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Culture and Curriculum, Studio

Exploring iLEAD Antelope Valley Culture: Habit 2 of the 7 Habits

Editor’s Note: This is one in a series of articles on the pillars of iLEAD Antelope Valley’s educational philosophy and approach. 

When was the last time you went on a trip to a new place without first looking up directions? Unless you have a superhuman sense of direction, you searched for how to get where you were going, whether on your phone or an old-school paper map. That’s what this week’s habit is all about. 

Last week, we discussed the first of the 7 Habits: Be Proactive. A proactive person believes in taking responsibility for their lives and investing their time and energy on things within their control — and not losing sleep over the things they can’t control. 

But how does one successfully lead a proactive life? Part of the answer lies in Habit #2: Begin With the End in Mind. Starting a proactive journey is difficult if you don’t know where you are trying to go. Beginning with the end in mind is very much like consulting a road map. 

In short, to begin with the end in mind means to begin each day, task, or project with a clear vision of the desired direction and destination, and then continue by flexing one’s proactive muscles to make things happen. 

To reinforce a mind-set of beginning with the end in mind, Dr. Stephen Covey encouraged developing what he called a personal mission statement. It focuses on what you want to be and do. It is your plan for success. It reaffirms who you are, puts your goals in focus, and moves your ideas into the real world. Your mission statement makes you the leader of your own life. 

So what does it look like for learners to embrace a Habit 2 mind-set and develop their personal mission statements? Helpful steps include reminding themselves of the following:

  • I plan ahead and set goals for myself.
  • I am prepared at all times.
  • I think about how the choices I make now will affect my future.
  • I think about the positive or negative consequences of my actions before I act.

Do you know why iLEAD Antelope Valley’s focus on developing children who are free thinkers fits so well with the 7 Habits? Because, for instance, Habit 2 is based on imagination — the ability to envision in your mind what you cannot at present see with your eyes. When children are empowered to imagine what can be, the results can be incredibly inspiring. 

Join us next week as we explore Habit #3: Put First Things First.

For more information on the 7 Habits and other leadership resources, click here to visit the FranklinCovey website.

Culture and Curriculum, Studio

Exploring iLEAD Antelope Valley Culture: Habit 1 of the 7 Habits

Last week, we introduced a vital element of iLEAD Antelope Valley’s approach to education — The 7 Habits of Highly Effective People. Learning and practicing the 7 Habits has been instrumental to our learners’ success living out the iLEAD Antelope Valley motto of “free to think, inspired to lead” — not to mention how it helps our staff thrive. 

This week, we’re continuing to unpack the habits with Habit #1: Be Proactive. In short, being proactive is about taking responsibility for your life. Instead of reacting to or worrying about conditions over which they have little or no control, proactive people focus their time and energy on things they can control.

In general, most of us fall into one of two categories: Either we’re reactive to situations in life, affected by factors outside of ourselves and believing we have no control over situations — or we are proactive, realizing that we are “response-able” and that we have freedom to choose our responses. A proactive individual peppers their language with “I can” and “I will,” while a reactive person falls back on “I can’t” or “if only.”

In short, proactive people focus their efforts on what Dr. Stephen Covey calls their Circle of Influence. They work on the things they can do something about, like health or problems at work. On the flip side, reactive people focus their efforts in the Circle of Concern — things over which they have little or no control. 

It has been amazing to see how understanding these concepts empowers iLEAD Antelope Valley learners to take charge and command over both their education and their lives. We’ve seen time and again how it trickles down to every aspect of their lives, and that is at the heart of the iLEAD Antelope Valley model: developing the whole child so that they are equipped to live with purpose and intent. 

As Dr. Covey said, “The proactive approach to a mistake is to acknowledge it instantly, correct, and learn from it.” When children learn to apply this in an academic setting, it can only spread to every other area of life. 

Next week, we’ll continue exploring what makes the iLEAD Antelope Valley approach to education so innovative, explaining Habit #2: Begin With the End in Mind.

For more information on the 7 Habits and other leadership resources, click here to visit the Franklin Covey website.

