Page 44 - Guidance Education 11-12 (2006)

ADVANCED LEARNING STRATEGIES: SKILLS FOR SUCCESS AFTER SECONDARY SCHOOL, GRADE 12, OPEN (GLS4O/GLE4O/GLE3O) 43
Personal Management
Overall Expectations
By the end of this course, students will:
• identify and apply the personal-management skills and strategies that contribute to success in a variety of settings;
• explain the impact of personal factors on achievement and apply strategies for personal improvement;
• apply the interpersonal skills and strategies required to achieve success in reaching goals in a variety of settings.
Specific Expectations
Applying Personal-Management Skills
By the end of this course, students will:
– compare the personal-management skills, habits, and characteristics needed for suc- cess in secondary school (e.g., setting goals, effort and persistence, willingness to reflect and learn from their mistakes) with those required in other learning and work environments;
– evaluate their personal-management skills, habits, and characteristics through a self- assessment process (e.g., using personal inventories, skills tests; examining past successes and failures), and identify those areas most in need of improvement;
– describe the variety of ways in which peo- ple manage themselves when dealing with issues such as risk, time, change, planning, and money;
– demonstrate effective use of strategies for improving their personal-management skills (e.g., use of agenda, goal setting, time management, priority management, budgeting).
Impact of Personal Factors
By the end of this course, students will:
– identify and describe personal factors that can negatively affect their learning and thinking (e.g., low self-esteem, high anxi- ety, substance abuse, poor interpersonal skills, family relationships);
– describe the personal and social factors that contribute to positive and negative stress (e.g., disabilities, racism, discrimina- tion, financial situation, family support), and explain how stress affects them in a variety of settings (e.g., school, family, workplace, peer group);
– explain the relationship between a healthy lifestyle (e.g., adequate sleep, good nutri- tion, regular exercise; holistic approaches to well-being, such as those found in Abo- riginal cultures) and daily performance in various settings;
– assess their affective preparedness (e.g., sense of responsibility, independence, emotional readiness) for their postsecondary education or work goals.