Sophomore Mentoring Program -...

Mentor Edition

Sophomore Mentoring Program: Preparing for College and Beyond 1 | P a g e

Sophomore Mentoring Program Preparing for College and Beyond

Welcome! Thank you for your commitment to provide guidance and encouragement aimed at developing the competence and character of our students. As a mentor, you provide mentees with support, friendship, reinforcement and a constructive example while preparing them for a successful transition to post-secondary education and a career! The nine-month mentoring program partners high school sophomore students with business partners from our community. Success stems from a sequence of smart choices and as a mentor you can help guide students in making those choices! How the Program Works Mentoring takes place throughout the academic school year, meeting once a month for a total of nine sessions. Each session has a specific focus designed to encourage students to be organized, responsible and productive; ultimately making post-secondary education a viable option. Students who participate in the mentor program all three years will focus the following themes:

Sophomore Year: Preparing for College and Beyond

Junior Year: Connecting Passions to Careers

Senior Year: Beyond the Gates of High School We realize you have a busy schedule and we appreciate your commitment to this program! The real benefit comes from the mentor/mentee relationship and the regularity of your interaction with your students. Should something prevent you from attending a mentoring session, please let us know as soon as possible. Students will join another mentor’s group for the day if necessary. Mentoring Sessions Outlines for each session are included in this packet; students will be given their own version. Each mentoring session will begin with informal, ice-breaker conversation between mentors and students, followed by a review of the previous month’s topic and any homework that was assigned. Next, you will introduce the month’s topic and lead any discussion or activities detailed in your monthly outline.* Towards the end of the meeting, you are encouraged to offer advice and discuss how the current subject relates to college and/or the work place. Remember, your individual connection with each student is what makes this program special. Be sure to share your own college and career experiences too! *Note: Mentors are encouraged to follow each session’s curriculum in addition to promoting student-driven discussions that occur outside the monthly topic.

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Table of Contents

Session

Month Topic Page #

1

September Introduction & PSAT/NMSQT Review……………………. 3

2

October Action Plan.………………………………………………… 9

3

November Organization & Time Management………………………… 15

4

December Soft Skills (Interpersonal Skills & Working with Others)...... 23

5

January Preparing a Resume (How to Promote Yourself)……........... 37

6

February Note Taking & Study Habits……………………………….. 47

7

March Types of Colleges…………………………………………... 53

8

April SAT & ACT Review/ Post-Sophomore Road Map ………... 61

9

May Culminating Meeting……………………………………….. 69

Additional Activities for Mentors and Mentees……………………………………...

73

September Session

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Introduction & PSAT/NMSQT Review

1. Purpose of Session - Introduction: The first meeting will focus on introducing business partners and the mentoring program to students. Introduce the year’s theme (Preparing for College and Beyond), and explain that meetings will include activities and discussion and at times will include assignments that will be discussed the following month.

2. Take a few minutes to review the monthly mentoring topics so the students know what to

expect in the coming school year.

3. Fill out the All About Me! form and have students fill theirs out as well. This should take about ten minutes. When completed, allow at least 20 minutes for everyone to share with the group what they wrote. Mentors, make sure to review your college and career choices that have led you to where you are today.

4. Review the PSAT/NMSQT packet. The scores from the PSAT/NMSQT (Preliminary

SAT/National Merit Scholarship Qualifying Test) will determine if students are eligible to qualify for national recognition as well as certain college scholarships.

5. Have students mark their calendars for the PSAT.

6. Homework: Students are to look over the PSAT/NMSQT packet and discuss it with their parents. Make sure they know how important the test is and when they should be prepared to take it.

7. If time permits, choose a “Getting to Know You” activity to review with your mentee/ group on page 73.

All About Me!

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Directions: Take 5-10 minutes and respond to the following prompts. Your mentee(s) will have their own set of prompts. When completed, share your answers in a group. General Information Name: Email:

Phone:

Business:

Job Title:

Description of duties:

1) My educational background and past work experiences include:

2) When I was your age, the mentees’ current age or year in school, I engaged in the following

activities, sports, classes, etc.:

3) My current interests/hobbies include and/or I am most happy when:

4) Others would describe me as being: (i.e. outgoing, organized, adventurous, etc.)

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5) Something most people do not know about me (i.e. my biggest fear, instrument(s) I play, favorite sports, foreign language(s) I speak or wish I could speak, etc.):

6) I chose to be a mentor for the following reason(s):

7) My expectations for being a mentor include (what I hope to gain from this experience/

relationship):

This area is for you to take notes on what your mentees share with the group.