Culture and Curriculum, Studio

Exploring iLEAD Antelope Valley Culture: The 7 Habits

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At iLEAD Antelope Valley, our educational model is driven by much more than simply making sure children are good students. Rather, it’s focused on equipping them to be lifelong learners who are fully developed and prepared to lead in the 21st century.

Whether you’ve been part of the iLEAD Antelope Valley family for a while or are fairly new, you’ve most likely heard a lot of talk about “The 7 Habits” and how important they are to what we do. Stephen Covey’s best-selling The 7 Habits of Highly Effective People has been deeply influential in the shaping of the iLEAD approach to project-based learning, as well as our staff development. We are constantly inspired by how we see our learners put the 7 Habits into action.

Over the coming weeks, we’ll expand on each of the habits, how they relate to learning at iLEAD Antelope Valley, and even practical ways you can incorporate them into your daily life.

To get things started, though, we wanted to take today to introduce the 7 Habits.

  • Habit 1: Be Proactive: Being proactive is about taking responsibility for your life. Proactive people focus their time and energy on things they can control instead of reacting to or worrying about conditions over which they have little or no control.
  • Habit 2: Begin With the End in Mind: At the heart of this is beginning each day, task, or project with a clear vision of one’s desired direction and destination, and then continuing by flexing proactive muscles to make things happen.
  • Habit 3: Put First Things First: This is where Habits 1 and 2 come together. It happens day in and day out, moment by moment, and deals with many of the questions addressed in the field of time management. Habit 3 is about life management, as well — your purpose, values, roles, and priorities.
  • Habit 4: Think Win-Win: This habit presents life as a cooperative arena, not a competitive one. Win-win is a frame of mind and heart that constantly seeks mutual benefit in all human interactions. A win-win approach means agreements or solutions are mutually beneficial and satisfying.
  • Habit 5: Seek First to Understand, Then Be Understood: This habit can help transform communication. Too often, many of us can listen with the intent to reply, not to understand. We can filter everything we hear through our life experiences and our frame of reference. Consequently, we decide prematurely what the other person means before they finish communicating.
  • Habit 6: Synergize: This is the habit of creative cooperation. It’s a process of teamwork, open-mindedness, and the adventure of finding new solutions to old problems. It thrives on the idea that the whole is greater than the sum of the parts.
  • Habit 7: Sharpen the Saw: Living a life in balance means taking the necessary time to renew yourself. To “sharpen the saw” means to preserve and enhance the greatest asset you have — you. It means having a balanced program for self-renewal in the four areas of life: physical, social/emotional, mental, and spiritual.

Coming up next week, we’ll dive into the first habit, Be Proactive, discussing what it looks like in practical terms and how you can make it part of your life.

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Curiosity

“Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.” — Golda Meir

Within the iLEAD Antelope Valley education model, we believe kids are more empowered to learn and retain knowledge when learning means asking questions. That’s why we reinforce curiosity as a component of social-emotional learning (SEL).

Simply put, curiosity is a strong desire to learn or know something — a search for information for its own sake.

Curiosity is frequently the engine that drives learning and achievement. Children are curious by nature, and so much of life is a source of wonder for them.

For curious learners, it’s less important to have the “right” answers and more important to create an environment where questioning and learning can occur.

So how do we nurture curiosity in learners? We do it, in part, by modeling an interest in the world around us and asking open-ended questions. Through dynamic project-based learning, facilitators at iLEAD Antelope Valley foster and develop kids’ natural inclination to be curious. Families and facilitators alike nurture curiosity when they encourage learners to identify and seek answers to questions that pique their interests.

A component of curiosity is uncertainty. While uncertainty often creates hesitation for learners, it’s possible for it to fuel the learning process. There are several ways to respond to uncertainty, according to Jamie Holmes, author of Nonsense: The Power of Not Knowing.

  • Address the emotional impact of uncertainty: “The emotions of learning are surprise, awe, interest, and confusion,” according to Holmes. However, facilitators can help learners respond to these emotions by encouraging them to see uncertainty as an opportunity for learning.
  • Adopt a nonauthoritarian facilitation style to encourage exploration, challenge and revision: By facilitating learning with a sense of curiosity and humanity, facilitators can help learners find ways to think and learn. Holmes writes, “The best teachers are in awe of their subjects.”
  • Show how the process of discovery is often messy and nonlinear: Instead of simply presenting breakthroughs as logical results of long treks toward understanding, facilitators can share with learners how discoveries are often made — through trial and error, missteps, “happy accidents” and chance.

