S.E.T. Class
Student Effectiveness Training
S.E.T. Class is designed to work with students who have had difficulty succeeding in the traditional educational setting. The goals of the class are to develop attitudes, skills and behaviors necessary for achievement that for whatever reason are not evident in the student's current behavior. The typical student possesses the abilities to be successful in school, but has for some reason not kept pace with his peers in skill development, attitude, or motivational areas. The typical teacher does not have the resources or the time to work individually with these students in developing these behaviors in the regular schedule due to the inherent demands of the classroom setting.
The major focus of the course and curriculum centers on:
1. Self Image - The Me I see is the Me I'll be.
2. Motivation - Desire is the Fire within
3. Attitude - You can do everything wrong and still succeed with the Right Mental Attitude
4. Teams - Put yourself together a Winning Team
5. Goals - The MAGIC begins when we set Goals
6. Visualization - Picture the Perfect End Result
7. Skill Development - It's not a lack of Intelligence but a lack of proper Skills
The course format is to distribute handouts on a daily basis related to the above topics, therefore, the major student resource is the student's three-ring notebook. Into this notebook the student will place all the materials that are presented each day. The notebook will be kept by the student when exiting the course and will be a constant source for blueprinting effective student behavior.
Jack Canfield and Mark Victor Hansen in their 4th Course of Chicken Soup for the Soul state:
Everybody is a story. When I was a child, people sat around kitchen tables and told their stories. We don't do that so much anymore. Sitting around the table telling stories is not just a way of passing time. It is the way wisdom gets passed along. The stuff that helps us live a life worth remembering. Despite the awesome power of technology many of us still do not live very well. We need to listen to each other's stories again.
Rachel Naomi Remen
Everyone has a story. No matter what we do for a living, how much we have in our bank account or what the color of our skin is, we have a story. Each one of us has a story, whether it is visible to the eye or it is locked inside of us. We are encouraged to believe that our past, our circumstances, both physical and emotional, and our experiences are our story. Our mental picture of our life's story encompasses what we perceive to be true about ourselves and our possibilities.
The life one is born into is not necessarily our destiny. All of us have the power to rewrite our story, to recast the drama of our lives and to redirect the actions of the main character, ourselves. Good stories, like the best mentors in our lives, are door openers. They are unique experiences containing insights tied to emotional triggers that get our attention and stay in our memories. These stories can free us from being bound to decisions of the past and open us to understanding ourselves and the opportunities that are there before us. A really good story allows us to recognize the choices that are open to us and see new alternatives we might never have seen before. It can give us permission to try (or at least consider trying) a new path.
It's time to listen to listen to each other's stories again. Stories of motivation and inspiration are mainstays of the S.E.T. curriculum. One of Anthony Robbins' favorite sayings is, "If you sew the same seeds you get the same results." Identifying successful people and listening to their stories, modeling their behavior, and developing similar traits and behaviors can lead to our own personal development. Each week the student receives at least one "Weekly Reader" which is a motivational story taken from the American experience that the student can identify with and make parallels to their own life.
Each class period begins with a "Lift for the Day" (play example) which is a short motivational message by Zig Ziglar from his "I Can" curriculum for high school students. The lift leads to a discussion of its meaning and how it might apply to the student's experience.
The "Lift" is followed by the motivational "Quote of the Day" a copy of which is give to each student (see example). The quote leads to a discussion about what it means and what it takes to be successful.
Everyday there is a Motivational Handout which is given to the student to keep in their notebook. It too usually leads to a discussion.
Following the lift, quote and motivational handout the class engages in a classroom activity that zeros in on one of the main units of the course (self-image, attitude, etc.). These materials have been developed and are currently being used in classrooms across the nation and include but not limited to:
The I Can course by Zig Ziglar
Unlocking Your Potential curriculum by Bob Mowad
Unlimited Potential by Anthony Robbins
The Course in Winning by Dennis Whaitely
The Spirit of a Champion by Del Hessel
These class activities will take from 45 minutes to one hour depending upon the day's particular lesson. Following these presentations students will focus on developing those particular academic skills necessary for successful completion of CIM requirements. Deficiency in certain skills will have been pinpointed prior to enrollment in the S.E.T. Class, and an individual skills development program will be designed in corroboration with faculty members from the proper curricular area.
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