PSAT/NMSQT

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(Preliminary SAT/National Merit Scholarship Qualifying Test)

About the PSAT/NMSQT

The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation. It is a standardized test that provides firsthand practice for the SAT®. It also gives you a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT/NMSQT measures skills you have been developing over many years, both in and out of school. This test does not require you to recall specific facts from your classes. The test measures math problem-solving skills, critical reading skills, and writing skills. The test is mostly multiple-choice, but there are 10 open-response math questions that require test takers to enter their response on a grid. The most common reasons for taking the PSAT/NMSQT are to:

• Prepare for the SAT. You can become familiar with the kinds of questions and the exact directions you will see on the SAT.

• Receive feedback on your strengths and weaknesses on skills necessary for college study. You can then focus your preparation on those areas that could most benefit from additional study or practice.

• See how your performance on an admissions test might compare with that of others

applying to college.

• Receive information from colleges when you select “yes” to Student Search Services.

• With written permission from the student, the scores from the test determine if the student is eligible to qualify for the National Merit Scholarship Program. Students can then enter the competition for scholarships from NMSC (grade 11).

• Students honored as National Merit Scholars receive recognition and college

scholarship(s).

• For more information about testing dates, fees, and possible fee waivers please contact your school’s counseling office or www.collegeboard.com

What’s On the Test?

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The PSAT/NMSQT includes five sections: Two 25-minute critical reading sections Two 25-minute math sections One 30-minute writing skills section The whole test requires two hours and ten minutes. Critical Reading Two 25-minute critical reading sections = 48 questions

• 13 Sentence completions • 35 Critical reading questions

Math Two 25-minute math sections = 38 questions

• 28 Multiple-choice math questions • 10 Student-produced responses or grid-ins

Students are advised to bring a calculator with which they are comfortable. Students should have basic knowledge of 4 math categories:

• Numbers and Operation • Algebra and Functions (up through Algebra I) • Geometry and Measurement • Data Analysis, Statistics, and Probability

Writing Skills One 30-minute writing section = 39 questions

• 14 Identifying sentence errors • 20 Improving sentences • 5 Improving paragraph questions

These multiple-choice questions on writing skills measure a student’s ability to express ideas effectively in standard-written English, to recognize faults in usage and structure, and to use language with sensitivity to meaning.

Scores and Review

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PSAT/NMSQT scores are reported on a scale of 20 to 80. In 2012, the average score for eleventh graders was about 48 in Critical Reading, 48 in Mathematics, and 46 in Writing Skills. The average score for tenth graders was about 43 in Critical Reading, 43 in Mathematics, and 41 in Writing Skills. Also listed on your score report is the Selection Index, which is used to determine eligibility in National Merit Scholarship Corporation programs (NMSC). It is the sum of the three scores in each test section (CR + M + W). The Selection Index ranges from 60 to 240. The average Selection Index for students in eleventh grade is about 142. Note: Only students in eleventh grade are eligible to enter NMSC scholarship programs. Finally, score reports include national percentiles, which allow you to compare your scores with other students in your grade level who have taken the PSAT/NMSQT. If you take the PSAT/NMSQT in the eleventh grade, you receive junior percentiles. If you take the PSAT/NMSQT in tenth grade or younger, you will receive sophomore percentiles. For example, a student in eleventh grade with a percentile of 55 has earned a score better than 55 percent of all eleventh graders. Another way to understand percentiles is to imagine 100 students lined up from the lowest (or 1st) percentile at the end of the line to the highest (or 99th) percentile at the front of the line. If you are at the 55th percentile, you would be the 56th person in line, ahead of 55 people in the line and behind 44. *Information taken from www.collegeboard.com

October Session

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Action Plan

1. Purpose of Session - Action Plan: This session will involve concepts such as: determining where students want/need to be in terms of college and career, then working backward from the goal in order to develop an action plan; knowing what each sub-goal is; identifying what resources students have; and identifying what they need to do in order to accomplish each step moving forward.

2. Break into smaller groups, if applicable. Have mentee(s) fill out the “My College/Career Action Plan” worksheet and share with the group.

3. Have mentee(s) fill out the following worksheets and share with the group:

• Extra-Curricular Activities • My High School Tracking Sheet

My College/Career Action Plan

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1) My educational/career goal is:

2) I’m interested in pursuing the following post-secondary education options (education after

high school): Circle at least one. Vocational Education/Training Associate’s Degree Bachelor’s Degree Master’s Degree Doctorate Degree Military Undecided

3) I’m interested in Majoring and/or Minoring in:

4) My preferred, top three colleges include:

1. 2. 3.