How do we pique learners’ curiosity? Developmental psychologist Dr. Marilyn Price-Mitchell has suggested several ways:

  • Value and reward curiosity in learners.
  • Give learners practice asking quality questions.
  • Notice when kids feel puzzled or confused.
  • Encourage learners to tinker with materials, thoughts, or emotions.
  • Use current events as launchpads for conversation.
  • Give learners opportunities to show healthy skepticism.
  • Explore a variety of cultures and societies.
  • Encourage curiosity outside of the classroom.

We believe when kids know how to be curious, they know how to think differently. When they know how to think differently, they’re empowered to be problem solvers who can change the world around them.

Still Curious?

“Curiosity. It’s the most powerful thing you own.”

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Grit

What does it take to really succeed? Some might call it drive or determination. At iLEAD Antelope Valley, we like to call it grit, and it is a crucial component of social-emotional learning.

We define grit as “having courage and resolve, and strength of character.” Someone with grit works hard and passionately, sets goals, and follows through. Why is grit important? Because to truly accomplish goals and thrive, we need the ability to persevere. Without grit, talent may be nothing more than unmet potential. That is why we believe it is so valuable to instill an understanding of grit early on in kids.

But how does one assess “grittiness”? A simple way is to see if you identify with some of these statements:

  • I enjoy projects that take time to complete.
  • I am working toward a long-term goal.
  • What I do each day is connected to my deepest personal values.
  • There is at least one subject or activity I never get bored thinking about.
  • Setbacks don’t discourage me for long.
  • I am a hard worker.
  • I finish whatever I begin.
  • I never stop working to improve.

Our approach to SEL has been deeply influenced by Angela Lee Duckworth, who has done extensive research in the area of grit. She suggests that one way to think about grit is to consider what it isn’t.

Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

Instead, grit is about having a goal you care about so much that it organizes and gives meaning to almost everything you do. Further, grit means holding fast to that goal, no matter what.

There are many practical ways to foster grit in learners:

  • Help them see how their efforts can contribute to the well-being of others.
  • Nurture a growth mindset; a belief that the ability to learn is not fixed.
  • Ask them to set their own long-term goals.
  • Focus discussions on effort, tenacity, and learning from failures.

We believe as part of a curriculum that’s rich in project-based and social-emotional learning, when kids learn to model grit in their academic pursuits, their mindset will positively affect every area of their lives.

Watch This: The Power of Passion and Perseverance

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Gratitude

“Cultivate the habit of being grateful for every good thing that comes to you, and give thanks continuously. And because all things have contributed to your advancement, you should include all things in your gratitude.” — Ralph Waldo Emerson

Did you know that consciously practicing gratitude can help improve your physical and psychological health? 

Did you know gratitude can enhance empathy, reduce aggression, improve self-esteem, and increase mental health?

Practicing gratitude is another vital component of iLEAD Antelope Valley’s approach to social-emotional learning (SEL), which is focused on whole-child development. Gratitude begins with increased awareness of our own experiences, and as we become more mindful we realize we have choices when it comes to our emotions. 

And here’s the thing: Gratitude is not just about being thankful; it’s about showing appreciation and returning kindness to others. Another facet of gratitude is the expression of appreciation, when we become active by doing something to show we are thankful. A 2019 study published in the Journal of Happiness Studies found that gratitude is linked to happiness in children by age five. By instilling in learners early on the importance of gratitude, we are empowering them for a much fuller life. 

There are four components to gratitude, as identified by UNC Chapel Hill’s Raising Grateful Children Project:

  • Noticing: Did someone do something nice for you? Did someone give you something or take you somewhere fun?
  • Thinking: What are all the reasons you’re thankful for this? Why do you think someone did something nice for you? Does this mean something to you? 
  • Feeling: When you think about these special things or people, how do you feel?
  • Doing: What can you actively do to express your gratitude for this person, place, or thing? 

