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For a hard copy of these lesson plans, cut and paste to a Word document.
Our lesson plans, shown below, are given in the form of "discussion modules," and are intended to change the
perspective of the individual as each topic is discussed. For the greatest impact possible, present these topics in the
order shown. Though, as specific situations arise, use them as you see fit. The topics are divided into the 3
categories of "Self-responsibilty," "Core Values," and "Tolerance," though these are not distinct boundaries.
The subject of "Work Ethic" is contained within the Self-ownership grouping.
For elementary teachers, please simplify as needed. This information is not beyond anyone’s comprehension. The
older individual will be more sophisticated in their responses, but all ages will benefit from the material.
As individuals mature, their response to these topics evolve. We think this course of study can be repeated multiple
times throughout an individuals development and have a meaningful impact at each visit.
These discussion modules are said to be easily administered. Our suggestion in the past has been to form the group
into a circle of chairs so they face one another as discussion is created. While two individuals can form a lively
discussion, a more synergistic outcome will occur in larger groups.
These lesson plans are offered without restriction of copyright to schools and social organizations, so feel free to cut
and paste or change as you find necessary. Any suggestions regarding additions, subtractions, or changes of any
kind will be gratefully and gladly accepted and considered by email at our contact page
Have fun, keep the discussions lively, and make sure everyone feels comfortable giving
Table of Contents
1. Knowing how valuable you are…
2. Defining “What vs. Who”
3. Defining "Work Ethic"
4. Defining “Self-responsibility”
5. A framework of core values
6. Standing tall, firm, and square
8. Being Creative and valuable
9. Finding your worth
22. Formally introducing “the Pillars”
24. Team play
25. The "Big Picture"
26. The "Smaller Picture"
27. Taking care of your school
28. Taking standardized tests
29. School image
30. Our uniqueness
31. Defining “tolerance”
32. Tolerance among individuals
33. Tolerance among groups
”Knowing how valuable you are...”
Lesson Plans/Discussion Modules
Objective: To have the individual understand that they are creative and valuable,
and that by realizing this, they give themselves the power to have control of their
Prompt 1: Are you an individual, or are you the same as everyone else?
Prompt 2: To your school and/or community, are you a valuable resource?
Prompt 3: Is your creativity valuable?
Prompt 4: What does a creative and valuable individual act like?
Prompt 5: How might creative and valuable individuals lead their lives?
Prompt 6: How satisfying would it be to lead your life as a creative and valuable
Wrap-up: By acknowledging that we are creative and valuable individuals, we
understand that we can play a beneficial role within our school, community, and
We also understand that we have the right and ability to make changes within
ourselves that will enable solid and positive interaction with situations and people.
For the Teacher: It's human nature to believe that the important decisions in life
are better made by individuals who are more valuable or important than we are. If
we don't recognize our value, we may look to others to make our decisions for us.
Your students must know that they are valuable, and have the right and ability to
make their own choices. By focusing on their creativity and importance, they can
allow themselves to become as valuable as they can imagine. This gives them
permission to make their own choices and be the individuals they choose to be.
Objective: To have the students understand that all individuals have the right and
ability to declare who they choose to be.
Prompt 1: Who is responsible for your well being?
Prompt 2: By law, who actually owns you?
Prompt 3: Describe what it would mean to be completely responsible for your
own thoughts and actions.
Prompt 4: Does taking complete responsibility for your own thoughts and actions
Prompt 5: Can you imagine getting beyond fear, and allowing yourself to fully
experience life as a ‘self owned' individual?
Prompt 6: As a class, say aloud, "I am who I choose to be." Do this multiple times.
Wrap-up: You have, by law, the right and ability to choose your destiny. You can
choose your directions and choose to exist within a community that has a shared
framework of core values. What happens in life is by your own choices, and years
from now, only you will be held accountable for the life you have lead.
For the Teacher: Younger students especially, may think that their parents
actually have legal ownership of them. This is destructive, not allowing an individual
to accept their own life as a product of their own decisions. We truly can be who
we choose to be. This is not an excuse to act differently than we are expected by
our parents or teachers, but rather a statement of the power we are granted as
"A framework of core values"
Objective: To understand what a "framework of core values" is, and to
acknowledge the importance of developing a framework of core values that is in
common with the core values of others.
