The 7 Habits of Highly Effective Teens is a self-help book written by Sean Covey, the son of Stephen Covey, the author of the highly influential book The 7 Habits of Highly Effective People. The 7 Habits of Highly Effective Teens is based on the same principles as its predecessor, but is specifically tailored to the challenges and opportunities that teenagers face.
The first habit is to "be proactive," which means taking initiative and being responsible for your own life. This includes setting goals, making plans, and taking action to achieve those goals. It also means being proactive in your relationships with others, by communicating effectively and resolving conflicts constructively.
The second habit is to "begin with the end in mind," which means having a clear vision of what you want to achieve in the future and working towards that vision every day. This habit involves setting long-term goals and breaking them down into smaller, more manageable tasks. It also involves developing good habits and making choices that will help you achieve your goals.
The third habit is to "put first things first," which means prioritizing your activities and focusing on the most important tasks first. This habit involves time management skills, such as creating a schedule, setting deadlines, and using your time wisely. It also means being disciplined and not letting distractions or procrastination get in the way of your goals.
The fourth habit is to "think win-win," which means seeking mutually beneficial solutions in your relationships with others. This habit involves compromising, negotiating, and looking for ways to create value for everyone involved. It also means being open to new ideas and being willing to change your perspective if it will help create a win-win situation.
The fifth habit is to "seek first to understand, then to be understood," which means actively listening to others and trying to understand their perspective before expressing your own. This habit involves empathy, respect, and the ability to see things from other people's point of view. It also means being open to feedback and learning from others.
The sixth habit is to "synergize," which means working effectively with others to create something better than what you could achieve on your own. This habit involves teamwork, collaboration, and the ability to bring out the best in others. It also means being open to new ideas and being willing to learn from others.
The seventh habit is to "sharpen the saw," which means taking care of yourself physically, mentally, emotionally, and spiritually. This habit involves self-care, balance, and the ability to renew and refresh yourself. It also means continuing to learn and grow as a person.
In conclusion, the 7 Habits of Highly Effective Teens provide a framework for teenagers to develop the skills and habits needed to succeed in all areas of their lives. By following these habits, teenagers can take control of their lives, set and achieve their goals, and build strong, positive relationships with others.
Paulo Freire's The Banking Concept of Education (300 Words)
But, sooner or later, these contradictions may lead formerly passive students to turn against their domestication and the attempt to domesticate reality. It emphasizes teacher-centric learning where students are passive absorbers of information and that the purpose of learning is memorization of facts. This has become somewhat true over time, but not entirely. Pendidikan perbankan merusak makna belajar yang sebenarnya dan menghambat daya kreatif siswa, menenggelamkan kesadaran mereka, sementara pendidikan problem posing menciptakan ruang kelas para pemikir kritis yang akan terlibat di sekitar mereka dan berdasarkan ini, mengambil bagian dalam kehidupan seumur hidup. Mengapa ada pendidikan perbankan? Moreover, they will accept the existing social reality without any question. It is like a photographer bringing a picture into focu s.
The revolutionary society which practices banking education is either misguided or mistrusting of people. Codificati on This is a way of gathering information in order to build up a picture codify around real situations and real people. He Indicates that through this system students lack a sense of creativity and knowledge of the world around them. In this passage from his book, Pedagogy of the Oppressed, Freire discusses two different types of education. Hypocrisy is contradicting oneself. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge.
Apa pendapat Freire tentang model perbankan? By using this method, the student is oppressed by the teacher and unable to fulfill a complete state of consciousness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Pedagogy of the Oppressed adalah upaya Freire untuk membantu kaum tertindas berjuang kembali untuk mendapatkan kembali kemanusiaan mereka yang hilang dan mencapai humanisasi penuh. Or else he expounds on a topic completely alien to the existential experience of the students. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the peoples historicity as their starting point.