5) I’m planning on taking the PSAT on the following date: ________________________ 6) If I work during college, I would like to do the following:

7) If I receive a scholarship, it will most likely be for:

8) I plan on visiting/touring the following campuses:

Extra-Curricular Activities Worksheet

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College applications ask you to list your honors and extracurricular activities. So be sure to keep track of your accomplishments, projects, honors/awards and extra-curricular activities. Directions: List activities in the table below for each year while they are f resh in your mind.

Freshman Year

Sophomore Year

Clubs

Sports

Academic Honors

Community Service

Other

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Tracking “a-g” Courses

Minimum admission requirements to attend college represent exactly that, the minimum academic standards students must attain to be considered for admission. However, and this is important for students to understand, meeting the minimum requirements does not guarantee admission to a particular campus. Often, admission to a specific campus and/or program(s) is extremely competitive and requires students to satisfy far more demanding standards.

For more information on admission requirements visit:

• University of California requirements: http://admission.universityofcalifornia.edu/

• California State University requirements: www.gotocsu.com

If you know what college campus you want to attend as well as the academic program, visit their website and review their admissions requirements/recommendations! Subject requirement Freshman applicants will be required to complete a minimum of 15 year-long "a-g" courses* in grades 9-12 (*1 course is equivalent to one 1 school year, not just a semester). Seven of these courses must be taken in the last two years of high school. Students must complete:

a. History/social science 2 courses

b. English 4 courses

c. Mathematics 3 courses, including elementary algebra, geometry and intermediate algebra

d. Laboratory science 2 courses from two disciplines

e. Language other than English 2 courses

f. Visual and performing arts 1 course

g. College-preparatory elective 1 course

Eleven "a-g" courses must be completed prior to the 12th grade in order for applicants to receive a review of their application. No particular course pattern is required for this review.

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My High School Tracking Sheet Directions: Check off the courses you have already taken as well as the courses you are currently taking. In the Junior Yr. and Senior Yr. columns, put stars for when you plan on taking the required course(s).

Freshman Yr. Sophomore Yr. Junior Yr. Senior Yr. History/social science

English

Mathematics

Laboratory science

Language other than English

Visual and performing arts

College-preparatory elective

Discussion: Are you on the right track to meeting “a-g” requirements? If your high school schedule permits you to take courses beyond the “a-g” requirements, what types of courses are you interested in pursuing? What type of courses can you take at your school that will help you obtain your post-secondary goals?

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November Session Organization & Time Management

1. Purpose of Session – Organization and Time Management: The session will involve concepts such as: What resources do students have? How do they keep track of them? How do they maximize each resource? How will being organized help them succeed in various aspects of their life? 2. The second half of the session will involve concepts such as: How do they allocate time in a typical day? When do they study, eat, nap, and play? What other factors might impact time (e.g. sports, clubs, family, job, and other responsibilities)? How important is it to show up and be on time?

3. Introduce students to the worksheet titled, How Do You Define Organization? and allow 10-15 minutes for your mentee(s) to answer the questions. When completed, facilitate a discussion based on students’ answers.

4. Have students complete the Time Management Assessment, score themselves and respond to the discussion question. Mentors should encourage students to know and understand how long it takes them to do homework /study and complete projects while fitting in time for family, friends and leisure. Students should focus on being proactive, i.e. calendar “start dates” as well as “due dates” and make efforts to complete school work/ projects in advance of their deadlines to ensure quality work.

5. Have students fill out their Daily Time Management Chart and answer the discussion questions. Make sure students are aware of what/where their time is going. Are they using their time wisely?

6. Reorganize into a group if applicable. Lead a discussion around procrastination and ways to motivate and inspire one another to start and finish assignments and projects. Have students identify what distracts them (i.e. texting, YouTube, Facebook, Instagram, Pinterest, TV, books not associated with school, etc.) and help them figure out ways to control these “time thieves” by reading through Tools for Success.

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How Do You Define Organization? The following questions will help you understand the role organization plays in your everyday life and in your preparation for post-secondary education and a career. 1. What is your definition of being organized?

2. Do you ever take notice of what works and what doesn’t work for you when

planning/organizing?

3. Have you thought of designing a college plan for yourself? (How would you start it?

How would you keep it current? Do you think it could change over time?)

4. Have you ever heard about organizing your thoughts? If so, what does it mean to

you?

5. What if your home was not organized and each room did not have a special purpose?

Example: Your clothes are hung in the kitchen, your bed is in the garage, and the refrigerator is in the bathroom. What would it be like to live in that type of environment?

6. What examples of organization make your life easier? List three examples and

explain how they help you stay organized at school, home, etc.