Gratitude helps support social communication because it helps us understand others’ feelings, practice empathy, and learn the social power of kindness and appreciation. It also supports emotional development. Gratitude helps kids notice what makes them feel good and take time to focus on that. 

True gratitude isn’t an action that needs to be taken as much as it’s an attitude to be cultivated so that gratefulness and kindness can become natural responses in our lives. Gratitude doesn’t simply happen; it must be practiced. And when it is, it has the power to change lives. Kids who know how to show appreciation, thankfulness, and kindness are kids who can — and will — change the world. 

Watch: On Gratitude

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Components of Social-Emotional Learning — Growth Mindset

Editor’s note: This is one in a regular series of articles exploring the pillars and core principles of the iLEAD approach to education.

At iLEAD Antelope Valley, we believe when kids learn how to face challenges, they grow into leaders. As part of our emphasis on social-emotional learning (SEL), we believe it’s important to develop what we call a growth mindset.

Let’s do a quick test. Do you tend to agree or disagree with the following statements?

  • My intelligence is something I can’t change very much.
  • I’m a certain kind of person, and there isn’t much I can do to change that.
  • I often get frustrated when I get feedback on my performance.
  • Trying new things is stressful, and I avoid it.

How we respond to these statements reveals whether we have a fixed mindset or a growth mindset. Many children are raised and exposed to situations that create a fixed mindset, which may seem harmless on the surface, but actually creates long-term challenges for them in school and in life, when they fear failure and tend to avoid challenges.

Conversely, children who have a growth mindset are more likely to learn from their mistakes, tackle challenges head-on, and be motivated to succeed. 

Some contrasting statements may be helpful for bringing this into focus:

  • A fixed mindset says: “Failure is the limit of my abilities.”
  • A growth mindset says: “Failure is an opportunity to grow.”

 

  • A fixed mindset says: “I’m either good at it or I’m not.”
  • A growth mindset says: “I can learn to do anything I want.”

 

  • A fixed mindset says: “My abilities are unchanging.”
  • A growth mindset says: “Challenges help me grow.”

 

  • A fixed mindset says: “My potential is predetermined.”
  • A growth mindset says: “My effort and attitude determine my abilities.”

 

  • A fixed mindset says: “Feedback and criticism are personal.”
  • A growth mindset says: “Feedback is constructive.”

 

  • A fixed mindset: “I stick to what I know.”
  • A growth mindset says: “I like to try new things.”

 

The development of a healthy growth mindset is all about helping kids realize and embrace their potential and equipping them to be empowered and fueled by challenges, rather than hindered by them.

A growth mindset will intrinsically motivate children to improve, learn, and grow in school and all other areas of their lives.

Writing in Scientific American, psychologist Carol S. Dweck unpacked “The Secret to Raising Smart Kids” and the importance of fostering a growth mindset, stressing the importance of seeing success as the result of hard work instead of simply inborn talent.

“When we gave everyone hard problems anyway, those praised for being smart became discouraged, doubting their ability,” she wrote. “In contrast, students praised for their hard work did not lose confidence when faced with the harder questions, and their performance improved markedly on the easier problems that followed” (emphasis ours).

Make no mistake, it is good to praise our children for their strengths and talents, but it is crucial to encourage them to see challenges as opportunities and to value their efforts. If they can learn and embrace this at school age, there’s no telling what they may achieve. 

Watch: On Growth Mindset

Culture and Curriculum, Studio

iLEAD Antelope Valley Culture: Project-Based Learning

Editor’s note: This is one in a regular series of articles exploring the pillars and core principles of the iLEAD approach to education.

Spend even just a few moments inquiring about iLEAD Antelope Valley’s approach to education, and one of the first things you’ll hear about is project-based learning, or PBL. It’s at the core of our approach to school and a proven asset to education.

So what is project-based learning? In PBL, learners actively explore real-world challenges to acquire deeper knowledge of the subject at hand. Research shows that learners increasingly retain and enjoy what they’re learning when PBL is done well.

This educational model helps students learn the valuable collaboration, academic, and problem-solving skills our global economy will demand from them. Through the PBL method, learners tackle engaging projects about real-world issues that require critical thought, inquiry, and synthesis, and culminate in regular Presentations of Learning (or POLs) to their peers, facilitators, community members, and parents.

