Social Studies Work Ethics and Thinking Skills
"See you in a week," Sam and Sue waved, departing with a team from Project C6+.
"How did they get to do this?" asked their friends, Jon and Jane. "How do some people get ahead and others don’t? It would be nice just once to be part of something like that."
Have you ever wondered how some people get special awards, advancements, privileges, or better jobs?
A secret does exist. Learn a few "hidden rules," practice them, and watch the difference and improvements develop.
What are these "hidden rules"?
Some of them are understood in six simple words: Commit, Communicate, Collaborate, Consider, Complete, and Contemplate. See the list on the next page, and see how they translate to all aspects of life from family to school to sports to work.
Part of the goals of Washington State Essential Academic Learning Requirements is to help students prepare for their future careers. Employers expect employees to follow a certain standard of personal conduct called the American work ethic&emdash;the "hidden rules." Some of these behaviors are shown on the next page. These behaviors demonstrate a general pattern of behavior based on mutual respect and cooperation to complete quality work in a spirit of considerate collaboration.
Students in grade eight will learn and practice these behaviors as "on the job training." Participation and progress in these skills are required for attendance to field trips and special projects.
Students and the teacher will monitor improvement in these areas by reflecting on a checklist of behaviors and in conferences. Referrals for any disciplinary infraction constitute a serious infraction of this work ethic. Access to field trips or special projects (such as job shadow assignments, marine science camp, etc.) require not only successful academic progress, but also successful improvement in work ethic behaviors. If students have been placed on a contract, contract requirements must be satisfied before access to privileges.
Getting Along Together: Project 6C+
Grade Eight Work Ethics or "The Hidden Rules"
Commit
Recognizes the need to act when a situation arises, and moves in to act. Fulfills obligations, contracts, and promises
- Attend
Is present and at work during all school hours.
-
Focus
Focuses solely on schoolwork during school hours so personal situations never interfere with academic success.
-
Persevere (Try)
Accepts failure and disappointment as learning experiences and moves ahead with new plans and new solutions. Seeks to solve difficult, long-term problems regardless of the number of previous failures. Accepts responsibility for decisions and personal actions
-
Excel
Strives for excellence in every task from the most mundane to the most important.
-
Learn
Continuously learns new skills.
Senses the joy and wonders of the big and little things in the world and responds to them.
-
Communicate & Collaborate
Communicates in a cheerful, enthusiastic, and considerate manner to convey and discuss ideas in clear and respectful ways (both to the participants and to the ideas presented); listens well.
When necessary, disagrees and debates with others in a professional, respectful manner and always uses positive methods of persuasion.
Consider = Respect
Considers others: Demonstrates socially-accepted patterns of courtesy and formality at all times, especially in the form of basic manners such as using words like, "please," thank you," and "you're welcome."
Considers ideas: Senses other reasonable views o f a common situation, respects all, and honors the most persuasive among them. Makes authorized decisions after careful consideration of facts in the best interests of the school. Abides by decisions that have already been made.
Considers self: Knows one's rights, one's debts, and one's limitations, and those of others.
Knows what one knows and what one does not know. Being disposed and able to gain the needed knowledge, and having the confidence to do so.
Considers property: Leaves facilities, equipment, and supplies belonging to the school in better condition than they may have been found.
Complete
Completes all work on time, within budget, and with high quality.
Contemplate
Accepts criticism and suggestions in a reflective and reasonable manner.
Evaluates progress of projects and ideas. Focuses on solutions, not blame.
Work Ethic Chart adapted from "Work Ethic Checklist Academy High School Internship Preparation Program" in ASCD Yearbook 1996 Communicating Student Learning, Thomas R. Guskey, editor, pages 122-124 and incorporates "Habits of Mind," from The Coalition of Essential Schools.***
HIdden Rules/Work Ethics Checklist
| Getting Along Together: Project 6C+ |
|
Hidden Rules:
Work Ethics
|
Novice
|
Practicing
|
Internalized
|
Comments
|
|
Commit
Recognizes the need to act when a situation arises, and moves in to act. Fulfills obligations, contracts, and promises
|
|
|
|
|
|
|
Attend
Is present and at work during all school hours.
|
|
|
|
|
|
|
Focus
Focuses solely on schoolwork during school hours so personal situations never interfere with academic success
|
|
|
|
|
|
|
Persevere (Try)
Accepts failure and disappointment as learning experiences and moves ahead with new plans and new solutions. Seeks to solve difficult, long-term problems regardless of the number of previous failures. Accepts responsibility for decisions and personal actions
|
|
|
|
|
|
|
Excel
Strives for excellence in every task from the most mundane to the most important.
|
|
|
|
|
|
|
Learn
Continuously learns new skills.
Senses the joy and wonders of the big and little things in the world and responds to them
|
|
|
|
|
| Getting Along Together: Project 6C+, Continued |
|
Hidden Rules:
Work Ethics
|
Novice
|
Practicing
|
Internalized
|
Comments
|
|
Communicate & Collaborate
Communicates in a cheerful, enthusiastic, and considerate manner to convey and discuss ideas in clear and respectful ways (both to the participants and to the ideas presented); listens well.