Prompt 1: Define what a "framework of core values" is.
Prompt 2: Why is having a framework of core values important?
Prompt 3: What happens when we don't have a framework of core values?
Prompt 4: How do we react and respond to people and situations without having
a framework of core values established?
Prompt 5: We need the necessary information to develop a framework of core
Prompt 6: Your school has chosen to provide you with this information.
Wrap–up: Understand that we can choose our core values, and still remain the
distinct individuals that we are!
For the Teacher: A "framework of core values" is created by adopting a given set
of values, as shown in the “Pillars of Character Education. We choose the core
values which are are the most beneficial for us. When we approach situations and
interactions with others with core values that are in common, we create an
environment that is consistent. From this, we can allow others to be who they are.
When we are in conflict, we can (at the very harshest) "agree to disagree."
On one extreme are no core values, which must lead to chaos, and on the other, is
a society which exists in harmony and acceptance of each others’ rights. The
students need this definition to conclude what role they wish to play.
"Standing tall, firm, and square..."
Objective: To have the students understand that once they adopt a set of core
values, they can stand firm with them.
Prompt 1: Wouldn't it be great to have a framework of core values that you can
use when considering any situation?
Prompt 2: Why would there be less uncertainty in your life by knowing what and
how you think about any given situation that might arise?
Prompt 3: Can you see the benefits of staying consistent within a chosen
framework of core values?
Prompt 4: Realize and understand that the way you think, is comprised of a
framework of core values.
Prompt 5: Realize and understand that our own framework of core values, in
common with the framework of core values of others, is what holds us all together!
Wrap-up: Students! Understand that this is what gives you the ability to stay on
course with your conviction!
For the Teacher: Having common core values is the key to meaningfully handling
interactions with other people and situations. When we interact with others
through a common set of core values, our reactions are much more predictable.
This increases the quality of our communication, and lowers our stress due to
Objective: Your students will receive a clear definition of what it means to be a
Prompt 1: Define "citizenship."
Prompt 2: Why are laws in place to protect the rights of citizens as individuals?
Prompt 3: In what ways can you apply 'good citizenship' to your thoughts and
actions at school?
Prompt 4: How would your school function if everyone followed the rules of good
Prompt 5: How would your larger community function if everyone followed the
rules of good citizenship? The world?
Wrap-up: Can you imagine what this world would be like if we all followed the
same framework of positive values??
For the Teacher: Use a dictionary for prompt 1. Your students need a common
definition of what it means to be a beneficial citizen. This applies to their roles at
school, within the local community, and within the world. We can’t assume that
students even know what a citizen is supposed to act like.
"Being creative and valuable"
Objective: To have the students acknowledge they are creative and valuable,
thereby important. By knowing this, they allow themselves to perform at a higher
Prompt 1: Define "creativity" and the role of creativity in society.
Prompt 2: Acknowledge that we are all born with the capacity to be creative,
though talents vary from individual to individual. Sometimes these talents just haven’
t been realized yet.
Prompt 3: Explain what "being valuable" might mean.
Prompt 4: How will making the conscious decision to lead a creative and valuable
life add enjoyment to your life? Why?
Prompt 5: How will leading a creative and valuable life result in greater
Wrap-up: It is wonderful to be accepted as a creative and valuable human being!
You have the absolute right and ability to be a meaningful part of your school, of
your local community, and of the world.
For the Teacher: Your students need to acknowledge and understand the
importance they have in this life. This creates confidence. When students realize
this, they can begin seeking their potential.
"Finding your self-worth"
Objective: To have the students focus on the talents they possess.
Prompt 1: Write 5 things you have done that you really enjoyed doing.
Prompt 2: Do any of these 5 things have anything in common? Can they be
placed in a category of a talent?
Prompt 3: Have the students recognize that they were indeed able to determine
some of the things they like to do. Label these things they enjoy doing as "talents."
Prompt 4: Pick a talent, and write 3 ways that creativity can be used to further
Prompt 5: Have the students acknowledge that they have the ability to be
Wrap-up: You all have talents that you were born with, whether you know od
them at this time or not. It's time to discover what these innate abilities are, and
to begin developing them.
