4. The counselor will ask the class: 4. Students generate answers (e.g., “What habits might get in the way of working interrupting others, talking loudly, giving independently?” Circle those words in the up when task is difficult). Find the habits story. in the that are not helpful. Students circle those words (e.g. talkative, interrupting). 5. looking back to the story, what are 5. Students underline the helpful habits in “Now, some habits that help people work well the story. independently?” Underline those habits in the story. 6. Counselor gives each student a blank, 6. Students fill in chosen work habits during the week to practice. Independent Working Skills Progress chart. Counselor instructs the Report students to fill out the top row with 2 work habits that they plan to practice this week. Each day, students will self-assess how well he or she applied the skill by either putting a smiling face or a straight face in the box. Charts will be reviewed during the next lesson. 7. In closing the counselor says, will be 7. Students will indicate they will complete “Who able to complete the chart this week. the charts and will develop own positive Students are encouraged to make up their work habit names. own positive work habit names. The names will be shared in the next lesson. Teacher Follow-Up Activities The teacher will have students self assess their work habit progress at the end of each day. Counselor reflection notes (completed after the lesson) (NOTE: Counselor should names ahead of time to make sure that none of his/her current students’ names are used in the story.)
4. The counselor will ask the class: “What habits might get in the way of working independently?” Circle those words in the story. 5. “Now, looking back to the story, what are some habits that help people work well independently?” Underline those habits in the story. 6. Counselor gives each student a blank, Independent Working Skills Progress Report chart. Counselor instructs the students to fill out the top row with 2 work habits that they plan to practice this week. Each day, students will self-assess how well he or she applied the skill by either putting a smiling face or a straight face in the box. Charts will be reviewed during the next lesson. 7. In closing the counselor says, “Who will be able to complete the chart this week. Students are encouraged to make up their own positive work habit names. The names will be shared in the next lesson. 4. Students generate answers (e.g., interrupting others, talking loudly, giving up when task is difficult). Find the habits in the that are not helpful. Students circle those words (e.g. talkative, interrupting). 5. Students underline the helpful habits in the story. 6. Students fill in chosen work habits during the week to practice. 7. Students will indicate they will complete the charts and will develop own positive work habit names. Teacher Follow-Up Activities The teacher will have students self assess their work habit progress at the end of each day. Counselor reflection notes (completed after the lesson) (NOTE: Counselor should names ahead of time to make sure that none of his/her current students’ names are used in the story.)