The PBL model requires learners to research, collaborate, and carefully weigh information and evidence in a nuanced problem-solving environment. It teaches learners to accept feedback, create solutions, and present their findings in a high-performance context — preparing them for the rigors of the 21st-century economy and the challenges of a global world. 

PBL provides the following benefits:

  • PBL makes school more engaging: In PBL, students are active, not passive. Projects engage their hearts and minds and provide real-world relevance for learning.
  • PBL improves learning: At the completion of a project, learners understand content more deeply, remember what they learn, and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply to new situations what they know and can do.
  • PBL builds skills for college, career, and life: Learners are preparing for life in a world where success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, build confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively.
  • PBL helps address standards: Common Core and other current education standards emphasize real-world application of knowledge and skills, as well as the development of success skills like critical thinking/problem-solving, collaboration, communication in a variety of media, and speaking and presentation skills. PBL helps learners effectively meet these goals.
  • PBL embraces technology: Kids enjoy using a variety of tech tools that are a perfect fit for PBL. With technology, facilitators and learners not only find resources and information they need; they also collaborate more effectively and connect with experts, partners, and audiences.
  • PBL makes teaching more enjoyable and rewarding: Projects allow facilitators to work closely with active, engaged learners doing high-quality, meaningful work. In many cases, facilitators rediscover the joy of learning alongside kids.
  • PBL connects kids and schools with communities and the real world: Through PBL, learners have opportunities to solve real problems and address actual issues, and as such they learn more about interacting with adults and organizations, are exposed to workplaces, and can identify and develop career interests.

In short, project-based learning is at the core of the iLEAD Antelope Valley model because we believe it is at the heart of how kids learn best. Time and again, we’ve seen how PBL helps learners develop academic skills, build leadership skills and character, and lay the foundation for promising careers.

Campus, Studio

Stay Connected

iLEAD AV Hybrid and Exploration families, here’s how you can stay connected with us throughout the school year.

iSUPPORT

We have an amazing community of family volunteers who support our school in many ways. We hope you will attend our iSUPPORT meetings. You will gain valuable information regarding how you can get involved, whether you volunteer in the classroom, assist on field trips, or join special event committees. iSUPPORT also helps keep families updated on what’s happening on campus, and it’s a great way to connect with each other. We value our volunteers! For the latest information on events and activities, follow the iLEAD AV iSUPPORT team on Instagram at @isupportileadav.

ParentSquare

Please be sure you have signed up for ParentSquare. Important reminders and information regarding school emergencies and events will be relayed through this system. ParentSquare sends notifications via email and text if you download the app at parentsquare.com.

Monday Message and School Website

The Monday Message is sent out each week to all our families with articles, upcoming events, pictures of learners, updates and other pertinent information regarding school activities. You can also find all our Monday Messages and other important information archived on our website at ileadav.org.

Social Media

iLEAD AV’s Facebook page is updated frequently with pictures of our learners and descriptions of the learning process. Please check it out!

Campus, Studio

Stay Connected

iLEAD AV Hybrid and Exploration families, here’s how you can stay connected with us throughout the school year.

iSUPPORT

We have an amazing community of family volunteers who support our school in many ways. We hope you will attend our iSUPPORT meetings. You will gain valuable information regarding how you can get involved, whether you volunteer in the classroom, assist on field trips, or join special event committees. iSUPPORT also helps keep families updated on what’s happening on campus, and it’s a great way to connect with each other. We value our volunteers! For the latest information on events and activities, follow the iLEAD AV iSUPPORT team on Instagram at @isupportileadav.

ParentSquare

Please be sure you have signed up for ParentSquare. Important reminders and information regarding school emergencies and events will be relayed through this system. ParentSquare sends notifications via email and text if you download the app at parentsquare.com.

Monday Message and School Website

The Monday Message is sent out each week to all our families with articles, upcoming events, pictures of learners, updates and other pertinent information regarding school activities. You can also find all our Monday Messages and other important information archived on our website at ileadav.org.

Social Media

iLEAD AV’s Facebook page is updated frequently with pictures of our learners and descriptions of the learning process. Please check it out!