For the Teacher: If you can’t find a talent hidden within someone you’re not
looking hard enough. Have the students look inside for these talents, and let them
discover what it is they are good at. When they understand that they have talent
and creativity, they will also understand they have worth. When students know
they have worth as individuals, they gain confidence, and confidence is a great
thing to have.
Objective: To have the students acknowledge and understand that "uncertainty"
does not have to be a scary issue.
Prompt 1: None of us are truly certain about what the future might bring.
Prompt 2: When we are taken off track by things we didn’t foresee, we are faced
Prompt 3: We have to know that we have the creativity to get ourselves back on
Prompt 4: It is the uncertainty of how we will handle unforeseen circumstances
that we might call "adventure."
Prompt 5: If you can embrace "adventure," you can embrace "uncertainty."
Wrap-up: Uncertainty will follow throughout life. Otherwise, life would be boring.
But don't feel alienated by this - embrace it as a joy to be dealt with...
For the Teacher: It is always best to have a plan. But, sometimes things come up
and we have to deal with them. If this takes us off the path, we need to reaffirm
our direction, perhaps take another avenue, and go forward. If there was no
uncertainty, life would be so mundane! We should embrace uncertainty, and not
be fearful of it!
Objective: To have the students acknowledge what "fear" is.
Prompt 1: Define "fear."
Prompt 2: How does fear influence your participation in groups or activities?
Prompt 3: How does fear influence how you interact with your friends?
Prompt 4: How does fear influence how you interact with others outside of
Prompt 5: Can you name some examples of how fear affects your community?
Wrap-up: Understand that fear shows itself often, and that it can cause us to lose
control of our reactions to other individuals and situations.
For the Teacher: Use a dictionary for prompt 1. You really have to define what
fear is to begin understanding how subtly it can affect our relationships and our
activities. By understanding that fear exists in all of us, and that its’ manifestation
can be identified in many situations, students can begin identifying what can be
done to reduce or eliminate fear.
"Fear and development as an
Objective: To understand how fear holds us back.
Prompt 1: You can't develop to your potential when fear holds you back. Why?
Prompt 2: The more fearful you are, the less creative you are. Why?
Prompt 3: How can your framework of core values help you to overcome fear?
Prompt 4: How will becoming less fearful help you achieve success?
Prompt 5: How would it be if we all interacted with one another with less fear?
Wrap-up: Develop a framework of core values, and you’ll have reference points
from which you can judge every interaction or situation. Be consistent. By knowing
in advance how you will likely feel about each interaction and situation, you will feel
less fear due to uncertainty. It is this fearlessness that allows you to interact within
situations and people gracefully, and enables you to achieve success.
For the Teacher: A frame of core values creates a set of reference points that can
be used in any situation. These reference points tell you what you consider
acceptable within the frame. If these situations are outside you framework, you will
feel that the situation is awkward and are able to avoid it. Success can be a slippery
thing for someone who has not developed these reference points, and the person
is, because of fear, avoiding a successes that otherwise would occur.
Objective: To give students a solid definition of the word "success," and how
success relates to having a framework of core values.
Prompt 1: Define the word "success."
Prompt 2: Will life be increasingly more enjoyable as you achieve success?
Prompt 3: Success is different for every individual.
Prompt 4: Why is success more likely if your framework of core values is in
common with other people?
Prompt 5: Why is a framework of core values that is in common with the
framework of core values of other people important to success?
Wrap-up: Individuals that have common core values stick together. They do things
for one another. They help each other. This is the “stuff” that successful people
have in common.
For the teacher: Use a dictionary for prompt 1. The students need a referral
point to be able to define success. A solid understanding for "success" show them
what they are striving for. Remember the old question, "How are we going to get
anywhere if we don't know where we are going?"
The greatest motivation for anyone is having a fine time in life. Having a common
set of core values forms a sense of community within any situation. This creates an
atmosphere of creativity and personal worth. It is empowering and enjoyable.
Near the end of the discussion, take the lesson outside of school, expanding to the
world as a whole. This is truly the big picture, and needs to be expressed as such.
Objective: To give the student a clear definition of what "pride" is.