7. How important is it to you to be organized?

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Time Management Assessment

Directions: Circle the answer that you believe gives your best answer.

1. Do you try to get your homework done during school hours and finish them as fast as possible?

Never Sometimes Always 2. Do you dread writing that big report and wait until the last minute to research and

write it?

Never Sometimes Always 3. Do you start the school week without reviewing your assignment schedule and find

that you are surprised when a big assignment is due?

Never Sometimes Always

4. Do you underestimate how long it takes to do an assignment and find yourself running out of time and energy before you finish it?

Never Sometimes Always 5. Are you often stressed out because you have too much to do and not enough time to

do it?

Never Sometimes Always 6. Do you answer your phone or answer texts unrelated to your homework during your

study time?

Never Sometimes Always 7. Do you jot down the date your homework is due on a piece of paper and often lose it?


8. Do you depend on classmates to keep you informed about assignments?


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9. When you study are you easily distracted and get caught up in something else such as finding a cool website with games or video when you were supposed to be researching a homework topic?

Never Sometimes Always 10. Do you believe that the time you invest in your homework and studying has value?

Or do you think of it more as a task that you have to do?


Scoring:

Never =1 Sometimes =2 Always =3

Total Scores:

1-10 = Excellent 11-20 = Good 21-30 = Needs Work

Time management is really good self-management. How you manage your time reflects who you are. Are you organized or are you disorganized? Students who are organized are students who respect their goals and vision for a successful future. Be flexible: Good time management also requires that you be flexible. If you find the time and place you chose to study doesn’t work for you after all, look for something else. Don’t get stressed because your first choice didn’t work. Ask for help: There are a variety of choices for you at college and it is up to you to find them and use them. If you discover things aren’t working to your advantage don’t hesitate to make an appointment with a counselor – their job is to help you be successful. Identify crunch times: Mark your calendar at home and put it someplace very visible – the refrigerator, your computer, or anyplace that you often see and mark the days or weeks that are crunch time. Crunch time is the time you need to put in the most hours studying for final exams or finishing a term paper! Be proactive – plan ahead!

Discussion: What can you do to improve your time management skills?

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Avoiding Meltdown with Good Time Management Life would be much easier if we could stop time and rewind it. Just think; if time was like a movie and we could pause it, slow it down, fast forward it, or rewind it we would totally control time. Unfortunately, time continues to click forward and sometimes we find ourselves racing to catch up with it. When we think of everything we NEED to do and compare it to what we WANT to do – time becomes our enemy. Learn to manage time by the hour, day, week, month and even year. This is possible through good planning and good organization. When we use good time management skills we get things done and still have time to do the things we WANT to do. Good time management makes good sense and also makes being a student a lot more fun. Procrastination Procrastination always avoids work and causes problems. Learning to prioritize will keep you focused on your goals and will help you get good grades. It will make problem solving a lot easier! Time Thieves Time thieves are the enemy! They rob you of time, they steal success from you, and can make you frustrated. Directions: Make a list of five time thieves then discuss with your mentor how you can stop them from robbing you!

1.

2.

3

4.

5.

Identify Time Thieves

Prioritize

Organize/Plan

Success

Implement

Time Management Pyramid of Success

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Tools for Success

1. Learn to balance – that means not spending too much time on things that aren’t

important. You may need to reduce the time you spend online and with your friends to free up more time to study. When your schedule is out of balance, the scale (the hours in your day) will tip over and you find you run out of time.

2. Learn to identify when you have the most energy then use that time of day to do your hardest tasks, such as studying or homework.

3. Learn to leave time for required reading because college work demands much more take-home reading.

4. Learn to break down study time by focusing on one or two subjects per day so your mind doesn’t get over burdened. Choose one day to review everything, remember you lose a large amount of information stored in your brain when you sleep. Refreshing the brain makes more permanent connections and you will retain more information.

5. Learn how you learn. What is your learning style? Do you learn by seeing, hearing, writing, discussing, reading, doing, or practicing? Most people have mixed learning styles and discovering how your brain wants to store new information is critical to your success.

6. Learn what environment is best for you. Some students prefer to listen to music and some prefer to study in a group. You may wish to study alone and the library may be a good choice. Identify where you can concentrate and retain information before you go to college.

7. Are you often late to school or class? Are you late with assignments? If you find yourself constantly running out of time and feeling stressed because you don’t feel prepared for a test or you didn’t have time to do a good job writing a report, then you need to re-examine your personal time management and allow/schedule more time for yourself to get certain things done.