When necessary, disagrees and debates with others in a professional, respectful manner and always uses positive methods of persuasion.
|
|
|
|
|
|
Consider = Respect
Considers others:
Demonstrates socially-accepted patterns of courtesy and formality at all times, especially in the form of basic manners such as using words like, "please," thank you," and "you're welcome."
Considers ideas: Senses other reasonable views o f a common situation, respects all, and honors the most persuasive among them. Makes authorized decisions after careful consideration of facts in the best interests of the school. Abides by decisions that have already been made.
Considers self: Knows one's rights, one's debts, and one's limitations, and those of others.
Knows what one knows and what one does not know. Being disposed and able to gain the needed knowledge, and having the confidence to do so.
Considers property: Leaves facilities equipment, and supplies belonging to the school in better condition than they may have been found. ,
|
|
|
|
|
|
Complete
Completes all work on time, within budget, and with high quality
|
|
|
|
|
|
Contemplate
Accepts criticism and suggestions in a reflective and reasonable manner.
Evaluates progress of projects and ideas. Focuses on solutions, not blame
|
|
|
|
|
|
Work Ethic Chart adapted from "Work Ethic Checklist Academy High School Internship Preparation Program" in ASCD Yearbook 1996 Communicating Student Learning, Thomas R. Guskey, editor, pages 122-124 and incorporates "Habits of Mind," from The Coalition of Essential Schools.***
|
Habits of Mind: Thinking Skills
Another important aspect of success is the ability to critically read, write, and think. The process becomes a "Habit of Mind." Students in grade eight will learn and practice the following critical thinking skills:
| Habits of Mind* Critical Reading and Thinking Rubric |
|
Essential Academic Learning Requirement
READING 2.3.3.6 The student understands the meaning of what is read: thinks critically by analyzing, interpreting, and evaluating ideas and concepts.*
The student's oral and written presentations indicate:
|
|
Scale |
Perspective |
Evidence |
Relevance |
Connection |
Supposition |
|
|
Considers multiple perspectives&endash;&endash;
Separates fact from opinion and appreciates the value of each
Demonstrates understanding of major and minor differences among perspectives
Detects bias, stereotype, overgeneralization, association
Able to evolve one’s own view
|
Organizes work in understandable, compelling manner&endash;&endash;in easy to see parts showing key issues
Shows clear understanding of issues and concepts&endash;&endash; sorting out the major and minor parts within it
Demonstrates ability to research key issues
Uses logical, mathematical, and/or artistic tools as required to share evidence
|
Insights show importance of key concepts in information to other larger or more specific topics
Insights demonstrate personal understanding and meaning
Knows the limits of the analysis of the evidence (Does more need to be known? Have the key factors been found? )
|
Searches for old and new patterns
Insights link concepts and issues with those from other subjects
Insights show how research connects to other topics, careers, local issues
|
Draws conclusions from evidence to hypothesize or imagine other issues relevant to this topic
Draws conclusions from evidence to respond to "What if?" questions and changes of circumstance
Draws conclusions from evidence to develop one’s own view
|
|
|
|
|
|
|
|
|
4 |
Excels |
Distinguished responses&endash;&endash;Demonstrates exceptional critical thinking and understanding, answers all questions completely, poses new questions, and demonstrates skills and concepts in an exceptional manner that demonstrates a deep and applied understanding of all concepts within the project
|
|
3 |
Surpasses |
Competent and Thorough Responses&endash;&endash;Convincing; demonstrates skills and understanding in almost all regards, makes extended connections, answers questions completely, clearly, and effectively to show thorough understanding
|
|
2 |
Meets |
Competent Responses&endash;&endash;Convincing; demonstrates skills and understanding in almost all regards, makes appropriate connections, answers questions completely, clearly, and effectively to show a basic understanding.
|
|
1 |
Needs Work |
Inadequate responses. Needs improvement in several areas, unclear or incomplete, insufficient demonstration of skills or understanding. Re-do.