Prompt 1: Define "pride"
Prompt 2: What are some things you have been proud of?
Prompt 3: Why were you proud of these situations?
Prompt 4: How would you feel if your life was filled with pride?
Prompt 5: Can you make a commitment to yourself to fill your life with as many of
prideful situations as you find possible?
Prompt 6: If you can’t make this commitment, what is it that holds you back? Is it
Prompt 7: Why is it that fear can hold you back?
Wrap-up: If students relate to what pride means, they can better strive for it.
For the Teacher: Use a dictionary for prompt 1. Pride is the element that creates self-
Objective: To give the students a clear definition of what "focus" is.
Prompt 1: Define "focus."
Prompt 2: Being here-and-now, being in the moment.
Prompt 3: Staying in the moment.
Prompt 4: The drifting mind.
Prompt 5: It takes discipline.
Prompt 6: Don't beat yourself up about it, just get back on track.
Prompt 7: It takes a decision to become and stay focused.
Wrap-up: The greatest thing you can bring to a situation or interaction with
another person is your attention. It’s great when you can do something and give it
your full attention. More gets done, it’s more enjoyable, and time actually goes
For the Teacher: Explain you own level of focus as an adult...
"Pride, focus, success, as a natural
Objective: To create an understanding of what is required to become successful.
Prompt 1: It's more enjoyable to be successful.
Prompt 2: It feels great to be proud of your accomplishments.
Prompt 3: It takes focus to make it all work.
Prompt 4: Make the decision to be more focused, taking a moment to dedicate
your self to the task on hand.
Prompt 5: Make the decision to stop and feel pride for each of your
Prompt 6: With these decisions made, you will have much more enjoyment within
Wrap –up: This is what it’s all about! It’s a powerful feeling to know that you are,
in the eyes of yourself and others, doing well. It’s also important to realize just
what it is that has put you on course, so you can stay on course.
For the Teacher: As a dedicated adult, you know how important these elements
are. Express to your students with the enthusiasm you have for creating the
situation you are now in.
"School, pride and focus,
Objective: For the students to realize that they can experience pride, be focused,
and extend that sense of pride and focus to their activities at school.
Prompt 1: Prior to the group fully settling down, say to the students, "Write me 3
things you can do for your environment!" Have them writing as they are sitting
Prompt 2: Ask for their responses.
Prompt 3: Explain and discuss how a framework of core values helped create the
ideas they came up with.
Prompt 4: Explain and discuss how important "creativity" is in finding solutions to
any of these issues.
Prompt 5: Explain and discuss how important the elements of pride and focus are
to achieving solutions to these issues.
Prompt 6: Explain and discuss how being creative, having a framework of core
values, and being proud and focused can be extended out to the local community,
the world …
Wrap up: Take this stuff and apply it! Do it starting right now!
For the Teacher: This lesson creates an understanding of how the students’
creativity can influence their school life, and their life with the outside world.
Objective: To have students understand that their lives as citizens who share
common values can begin right now, that what has come before this moment is
history, and that we all have the right and ability to choose to move forward
Prompt 1: Our lives prior to this very moment are full of experiences, some good,
some not as good.
Prompt 2: It’s ok to accept what has happened before this moment as part of our
lives, our history, and move on.
Prompt 3: It's ok to acknowledge experiences, and when we must, let go of
Prompt 4: When we let go and move on, we release the hold the past has upon
Prompt 5: Living in the “here-and-now” - the present moment.
Prompt 6: Your life, in the present moment. What can it be like?
Wrap-up: Take a deep breath, and understand that anything that happened
before right now is history. It is ok to let go of it, and release it. Of course it is
easier said than done, but least know that you can do it if you truly want to.
For the Teacher: The students understand this principle. Of course, living in the
moment means we have to release that which holds us back. This lesson is
intended to have the students understand this principle. Of course, living in the
moment and releasing past experiences isn’t necessarily a simple matter. But,
students need to understand this principle.
"Establishing a plan"
Objective: To have the students understand that it is possible and necessary to
form a plan that will lead them to their desired outcomes.
Prompt 1: Define the word "plan."
Prompt 2: Explain and discuss this statement, "How are you going to get
somewhere if you don't know where you're going?"