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December Session Soft Skills (Interpersonal Skills & Working with Others)

1. Purpose of Session – Soft Skills: Students will learn the basic concepts of soft skills – starting with how they perceive themselves in relation to others – and recognize that there are different ways people communicate thoughts and emotion within groups/workplace. They will also learn the different types of conflicts that arise in teams and how to resolve those conflicts.

The first half of the session will involve concepts such as:

• Identifying personality type • Reflecting on how personality type aligns with communication style(s) • Recognizing different personality types and communication styles

The second half of the session will focus on:

• Review of conflict resolution strategies • Identifying conflict resolution style • Working in groups to pin-point key interpersonal skills that increase

productivity and strengthen working relationships

2. Discuss the value of good soft skills in the workplace as well as in school. Introduce students to the activity titled, What's My Personality Type? and allow 10-15 minutes for your mentee(s) to answer the questions and score themselves. When completed, mentor should facilitate a discussion based on students’ answers.

3. Have students complete the Conflict Resolution Styles before moving on to the

questionnaire. After mentees score themselves, take another 5 minutes to respond the discussion questions. Mentors should encourage students to reflect on how and why they (the student) react certain ways in particular situations – and push students to think about healthier ways of communicating thoughts/opinions/etc.

4. Read through the Team Conflict introduction with your mentee, make sure to give examples

of what the various scenarios may look like – allow for students to make comment as well. 5. Finish the session by working in groups to determine best practices when working with

teams. (If time runs out, assign this portion as homework and review next month.)

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Interpersonal Skills & Personality Type Interpersonal skills are the life skills we use every day to communicate and interact with other people, both individually and in groups. People who have worked on developing strong interpersonal skills are usually more successful in both their professional and personal lives. Employers often seek to hire staff with 'strong interpersonal skills' - they want people who will work well in a team and are able to communicate effectively with colleagues, customers and clients. Interpersonal skills are not just important in the workplace, our personal and social lives can also benefit from better interpersonal skills. People with good interpersonal skills are usually perceived as optimistic, calm, confident and charismatic - qualities that are often endearing or appealing to others. Through awareness of how you interact with others, and with practice, you can improve your interpersonal skills – and the first step is to identify your Personality Type! The Myers-Briggs Type Indicator (MBTI) assessment is a questionnaire designed to measure preferences in how people perceive the world and make decisions. MBTI sorts some of these psychological differences into four opposite pairs 16 possible psychological types Example: ESTJ: extroversion (E), sensing (S), thinking (T), judgment (J)

Focus of Attention I Introverts

E Extroverts

Acquiring Information (Perceiving the World)

S • Sensors • In-touch with 5 senses • Detail oriented • Realistic

N

• Intuitive • Use ‘6th sense • Looking for meaning in

everything • Conceptual/Futuristic

Making Decisions/ Mediating

T • Thinkers • Logical

F • Feelers • Emotional

Orientation to the Outside World

J • Judgers • Structure • Organized

P • Perceivers • Like options • Go with the Flow

Source: D. Marcic and P. Nutt, "Personality Inventory," in D. Marcic, ed., Organizational Behavior: Experiences and Cases (St. Paul, MN: West, 1989).

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What's My Personality Type? For each item, select either a or b. If you feel both a and b are true, decide which one is more like you, even if it is only slightly more true. 1. I would rather

a. Solve a new and complicated problem b. Work on something I have done before

2. I like to a. Work alone in a quiet place b. Be where the action is

3. I want a boss who a. Establishes and applies criteria in decisions b. Considers individual needs and makes exceptions

4. When I work on a project, I a. Like to finish it and get some closure b. Often leave it open for possible changes

5. When making a decision, the most important considerations are a. Rational thoughts, ideas, and data b. People's feelings and values

6. On a project, I tend to a. Think it over and over before deciding how to proceed b. Start working on it right away, thinking about it as I go along

7. When working on a project, I a. Maintain as much control as possible b. Explore various options

8. In my work, I prefer to a. Work on several projects at a time, and learn as much as possible about each one b. Have one project that is challenging and keeps me busy

9. I often a. Make lists and plans whenever I start something and may hate to seriously alter my plans b. Avoid plans and just let things progress as I work on them

10. When discussing a problem with colleagues, it is easy for me to a. See "the big picture" b. Grasp the specifics of the situation

11. When the phone rings in my office or at home, I usually a. Consider it an interruption b. Do not mind answering it

12. Which word describes you better? a. Analytical b. Empathetic

13. When I am working on an assignment, I tend to a. Work steadily and consistently b. Work in bursts of energy with "down time" in between

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14. When I listen to someone talk on a subject, I usually try to a. Relate it to my own experience and see if it fits b. Assess and analyze the message

