Problem Solving: Identifying and fixing problems for team or between members Prevent other potential problems form occurring

Problem Characteristics: Complexity: number of items and decisions to consider Dynamics: consideration of time and general unpredictability Transparency: clarity in situation when to begin, continue, or end Polytely: multiple goals from team or from individuals that may conflict with one another

Problem Solving [~15 mins]:

Defining Problems: What was the problem? Resources? People? Internal or External? Recognize and identify. Do members know the problem? What are their views on the matter? Communicate.

Generating Alternatives: Connect the dots and find fixes to fill or replace Harness right resources – strategic and clear processes

Implementing Solutions: What needs to be changed? How to monitor and keep track of new developments? Possible reprimand or re-education on members who made mistake

Give students 5 minutes to reflect on a time they had to solve a problem in a team. What were the steps they took to solve it? How did they solve these problems? What did they learn?

Methods [~15 mins]:

Rearrangements: Reassignment of members to different areas Adjust workloads, schedule, or plans Divide and conquer

Conceptualization: Solve problems in a model before applying it in real life Transforming the problem into another problem for which solutions exist Brainstorming

Research: Employing existing ideas or adapting existing solutions to similar problems Trial-and-error

Give students 5 minutes to reflect on which methods they prefer, what they’ve used before, and other potential problem-solving strategies

Stages of Challenge Resolution [~25 mins]:

*Note: the continued example A regarding the relationship follows the order of the proposed stages of Challenge Resolution: Incidence, Struggle, Acceptance, Reflection, and Progression.

**Note: the given example B follows a different order of Challenge Resolution: Incidence, Struggle, Reflection, Acceptance, Progression, where the later three will be integrated into the Struggle stage

Stage 1 – Incidence: The initial confrontation with the problem – when it arises, and/or when we face it. We may

or may not be prepared for it, but the situation is one that prevents life from running the normal, smooth course that we’ve hoped/planned out to be. Incidence is always the first stage, since we cannot begin to overcome a challenge without one already existing

Ex. A: The boyfriend realizes that he does not love his girlfriend or want the relationship to continue.

Ex. B1: A mother is met with news in the hospital that she has a malignant tumor in her brain. Stage 2 – Struggle:

Often the longest stage of the entire process, referring not only to the clash with the obstacle, but also adjusting to the situation. Also often the most exerting phase, due to the continuous confrontation which may drain physical and mental strength. Struggle may also encompass or be integrated with other stages – Acceptance*, Reflection*, and Progression, though the two marked with asterisks may not necessarily occur in the listed order

Ex. A: The boyfriend now faces the problem: “Do I really want to keep going with this? I don’t really want to, but I don’t want to hurt her either…” In this scenario, this stage would span all the way until the man decides to confront his girlfriend to either end the relationship or talk about developing a solution to the problem.

Ex. B2: The mother has difficulties in numerous aspects: letting her family and friends know of the terrible news, making new life decisions, dealing with medication, confronting stigmas, the physical pain of the illness, and the mental/emotional pain of being marked for a nearly unavoidable imminent death.

Stage 3/4 – Acceptance*: The individual comes to terms with the occurrences in their life, and how any and all

misfortunes can’t be blamed on any one thing or person alone. At this point, closure is attained, and the person can focus more on recovering from the struggle, or simply continuing with it. *Note: Acceptance may come before or after Reflection

Ex. A: The man comes to fully accept his actions of breaking up with his girlfriend, how the long-term relationship has ended and his new status of being single.

Ex. B4: Please note that the Reflection stage came first for this example. The woman has come to acknowledge that her time is limited, and she must use whatever remaining wisely.

Stage 4/3 – Reflection*: Retrospection on the individual’s prior experiences, or the list of events that led them to the

incidence to learn from the past. In doing so, one may analyze what had happened, the actions of others, reactions to these developments, or drawing on former events to help aid with the current crisis.*Note: Reflection may come before or after Acceptance.

Ex. A: The man looks back at why he agreed to be with the girl in the first place, or how and why his feelings may have regressed as the relationship progressed.