|
|
*Based on Habits of Mind, from The Coalition of Essential Schools
see: <http://www.essentialschools.org/> and <http://www.netspace.org/eos/erica/Coalition.html>
Rubric based on Boston's Fenway Middle College High School Assessment of Student Work
Cushman, K. (1997) Horace. The Coalition of Essential Schools; Volume 14, Number 1; September, 1997, page 5
|
Other Information:
Eight Habits of Mind
***Eight Habits of Mind
Dr. Theodore Sizer, Brown University
The Habit of Perspective
* Organizing an argument (read, heard, or seen) into various parts, and sorting out the major from the minor parts within it
* Separating opinion from fact and appreciating the value of each
The Habit of Analysis
* Pondering each of these arguments in a reflective way, using such logical, mathematical, and artistic tools as may be required to render evidence
* Knowing the limits and importance of such analysis
The Habit of Imagination
* Searching for old and new patterns
* Being disposed to evolve one's own view of a matter
The Habit of Empathy
* Sensing other reasonable views o f a common predicament, respecting all, and honoring the most persuasive among them
The Habit of Communication
* Accepting the duty to explain the necessary in clear and respectful ways (both to the audience and to the ideas being communicated)
* Being a good listener
The Habit of Commitment
* Recognizing the need to act when action is called for, and stepping forward in response
* Persisting, patiently, as the situation may require
The Habit of Humility
* Knowing one's rights, one's debts, and one's limitations, and those of others
* Knowing what one knows and what one does not know
* Being disposed and able to gain the needed knowledge, and having the confidence to do so
The Habit of Joy
- Sensing the wonder and proportion in worthy things and responding to these delights
***Based on Habits of Mind, from The Coalition of Essential Schools
see: <http://www.essentialschools.org/> and <http://www.netspace.org/eos/erica/Coalition.html>
Grade Eight Work Ethic Checklist
Certain behaviors are representative of an extremely powerful and successful system of personal conduct which has come to be known as the American work ethic. It is the intention of Nespelem School's Grade Eight Program to insure that all of its students demonstrate these behaviors because these behaviors lead directly to success in all areas of life.
This checklist is used to determine the degree to which a student has demonstrated the work ethics. Successful demonstration over time of all these standards is required before a student may be assigned to a job shadowing assignment.
| Work Ethic Description |
Exceeds Standards |
Meets Standards |
Below Standards |
|
1. Dresses and grooms in a manner that satisfies the school dress code.
|
|
|
|
|
2. Dresses and grooms in a manner which promotes a positive image of the student and school.
|
|
|
|
|
3. Comes to school on time each day, except for unavoidable personal emergencies and serious illness.
|
|
|
|
|
4. Notifies school secretary and teacher of impending absence or tardy well in advance of the actual absence or tardy and arranges to minimize the impact this has on the school.
|
|
|
|
|
5. Makes personal appointments during off-hours only.
|
|
|
|
|
6. Is present and at work during all school hours.
|
|
|
|
|
7. Communicates in a positive, cheerful, and enthusiastic manner.
|
|
|
|
|
8. Accepts criticism and suggestions in a positive manner.
|
|
|
|
|
9. Seeks to constantly say and do things that improve the school and the school climate.
|
|
|
|
|
10. Focuses solely on schoolwork during school hours so personal situations never interfere with academic success.
|
|
|
|
|
11. Demonstrates socially-accepted patterns of courtesy and formality at all times, especially in the form of basic manners such as using words like, "please," thank you," and "you're welcome."
|
|
|
|
|
12. Addresses adults with formal courtesy titles.
|
|
|
|
|
13. Makes authorized decisions after careful consideration of facts in the best interests of the school
|
|
|
|
|
14. Abides by decisions that have already been made.
|
|
|
|
|
15. Accepts responsibility for decisions and person actions.
|
|
|
|
|
16. Seeks harmony and success for groups in which they work.
|
|
|
|
|
17. Makes sure that everyone in their group expresses their opinion and listens carefully to the opinions of others.
|
|
|
|
|
18. When necessary, disagrees and debates with others in a professional respectful manner and always uses positive methods of persuasion
|
|
|
|
|
19. Continuously learns new skills
|
|
|
|
|
20. Displays the very highest standards of honesty, truthfulness, lawfulness, and decency
|
|
|
|
|
21. Reports problems at once rather than concealing them
|
|
|
|
|
22. Finds new opportunities for self-improvement.
|
|
|
|
|
23. Fulfills obligations, contracts, and promises
|
|
|
|
|
24. Uses facilities, equipment, and supplies belonging to the school for their intended purpose
|
|
|
|
|
25. Leaves facilities, equipment, and supplies belonging to the school in better condition than they may have been found
|
|
|
|
|
26. Accepts failure and disappointment as learning experiences and moves ahead with new plans and new solutions.
|
|
|
|
|
27. Seeks to solve difficult, long-term problems regardless of the number of previous failures
|
|
|
|
|
28. Uses evidence, research, expert opinions, and advisor instructions to solve problems
|
|
|
|
|
29. Avoids solutions which simply cause different problem
|
|
|
|
|
30. Strives for excellence in every task from the most mundane to the most important
|
|
|
|
|
31. Completes all work on time, within budget, and with high quality
|
|
|
|
|
32. Integrates the essential habits of mind into school work
|
|
|
|
| |
|
|
|
|
Notes:
|
|
|
|
|
6. Students should not sign out early without urgent need.
|
|
|
|
|
20. Referrals for any disciplinary infraction constitute a serious infraction of this work ethic. Students on contracts will not be provided access to field trips or job shadow assignments until contracts are satisfied.
|
|
|
|
|
32. Habits of Mind: Perspective, Analysis, Imagination, Empathy, Communication, Commitment, Humility, Joy
|
|
|
|
Note:
Work Ethic Chart adapted from "Work Ethic Checklist Academy High School Internship Preparation Program" in ASCD Yearbook 1996 Communicating Student Learning, Thomas R. Guskey, editor, pages 122-124.
Comments (0)
You don't have permission to comment on this page.