15. When I come up with new ideas, I generally a. "Go for it" b. Like to contemplate the ideas some more

16. When working on a project, I prefer to a. Narrow the scope so it is clearly defined b. Broaden the scope to include related aspects

17. When I read something, I usually a. Confine my thoughts to what is written there b. Read between the lines and relate the words to other ideas

18. When I have to make a decision in a hurry, I often a. Feel uncomfortable and wish I had more information b. Am able to do so with available data

19. In a meeting, I tend to a. Continue formulating my ideas as I talk about them b. Only speak out after I have carefully thought the issue through

20. In work, I prefer spending a great deal of time on issues of a. Ideas b. People

21. In meetings, I am most often annoyed with people who a. Come up with many sketchy ideas b. Lengthen meetings with many practical details

22. I am a a. Morning person b. Night owl

23. What is your style in preparing for a meeting? a. I am willing to go in and be responsive b. I like to be fully prepared and usually sketch an outline of the meeting

24. In a meeting, I would prefer for people to a. Display a fuller range of emotions b. Be more task oriented

25. I would rather work for an organization where a. My job was intellectually stimulating b. I was committed to its goals and mission

26. On weekends, I tend to a. Plan what I will do b. Just see what happens and decide as I go along

27. I am more a. Outgoing b. Contemplative

28. I would rather work for a boss who is a. Full of new ideas b. Practical

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In the following questions, choose the word in each pair that appeals to you most: 29. a. Social b. Theoretical 30. a. Ingenuity b. Practicality 31. a. Organized b. Adaptable 32. a. Active b. Concentration

Scoring: For each set of questions below, circle your response and count one point for each item.

I E S N 2 a 2 b 1 b 1 a 6 a 6 b 10 b 10 a 11 a 11 b 13 a 13 b 15 b 15 a 16 a 16 b 19 b 19 a 17 a 17 b 22 a 22 b 21 a 21 b 27 b 27 a 28 b 28 a 32 b 32 a 30 b 30 a

Total: Total: Total: Total: Identify which had more points--I or E:

Identify which had more points--S or N:

T F J P

3 a 3 b 4 a 4 b 5 a 5 b 7 a 7 b 12 a 12 b 8 b 8 a 14 b 14 a 9 a 9 b 20 a 20 b 18 b 18 a 24 b 24 a 23 b 23 a 25 a 25 b 26 a 26 b 29 b 29 a 31 a 31 b

Total: Total: Total: Total: Identify which had more points--T or F:

Identify which had more points--J or P:

Now combine your results into a four-letter personality classification. __________ __________ __________ __________

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Analysis and Interpretation This activity classifies individuals as extroverted or introverted (E or I), sensing or intuitive (S or N), thinking or feeling (T or F), and perceiving or judging (P or J). These classifications can then be combined into 16 personality types (for example, INTJ). Find your personality, interpretation, and possible career choices* from the following: *Remember- career possibilities are not absolute per personality type. ISTJ You're organized, compulsive, private, trustworthy, and practical. Possible career as office manager, accountant, business manager, tax agent, public servant. ISFJ You're loyal, amiable, and willing to make sacrifices for the greater good. Possible career as masseur, vet, painter, mechanic, clerical supervisor. INFJ You're reflective, introspective, creative, and contemplative. Possible career. as psychologist, librarian, drama teacher, novelist, human resources manager. INTJ You're skeptical, critical, independent, determined, and often stubborn. Possible career as a business analyst, environmental planner, lawyer, reporter, engineer, scientist. ISTP You're observant, cool, unpretentious, and highly pragmatic. Possible career as a commercial artist, racing-car driver, chiropractor, firefighter, pilot. ISFP You're warm, sensitive, unassuming, and artistic. Possible, career as landscape architect, botanist, science teacher, fashion designer, interior designer. INFP You're reserved, creative, and highly idealistic. Possible career as architect, journalist, educational consultant, missionary, actor, artist, poet. INTP You're socially cautious, enjoy problem solving, and highly conceptual. Possible career as plastic surgeon, software designer, psychoanalyst, private investigator, financial analyst, mathematician, photographer. ESTP You're outgoing, live for the moment, unconventional, and spontaneous. Possible career as stockbroker, insurance or car salesperson, bartender, sports coach, entertainment promoter. ESFP You're sociable, fun-loving, spontaneous, and very generous. Possible career as a events coordinator, musician, ER nurse, fund-raiser, comedian.

Everyone has both an extraverted side and an introverted side, with one being more dominant than the other.