Ex. B3: Please note that the Acceptance comes after this stage for this example. The mother reflects on why she may have cancer – past family history, prior exposure to carcinogenic materials/substances, the food she ate, her activities/actions, etc. She may also look back on what her life has been like till now, not even reaching half a century of age, and what meanings and values she’s gone through and put in this life.

Stage 5 – Progression: Progression is the final stage of the entire Challenge Resolution, and marks the continued

struggle before a new challenge, or the beginning of a new challenge. Should Progression lead to a new challenge, then the crisis has been dealt with, survival has been attained, and the past is simply history. Life begins again or simply just goes on.

Ex. A: The man may seek a new relationship, or enjoy his single status for awhile before getting together with someone else.

Ex. B5: Although she may still be sad, the mother is firm in her decision to fight the cancer to the very end and live as long as possible, or at least pass away in dignity and love, surrounded by her cherished ones.

Activity 01 - Survival [~30 mins]:

Class can be in teams or as one. Only pen and paper (divided to 3 columns) are required. Explain the scenario: the group is lost in the Atlantic sea on a random island, and have

scavenged 15 items (listed below, but read out in random order). Each member should individually make a list to rank what item is most important to what should be of least importance (this goes to the second column). Then, as a team, they should confer with each other to come up with a mutually agreed list (third column).

Read out the correct order as collated by experts: Shaving mirror. (Use to signal your location by reflecting the sun.) Can of petrol. (Use for signaling as petrol floats on water and can be lit by your matches.) Water container. (Essential for collecting water to restore your lost fluids.) Emergency rations. (Valuable for basic food intake.) Plastic sheet. (Could be used for shelter, or to collect rainwater.) Chocolate bars. (A handy food supply.) Fishing rod. (Useful, but no guarantee to catch fish. Could also double as a tent pole.) Rope. (Handy for tying equipment together, but not necessarily vital for survival.) Floating seat or cushion. (Useful as a life preserver.) Shark repellent. (Potentially important when in the water.) Bottle of rum. (Could use as antiseptic for treating injuries, but dehydrates if imbibed) Radio. (Chances are that you're out of range of any signal, anyway.) Sea chart. (Worthless without navigational equipment.) Mosquito net. (There are no mosquitos in the Atlantic) Sextant. (Impractical without relevant tables or a chronometer.)

Spend a few minutes to let students consider why any scores differed. Did anyone change their mind about their own rankings during the team discussions? How much were people influenced by the group conversation?

Activity 02 – Flip the World [~15 mins]:

Have the students all gathered and standing on a tarp or sheet The students’ task is to flip what they are standing on without touching the ground Spend a few minutes contemplating how to work with others when resources are scarce

Group Project [~10 mins]:

More time will be given for the class project to proceed At this point, many of the initial plans and points should be done and convered

Lesson 06 – Management

Introduction [~10 mins]:

Prioritization: What is more important? Why is it more important? Consider the consequences – some things can be ignored, others can’t

Time Management: Planning and exercising conscious control over the amount of time spent on specific activities Increase effectiveness, efficiency or productivity

Resource Management: Acquisition of resources – financial, information, personnel, inventory, techniques, tools, etc. Use of resources – how best to use, how to conserve and discard unneeded portions

Task Management: Assessments, planning, and execution Prioritization of jobs and assigning duties

Time Management [~20 mins]:

Self-Awareness: What are you responsible for, is it your job? One cannot do everything alone What do you need to know to do this task? Approximately how long will it take?

To Do Lists: List all tasks required in order of priority How long will each task take? Organize information for quick and easy understanding

Scheduled Breaks: Distractions can greatly reduce productivity, and should be done on personal free time Breaks and rests are necessary to give the mind and body to catch a breath and unwind

Give students 5 minutes to reflect on their current time management skills, what they are lacking in and how they can improve

Resource Management [~20 mins]:

Personnel Management: Recruiting and training of team members Assessing strengths, delegating and assigning tasks to appropriate people

100% Utilization: Use full extent of resources, “squeeze every last drop” Consider qualifications of personnel – over-qualification and under-qualification

Supply and Demand: What might be needed amongst the team, how best to distribute it? How can one acquire required materials? How can resources be conserved?