Prompt 3: Breaking your plan down to smaller segments.
Prompt 4: Making each segment count.
Prompt 5: Breaking each segment down to "steps."
Wrap-up: Think about this: you decide you want to go somewhere you haven’t
been to before. To get there, you need directions, so you look at a map. This map
represents your "plan."
By creating a plan, you can stay on track and have reference points to check with
along the way.
For the Teacher: Use a dictionary for prompt 1. This lesson is intended to have
the students recognize the possibility and necessity of creating a plan. Don’t expect
miracles and epiphanies during the discussion, but do have them appreciate that
forming a plan is something they have to do.
"Staying on track, step by step"
Objective: To have the students understand how to follow their plan, and how to
get back on track when needed.
Prompt 1: Understand that when each segment is broken down to steps, a
"roadmap" for each step can be created.
Prompt 2: Following your roadmap.
Prompt 3: Taking it one bit at a time.
Prompt 4: If you find yourself off track, don't beat yourself up, just get back on
Prompt 5: Life is full of opportunities to get off track.
Prompt 6: You must make a decision to stay on track, and to get back on when
you fall off.
Wrap-up: Stay conscious of your goals, and focused on what is needed right now
to stay on track. Stay alert and away from opportunities that will likely take you off
track. Take it one step at a time. Don’t beat yourself up for what has happened
when you get off track. Just let it go, and get back on track.
For the Teacher: Letting go of what took you off track is really important. The
most important thing is to just get back on. And it’s of no use to beat your self up
over what happened. Students have to know that they are a work in progress, as
we all are, and that they can choose to redirect themselves at any time to go in
directions that are consistent with their goals.
Objective: To have the students recognize what "accomplishment" means. This
includes their advancement from middle school, or middle to high school, or high
school to the outside world, next level of your school career. This means when you
go from elementary to middle school, or middle to high school, or high school to
the outside world, possibly higher education, each are in their own right
"accomplishments." But there are undoubtedly other accomplishments they have
made along the way.
Prompt 1: Write 3 things you would like to accomplish by your next birthday.
Prompt 2: Write 3 things you would like to accomplish by a month from now.
Prompt 3: Write 3 things you would like to accomplish by a week from now.
Prompt 4: Write 3 things you would like to accomplish by the end of the day.
Wrap-up: You set up your goals. You have the right and ability to choose the
direction you want to go. You can take time to think through where you want to
go. You are not too young to make these distinctions.
For the Teacher: It’s entirely possible that your students have never given any
serious thought to where they want to be in a month, 6 months, 2 years, or more,
from right now. This is an opportunity for them to grasp the fact that they can
determine where they go next. They are never too young for this awakening,
though their answers may be more sophisticated the older they are.
"Formally introducing ‘The Pillars’"
Objective: To formally introduce "The Pillars" to the students.
Prompt 1: Go through "The Pillars" with the students.
Prompt 2: How do all of "The Pillars" relate to one another?
Prompt 3: In what ways might life be so much easier if we all lived within a
common framework of core values?
Wrap up: These are the elements that tie us all together! These are the elements
that allow us common ground, even when our beliefs differ!
For the Teacher: By now, if you have followed these Discussion Modules in the
order presented, you have spoken of these vales many times. This is the time to
formally introduce them, reading each aloud and clarifying its’ meaning.
Objective: To create an understanding that the Pillars are what ties us together as
Prompt 1: Imagine a community of people, about the size of your school, all living
within a framework of common core values.
Prompt 2: How would life be consistent and enjoyable within this community?
Prompt 3: Would this community band together at times of need?
Prompt 4: Would this community be supportive of one another?
Prompt 5: Would there be less fear among individuals?
Prompt 6: Why would you not want to participate in this community?
Wrap-up: Can you understand that this is the road to peace and prosperity? Can
you see the need to adopt a common framework of core values? Can you visualize
the outcomes? Now include the entire world. Can you see the direction this takes
For the Teacher: John Lennon said it well in his song "Imagine." Our framework of
core values is the glue that binds us together. Without these core values, one
extreme, is chaos, and on the other is a unified populous, with common overall
goals. By identifying this, we can make the decision to participate in society -
aligned with it, instead of against it. We can always complain when things seem
wrong, but we should base these judgments on the framework of core values we
Objective: To create an understanding of what being on a team is about, and why
it is important.