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ENFP You're people-oriented, creative, and highly optimistic. Possible career as publicist, research assistant, playwright, restaurateur, columnist, conflict mediator. ENTP You're innovative, individualistic, versatile, and entrepreneurial. Possible career as politician, strategic planner, literary agent, publicist, entrepreneur, investment broker, computer analyst, ad executive. ESTJ You're realistic, logical, analytical, decisive, and have a natural head for business or mechanics. You like to organize and run things. Possible career as corporate executive, medical technologist, curator, health-care administrator, teacher, dentist. ESFJ You're gracious, have good interpersonal skills, and are eager to please. Possible career as social worker, optometrist, childcare worker, nun. ENFJ You're charismatic, compassionate, and highly persuasive. Possible career as a TV producer, fundraiser, drama teacher, health adviser. ENTJ You're outgoing, visionary, argumentative, have a low tolerance for incompetence, and often seen as a natural leader. Possible career as a -manager, management trainer, stockbroker, lawyer, chemical engineer, police officer. Discussion: Your Personality Type

1) What are your personality type strengths? 2) What are your personality type weaknesses? 3) Potential conflicts with other personality types? 4) How do you like to communicate?

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Conflict Resolution Styles 1) Accommodating People who accommodate are unassertive and very cooperative. They neglect their own concerns to satisfy the concerns of others. They often give in during a conflict and acknowledge they made a mistake or decide it is no big deal. Accommodating is the opposite style of competing. People who accommodate may be selflessly generous or charitable, and they may also obey another person when they would prefer not to, or yield to another’s point of view. Usually people who accommodate put relationships first, ignore the issues and try to keep peace at any price. 2) Competing or Forcing People who approach conflict in a competitive way assert themselves and do not cooperate as they pursue their own concerns at other people’s expense. To compete, people take a power orientation and use whatever power seems appropriate to win. This may include arguing, pulling rank or instigating economic sanctions. Competing may mean standing up and defending a position believed to be correct, or simply trying to win. Forcing is another way of viewing competition. For people using a forcing style, usually the conflict is obvious, and some people are right and others are wrong (but do not assume you are automatically ‘in the right’). 3) Avoiding People who avoid conflict are generally unassertive and uncooperative. They do not immediately pursue their own concerns or those of the other person, but rather they avoid the conflict entirely or delay their response. To do so, they may diplomatically sidestep or postpone discussion until a better time, withdraw from the threatening situation or divert attention. They perceive conflict as hopeless and therefore something to be avoided. Differences are overlooked and they accept disagreement. 4) Collaborating or Cooperating Unlike avoiders, collaborators are both assertive and cooperative. They assert their own views while also listening to other views and welcome differences. They attempt to work with others to find solutions that fully satisfy the concerns of both parties. This approach involves identifying concerns that underlie the conflict by exploring the disagreement from both sides of the conflict, learning from each other’s insights and creatively coming up with solutions that address the concerns of both. People using this style often recognize there are tensions in relationships and contrasting viewpoints, but want to work through conflicts. 5) Compromising Compromisers are moderately assertive and moderately cooperative. They try to find fast, mutually acceptable solutions to conflicts that partially satisfy both parties. Compromisers give up less than accommodators, but more than competitors. They explore issues more than avoiders, but less than collaborators. Their solutions often involve “splitting the difference” or exchanging concessions. Conflict is mutual difference best resolved by cooperation and compromise.

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What's My Preferred Conflict Resolution Style? When you differ with someone, how do you respond? Use the following rating scale to record your answers: 1 = Practically never 2 = Once in a great while 3 = Sometimes 4 = Fairly often 5 = Very often 1. I work to come out victorious, no matter what. 1 2 3 4 5

2. I try to put the needs of others above my own. 1 2 3 4 5

3. I look for a mutually satisfactory solution. 1 2 3 4 5

4. I try not to get involved in conflicts. 1 2 3 4 5

5. I strive to investigate issues thoroughly and jointly. 1 2 3 4 5

6. I never back away from a good argument. 1 2 3 4 5

7. I strive to foster harmony. 1 2 3 4 5

8. I negotiate to get a portion of what I propose. 1 2 3 4 5

9. I avoid open discussions of controversial subjects. 1 2 3 4 5

10. I openly share information with others. 1 2 3 4 5

11. I would rather win than end up compromising. 1 2 3 4 5

12. I got along with suggestions of others. 1 2 3 4 5

13. I look for a middle ground to resolve disagreements. 1 2 3 4 5

14. I keep my true opinions to myself. 1 2 3 4 5

15. I encourage the open sharing of concerns and issues. 1 2 3 4 5

16. I am reluctant to admit I am wrong. 1 2 3 4 5

17. I try to help others avoid losing face in a disagreement. 1 2 3 4 5

18. I stress the advantages of give-and-take. 1 2 3 4 5

19. I agree early on, rather than argue. 1 2 3 4 5

20. I state my position as only one point of view. 1 2 3 4 5

Source: Based on conflict dimensions defined in K.W. Thomas, "Conflict and Conflict Management," in M. Dunnette (ed.), Handbook of Industrial and Organizational Psychology (Chicago: Rand McNally, 1976), pp. 889-935.