Paulo Freire The Banking Concept Of Education Analysis
In his essay, The "Banking" Concept of Education, Paulo Freire basically states that education is simply just a teacher who lectures all class period, filling the student's memory with information, and he or she merely accepts that the information is correct. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. No one can be authentically human while he prevents others from being so. As part of this approach, it is essential that people link knowledge to action so that they actively work to change their societies at a local level and beyond. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a the teacher teaches and the students are taught; b the teacher knows everything and the students know nothing; c the teacher thinks and the students are thought about; d the teacher talks and the students listen—meekly; e the teacher disciplines and the students are disciplined; f the teacher chooses and enforces his choice, and the students comply; g the teacher acts and the students have the illusion of acting through the action of the teacher; h the teacher chooses the program content, and the students who were not consulted adapt to it; i the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students; j the teacher is the Subject of the learning process, while the pupils are mere objects. After… summary banking concept Last week, I read an article called the banking concept of education which is written by Paulo Freire, a Brazilian author who contributed to the world greatly as an educator and influenced the field of education.
Assuming that the students know nothing, Freire stated that the students are the empty banks and the instructor is the banker who banks in knowledge into the students. An educator of any kind must think for themselves and not for their students. I also agree with Freire on that teachers and students learn from each other, we are always learning new things. Therefore, many of the concerns expressed by this scholar continue to be relevant. These forms of education contrast dramatically, however there may be situations in which one form is more useful than the other, for instance in a STEM class versus a humanities course. Banking turns students into "receptacle" pg 260 bins that are crammed with information that the teacher chooses to fill… Banking Concept According to Paulo Freire, "Education is suffering from narration sickness. They key word to my teaching is to incorporate active learning as much as possible.
The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. Dalam sistem pendidikan perbankan, semakin banyak peserta didik bekerja untuk mengumpulkan simpanan yang dipercayakan kepada mereka, semakin sedikit mereka menghasilkan sensasi signifikan yang akan muncul dari kesewenang-wenangan mereka sebagai pengubah situasi itu. Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. Those who undergo it must take on a new form of existence; they can no longer remain as they were. Verbalistic lessons, reading requirements, the methods for evaluating "knowledge," the distance between the teacher and the taught, the criteria, for promotion: everything in this ready-to-wear approach serves to obviate thinking.
Paulo Freire's "The Banking Concept of Education" Essay
The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. La conscience et le monde sont donnés d'un même coup: extérieur par essence à la conscience, le monde est, par essence relatif à elle. The banking concept does not admit to such partnership—and necessarily so. Teachers aren´t doing their jobs efficently they don´t achieve the maxium curriculum they are required to reach at the end of the school year. Banking education for obvious reasons attempts, by mythicizing reality, to conceal certain facts which explain the way human beings exist in the world; problem-posing education sets itself the task of demythologizing. Friere posits that modern education is of narrative manner, in that the teacher, or narrator, narrates to a listening person, the student. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion.
In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Freire stresses the importance of problems for the mind in order for critical thinking to take place. The transmission model is most often used in university settings as lectures. In the midst of the discussion, a peasant who by banking standards was completely ignorant said: "Now I see that without man there is no world. He explains that knowledge is the basis to our understandings and discoveries that man Invents and develops every day.
Paulo Freire The Banking Concept Of Education Summary
Problem-posing education does not and cannot serve the interests of the oppressor. Hence, the previously cited affirmation of Sartre: "La conscience et le monde sont donnés dun même coup. He splits the means of education Into two distinct societies, the revolutionary and the oppression. They have always been "inside"—inside the structure which made them "beings for others. Illusory freedom is disastrous because it is a belief in something that is not truth- it does not exist.
In the long term, the domination of this uncritical worldview can eventually stifle every form of social or scientific progress. Pendidikan perbankan menolak dialog; pendidikan mengajukan masalah menganggap dialog sebagai hal yang tak terpisahkan dari tindakan kognisi yang mengungkap realitas. Retrieved from MLA Micheletti, Gabrielle. Proponents and opponents make cases to support their views on the necessity and importance of homework in the development of the student and the construction of knowledge. In reality, the students had never discovered what was true for them, and consequently were led to accept an idea and regard it as true without question. He claims that the narrative education will stifle the creativity of students 71. It is what will enable them to get an education that eventually will lead to get a well-paid job and the resources and the status to live a comfortable life.