Prompt 1: One of your teams consists of you, your family, and your friends.
Prompt 2: Joining forces with others.
Prompt 3: What does it mean to play on a team?
Prompt 4: Being in control of yourself while interacting with others.
Prompt 5: Having common core values within the team.
Prompt 6: Extending your team spirit to include your school.
Wrap-up: You already have a team that consists of your friends and family. The
question is, how good of a player are you on that team? Next, understand that
you can extend your team spirit to include your school.
For the Teacher: To be proud over the school and support it occurs when the
students are adopting citizenship and a feeling of belonging in school. They must
define what it is to be a team player, and understand what this can mean to them.
When this is done they can choose to feel a little more patriotism towards their
school. And in the end, their school is done, they can choose to embrace their
The "Big Picture"
Objective: To have the students understand that the sense of "team" can be
extended to the world as a whole.
Prompt 1: How would the world benefit by a worldwide sense of "team?"
Prompt 2: What are some ways that the world isn't currently acting as a team?
Prompt 3: What are some ways that the world is currently acting as a team?
Prompt 4: In years from now, what generations will be running the world?
Prompt 5: What framework of core values would be best for these leaders to
Wrap-up: At a point very soon, we will need a team spirit on a planet wide scale
for solving environmental issues. We can only do this one person at a time. Who is
it that you choose to be? These environmental issues are just one of the very
many things that have to be solved in this complicated world we live in.
For the Teacher: We need, in the greatest way imaginable, a team spirit within
the globe as a whole. The most pressing issue is the environment, as we loom at or
beyond a tipping point that will lead to a devastated future. How are we going to
do this, if we don’t operate with a framework of common core values? It starts
right here and now, with you and these students.
The "Smaller Picture"
Objective: To have each student understand they have a valuable role to play in
Prompt 1: Is the garbage man less of a citizen than a doctor?
Prompt 2: How are core values so important regardless of occupation?
Prompt 3: There is a need for productive individuals of every type.
Prompt 4: You don't have to be a "fashionable" individual.
Prompt 5: You can be just as valuable and creative regardless of the occupation
you are in.
Prompt 6: Follow your heart, but remember your core values.
Wrap up: We are all equal, regardless of what our occupation, our race, religion,
etc., as long as we share a common framework of values.
For the teacher: Think about the garbage man. He's working in a car that's
owned by the city, get a good salary, got three kids and is a hero within his
wonderful family. He's working hard and enjoys his comfortable life in his free time,
and so on. You just can't imagine that this guy is doing a poor job in life.
It really sounds like he's been successful. It's not his title that counts, it's the frame
that contains his core values he brings to work that counts.
"Taking care of your school..."
Objective: To have the students understand the role they play within their school
Prompt 1: Your school is part of your community.
Prompt 2: You have a responsibility to take care of the community you live in.
Prompt 3: You are a valuable and creative member of your school community.
Prompt 4: It's up to you to accept your citizenship within your school community
and be a creative and valuable member. You have a duty to help when called upon.
Prompt 5: It takes a decision to become a creative and valuable contributor to
your school community.
Wrap-up: Take the plunge, and grasp that your school wants you to feel secure
and safe. Your school recognizes you as being creative and valuable and would like
you to feel comfortable being here. Your school wants and needs your input.
For the Teacher: It would be super if students were made to constantly feel that
they had a place in their school that was unshakable. By creating this foundation,
they can act supportively towards their school, rather than being indifferent or
"Taking standardized tests..."
Objective: To have the students understand the importance of their performance
on standardized tests.
Prompt 1: Your performance on these tests gives a report card to the state and
federal governments of how well your school is doing. There are requirements that
have to be met by your school, and can only be fulfilled by solid positive results of
Prompt 2: What does arbitrarily "bubbling in" an answer sheet mean? Why is this
so bad for your school's well being an image in the community?
Prompt 3: Why is it important, given the Pillars, to take care of your school in your
schools’ time of need?
Prompt 4: Write up a contract the students sign, stating that they promise not to
arbitrarily "bubble in" their answer sheets.