Give students 5 minutes to reflect on times that they had to assess the resources they had at hand to complete a given project. If more materials were required, was a solution thought up, and how was it planned and executed?

Task Mangement [~20 mins]:

Ready: Pre-planning must be made, complete with brainstorming, creation, elaboration, etc. Main organizing, assessing resources, and reduction of unneeded portions

Assigned: Tasks are delegated throughout network Assigning personnel and execution of plans

Terminated: Project is cancelled and stoped for whatever reason Direction of responsibilities or shift in priorities

Expired: Situations have changed or all time has been used up Deals and agreements have come to conclusion before task was finished

Forwarded: Task completes as planned in accordance to due date Task accomplishes original desired results

Finished: Project is finished but is held to await further developments Often the product of backup plans

Failed: Project was finished but did not achieve desired results Greatest loss of time, effort and resources

Give students 5 minutes to reflect on the many different stages of task management, and the times they’ve experiences each stage.

Activity 01 – One Million Dollars [~20 mins]:

Split the class into groups Each group has picked up one million dollars – what do they do with the money (they are free to

use as they wish)? Each group will present their list of ideas and plans for the money Compare between groups – what were priorities in life, what weren’t? Why?

Activity 02 – How Long is a Minute? [~5 mins]:

Ask each student to close their eyes for 30 seconds and after that to open it, the instructor will not time for 30 seconds

Students would open their eyes at different times – talk about understanding of time: everyone has equal time, but we experience it and use it in different ways. Some of us experienced it as a short period, other as a long

Activity 03 – Card Game - Speed [~15 mins]:

Have students get into pairs and play Speed Discuss the pressure of time and the difficulties of placing cards down quickly when rushed

Group Project [~10 mins]:

More time will be given for the class project to proceed At this point, final plans should already be implemented into action

Lesson 07 – Integrity and Focus

Introduction [~10 mins]:

Integrity: concept of consistency of actions, values, methods, measures, principles, expectations and

outcomes. People who live with integrity are incorruptible and incapable of breaking the trust of those

who have confided in them.1. Integrity is required for trust. If people can’t trust your word, they won’t trust you.2. Trust is necessary for influence. People choose those they let influence them, and this is

based largely on trust.3. Influence is essential for impact. You can’t make the impact you want to make unless you

can influence others and shift their behavior. Focus:

Direction of attention to where it is needed Eliminate distractions from the work area and to hone in on the key issues at hand While there is often a need to multitask, there are also times where leaders must be able to

retain clear minds and focus on the things that matter

The Right Thing [~30 mins]:

Transparent Honesty: Be perfectly clear on intentions – what do you want, for what reasons, and how you plan to

achieve the results Authentic leaders are open-minded and viewed as highly driven, attracting attention because

the core of the very character is known Ethics and Morals:

Unwavering sense of what is right and what is wrong No compromise, always do what is right, no matter the consequences

Principles and Values: What does the leader stand up for? What are they passionate about? How does the leader live? Are they able to sleep at night, satisfied and knowing full well of

the impact that they make? Give students 10 minutes to reflect on some of their own values and behavior – are they

consistently moral or honest? How can they improve? Discuss Trolley question, what tempts us from one thing to the next?

Just Character [~25 mins]:

True to Words: Relationships and bonds built upon trust from communication – words and promises are

sealed commitments Consider: the true intent of your actions and words, how to gain support, and how to

monitor your own progress Responsiveness:

Ability to read and act in accordance to different situations – careful observation and listening

Take initiative to handle matters that may affect entire team, willing to go the extra distance Personal Growth:

Constantly learning, trying to better themselves. One is one’s strongest rival. Honesty with oneself, seek guidance to discover and work around blind spots

Give students 10 minutes to reflect on traits that they are strong in and parts that they lack – how can they improve? What other traits or characteristics are necessary to a leader?

Focus [~25 mins]:

Self-Awareness: What are you doing right now? Does it help you? Why is it present? How can you eliminate

the negative influences? Constant reminders on what goals and visions are set as, as well as principles and values

Results: Flexible and adaptive, but get those results without bending principles and becoming set into

systems, policies or processes Leaders know that results are only temporary – they further us and we should continue to

learn from what we accomplish and use them to motivate us even further Strengths:

Know what oneself is well acquainted with, and areas of lacking Take up tasks that one can do while delegating appropriate tasks to the right people who are

capable of completing such tasks Give students 10 minutes to reflect on their abilities to focus on tasks and goals – what are they

doing when they are distracted? How can distractions be minimized? What methods can be used to increase focus?