Wrap-up: Your school nurtures you, loves you, and holds you safe. From you, it
needs your help and commitment. Please become part of the solution.
For the Teacher: Promise all the pizza parties for high scores you want. Have
assemblies that beg for their performance. But you won’t get them to stop
arbitrarily bubbling in those answer sheets until they know what the schools’ stake
is, and are asked to help.
SAT scores, have merit to the students. They can show these off, or use them to
gain college entrance. But the standardized tests yield no recognition for the
student. To them, standardized testing is huge drudgery that can’t be avoided,
but can be compromised.
The only way they will improve their scores, is by making the conscious decision to
Objective: To have the students recognize how important school image is.
Prompt 1: When you talk about your school, what do you say?
Prompt 2: Is it meaningful to you for others to think that you go to a great
Prompt 3: Are you willing to help your school? In following "The Pillars," is taking
care of your school the correct thing to do?
Prompt 4: In 20 years from now, do you want to talk about the rotten school you
attended, or the 'focused and purposeful' school you attended?
Wrap-up: We’re talking about creating great memories here. We’re talking about
being admired for where we have been. This is great stuff for later on!
For the teacher: Bla-bla-bla.... You could be more refined. We want the students
to feel great about their school, and to understand what this can mean to them,
now and later.
Objective: To have the students understand that we are all unique individuals,
that this uniqueness is to be enjoyed by all.
Prompt 1: We are all unique individuals.
Prompt 2: We can accept the uniqueness of each other.
Prompt 3: We can appreciate the uniqueness of others.
Prompt 4: We truly can enjoy the uniqueness of each other.
Prompt 5: Learning from the uniqueness of each other.
Prompt 6: We all have something to offer.
Wrap-up: If we were all the same person, life would be so very boring. It is
because of each others’ uniqueness that we can broaden our scope, learn, and
For the Teacher: We need to lighten up and look at what students have to offer,
rather than looking at how they are different from ourselves. Too much likeness
creates less diversity, and diversity is the mother of invention for the creative
Objective: To have the students understand a clear definition of what "tolerance"
Prompt 1: Define the word "tolerance."
Prompt 2: What does tolerance mean to you?
Prompt 3: Can we have a common definition of what tolerance means?
Prompt 4: Write a classroom statement of what tolerance means.
Prompt 5: Why are common core values important to tolerance?
Wrap up: Do we all have the right and ability to accept tolerance within our lives?
For the teacher: Use a dictionary for prompt 1. Students need a clear definition of
what tolerance is so they can focus on being tolerant. Without a clear definition
they don't have any means for accepting tolerance as a guiding principle in their
"Tolerance among individuals"
Objective: To have the students understand tolerance between individuals.
Prompt 1: Can you allow other individuals, regardless of the group they might be
associated with, to exist as unique individuals?
Prompt 2: Do you see how a framework of common core values will allow you to
accept, appreciate, and respect the uniqueness of others?
Prompt 3: Can you remain a unique individual, while associating with others who
are different from you and have their own uniqueness?
Prompt 4: Can you feel the enjoyment this acceptance of one another can bring?
Wrap-up: With a framework of core values that is in common with others who are
different from you, you can relate to them, though still allow them to be unique.
For the Teacher: Diversity is such a tremendous thing, bringing the gifts of new
and different experiences to us, and allowing us to grow and spread our circles of
interest and enjoyment. As individuals, by adopting a framework of core values that
are in common with the core values of other individuals, we can accept them for
who they are, and appreciate the diversity they bring.
"Tolerance among groups..."
Objective: To have the students understand that other groups are ok and have
the right to exist, that these other groups add to the bigger picture, and increase
our avenues for enjoyment and knowledge.
Prompt 1: What different groups are on your campus?
Prompt 2: Is there really any reason why, given common core values, these
groups can't get along with one another?
Prompt 3: What are some things that are in common among these groups?
Prompt 4: Can you accept the things that are not common among these groups?
Wrap-up: We can be different, as groups, and still be able to laugh with one
another. Further, we can expose each other to things that we would never see
For the Teacher: Diversity is a tremendous thing! If a goal of our school is to give
exposure to as much information as possible, then spreading your wings and
discovering what others have to offer is very positive. To experience as much as
we can, we must embrace that which is different from ourselves.
Objective: To have the students understand what is needed to achieve "peace."
Prompt 1: Define the word "peace"
Prompt 2: Can different groups on campus exist peacefully together?
Prompt 3: Can we allow these groups to retain their uniqueness?
Prompt 4: Can these groups retain their uniqueness, while you retain your own
Prompt 5: Can groups within your larger community co-exist?
Prompt 6: The bigger question: can groups within the world co-exist, while
retaining their uniqueness?
Prompt 7: What would this world be like?
Wrap up: The acceptance of each others’ uniqueness, while experienced through
a framework of common core values, leads to peace.
For the teacher: Employ your enthusiasm for this discussion module. Peace
between all is the only thing that will allow the human race to endure.
Objective: To have the students commit to having a framework of core values
that can be in common with the framework of core values of others. This is the
key to survival.
Prompt 1: As you get older, what kind of world do you want to live in?
Prompt 2: How can you add to that world, rather than detract?
Prompt 3: Do you think this will always be easy?
Prompt 4: Are you willing to help others along their path?
Prompt 5: Are you willing to make the commitment to form a framework of core
values, and to live by those core values?
Prompt 6: Are you willing to help others establish a framework of core values?
Wrap-up: Now you understand what is necessary, let’s see you put it into
practice. This takes a decision on your behalf. Are you willing to become part of the
solution, or do you insist on being part of the problem? The decision is up to you.
For the Teacher: Your students need to decide whether they want to add or
detract from the acceptable societal workings of the world. No matter what age
they are, they can make this decision.
11. Defining “fear”
12. Fear and development as an individual
13. Defining “success”
16. Pride, focus, success, as a natural combination
17. School, pride and focus, crestivity
18. Going forward
19. Establishing a plan
20. Staying on track, step by step
21. Listing accomplishments
Objective: To clarify to the individual the difference between "what" in life we are
vs. "who" we are, defined by our the framework of values.
This is well described in the example of the Doctorate level educator who decided
not to work in the education field as intended, nor in “industry,” and is now a
gardener, loving being outside and working with his hands.
“What” he is as an individual, is defined by his occupations, his family status, his
credentials,etc. But “who” he is, is defined by the framework of values that he has
Prompt 1: Can you tell me the difference between “what” you are, and “who”
Prompt 2: Do you see how even though your occupation and credentials change,
the consistency of your values remain the same?
Prompt 3: A framework of positive values is the one thing you can always use as a
reference point in your life, a means of checking how your thoughts and actions
compare with those values…
Wrap up: As unique individuals, we can all share a common point of reference, by
all adopting a consistent framework of positive values.
For the teacher: The only thing that is consistent throughout our lives is what we
have adopted as our core values. Occupations change, credentials change,
sometime families change. But, our values always remain consistent.
“Defining 'What vs. Who'”
Student Retention * Work Ethic * Self ownership * Core Values * Tolerance * Lesson Plans
There are no copyrights on our lesson plans...
Defining "Work Ethic"
Objective: To have the individual understand that they don't have to consider
"work" as drudgery - rather, they can experience acceptance, enthusiasm, and joy
in everything they do.
Prompt 1: What does it mean to be in the "here and now?"
Prompt 2: What does it mean to be in a state of "acceptance?"
Prompt 3: How can this "acceptance" lead to a state of "enthusiasm?"
Prompt 4: How can this state of "enthusiasm" lead to a state of "joy?"
Prompt 5: How can these three levels of emotion positively affect your life at
school and at home?
Prompt 6: Can you understand why any level of emotion less than "acceptance" is
a drag on your existence as a unique and creative individual of great importance?
Wrap-up: By acknowledging that we have the ability to begin our endeavors in a
state of "acceptance," then lead into "enthusiasm," then to "joy," life can be so
much more enjoyable - and so much more successful.
For the Teacher: Go to the page in this web site regarding Making Positive Choices
treatment of the subject of "Work Ethic." Internalize this information prior to giving
this lesson. This page can be viewed by clicking here.
"Motivation to change must come from within the individual..."