Activity – Mafia [~20 mins]:

Play Mafia (look up rules online) Discuss details and reasons why the game proceeded as it did, what it tells of different people

and their characters

Group Project [~10 mins]:

More time will be given for the class project to proceed Project should be nearing full completion, use this time to discuss final details and

implementation of plans

Lesson 08 – Health and Attitude

Introduction [~10 mins]:

Health: State of well-being and good condition Multiple aspects, not just physical health, but also mentally, emotionally, and socially

Attitude: Expression of feelings and emotions “Readines of the psyche to act or react in a certain way” – Carl Jung

Health [~25 mins]:

Physical Health: Exercise and eating healthy to tone stable body Utilize better habits – sleep more, learn to relax, etc.

Mental Health: State of being free of mental illnesses or disorders – linked to emotional health Ability to reason, think, and process information

Emotional Health: Capability of expressing thoughts and feelings in appropriate manners De-stress and talk about problems with trusted people

Social Health: Having interactions with others in appropriate manners Spending time with friends, family, co-workers, developing trust and relationships

Give students 15 minutes to reflect on their own current health, and discuss what they can work on to improve their well-being in all aspects

Attitude [~25 mins]:

Positivity: Turning the negative into the good, such as mistakes into jokes, weaknesses into strengths Encourage others to uphold similar positive values, smile often, etc.

Purpose: What does the leader want? What does the group want? What do individuals want? “It is purpose that created us. Purpose that connects us. Purpose that pulls us. That guides

us. That drives us. It is purpose that defines us. Purpose that binds us.” Courage & Confidence:

Don’t care too much about what others think, be yourself, overcome fear of something you are afraid of, learn to take risks

You cannot be anyone other than you, take pride in who you are. How can you convince others of an idea when you yourself don’t believe in it?

"The path to glory is courage and confidence. The courage to take that first few steps out to becoming better, and the confidence in knowing that you can become better."

Give students 15 minutes to reflect on their own attitude towards life, people and matters, and discuss what they can work on to improve their well-being in all aspects

Wisdom [~25 mins]:

Experience: Rely on past occurrences and what has happened as references Valuable lessons – not everyone can be lead, your leadership style is yours alone, etc.

Strength in Vulnerability: Being able to understand one’s own weaknesses and problems is difficult, even more so to

reveal it to others “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful

beyond measure. It is our light, not our darkness that most frightens us. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people will not feel insecure around you. We are all meant to shine, as children do. It is not just in some of us; it is in everyone and as we let our own light shine, we unconsciously give others permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.”

Change and Adaptability: Improvements can only come in two ways: by either further strengthening one’s strengths, or

by improving one’s weaknesses. Or one can do both. Always be fluid, adaptive to change – hold on to principles and values, but be open-minded

and willing to use different methods Give students 15 minutes to reflect on each aspect of wisdom, and discuss again, what may be

lacking in their characters and what each can improve on.

Demonstration – Food Colouring [~20 mins]:

This requires no participation from the students, but a jar of water, different food colouring, and a stick is required

Put a few drops of each food colouring into the jar, let students see how colours entwine but don’t mix

Mix the jar – colours will mix, and the stick is the leader, bringing everyone together Leaders lead by example – they themselves are the example. Discuss how leaders don’t lead – they simply do their job, and people just follow

Group Project [~15 mins]:

Group project should be finished by this point – reflect on the journey of completing the project, what was learned, what was accomplished, what ended in failure, what memories were made

“Live your life that the fear of death can never enter your heart. Trouble no one about their religion; respect others in their view, and demand that they respect yours. Love your life, perfect your life,

beautify all things in your life. Seek to make your life long and of service to your people. When it comes your time to die, be not like those whose hearts are filled with the fear of death, so that when their time comes they weep and pray for a little more time to live their lives over again in a different way. Sing your

death song and die like a hero going home.”