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Scoring:

To calculate your conflict resolution score, add up your totals for each of the five categories. Categories and corresponding items are listed below. Your score within each category will range from 4 to 20. The category you score highest in is your preferred conflict-handling style. Your next-highest total is your secondary style. Analysis and Interpretation:

Competing Collaborating Question # Score Question # Score

1. 5. 6. 10. 11. 15. 16. 20.

Total: Total:

Avoiding Accommodating Question # Score Question # Score

4. 2. 9. 7. 14. 12. 19. 17.

Total: Total:

Compromising Rank Your Results Question # Score Score Style

3. 8. 13. 18.

Total: Competing = A desire to satisfy one's interests, regardless of the impact on the other party to the conflict. Collaborating = When individuals in a conflict desire to satisfy concerns of all parties that are involved. Avoiding = The desire to withdraw from or suppress the conflict. Accommodating = Willingness of one party in a conflict to place the opponent's interests above his or her own. Compromising= When individuals in a conflict are willing to give up something.

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Reflection:

Ideally, we should adjust our conflict resolution style to the situation. For instance, avoidance works well when a conflict is trivial, when emotions are running high and time is needed to cool them down, or when the potential disruption from a more assertive action outweighs the benefits of a resolution. In contrast, competing works well when you need a quick resolution on important issues where unpopular actions must be taken, or when commitment by others to your solution is not critical. But the evidence indicates that we all have a preferred style for handling conflicts. When "push comes to shove," this is the style we tend to rely on. Your score from this activity provides you with insight into this preferred style. Use this information to work against your natural tendencies when the situation requires a different style. Discussion: 1) Were you surprised by your score? Why or why not?

2) In the past when dealing with conflict, how have you dealt with/confronted problems?

3) After reading through this activity would you have handled the situation differently?

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Team Conflict

Conflicts within a team are normally viewed with a great deal of trepidation as people fear it could be the start of team failure. However, conflicts are only bad if they create discord within the team. What causes team conflict?

• Perceived scarce resources • Different backgrounds • How the work should be done • Is it a Task or Relationship Conflict?

Task-Led Conflict

Conflict is a difference of opinion on the right course of action which can foster productive discussion

Task-led conflicts can have a positive impact on team output and need not be shunned

Relationship Conflict

An interpersonal issue Animosity and heated arguments where resentful

words are exchanged Negative effect since it is mood altering Creates a distrustful team environment and a

readiness to find fault with each other

Resolving Team Conflict

• Option 1 (Good): o Define the issues o State the real goal o Listen to all perspectives o Create solution based on all input

• Option 2 (Great): o Create a team contract in the beginning o Include conflict resolution strategies o Have everyone sign the contract

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Interpersonal Team Standards

Objective: To identify interpersonal skills that support team success.

Interpersonal skills are sometimes also referred to as people skills or communication skills. Interpersonal skills are the skills a person uses to communicate and interact with others. They include persuasion, active listening, delegation, and leadership.

Successful teams find a way to interact in a productive and effective way. Use this activity to identify interpersonal skills that lead to team success, but also to make a commitment to core interpersonal standards.

Directions: 1. Write four interpersonal standards that teams must practice in order to be successful. 2. In the second column explain what this skill means/ looks like/ etc. 3. In the third column brainstorm to identify ways individuals in a team can practice or

reinforce each skill.

Interpersonal Skill Standard

Explain What This Skill Means To Your Group

How Will You Show This Skill & Improve Upon It?

Example: “Think before you speak.”

“Don’t blurt out the first thing that comes to mind; it could be a response from anger or confusion.”

Example: “Be aware to NOT interrupt as others speak. Take notes and wait.”

1.

2.

3.

4.

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Interpersonal Team Norms: Mentor Guide

It's been said that 85% of the reason that teams struggle to achieve results is due to interpersonal challenges as opposed to lack of technical skills. It is critical for each team member to establish the skills they need if your teams are going to function as effectively as possible. Below are five examples for enhancing interpersonal skills on a team:

1. Look for the best in others. When you expect people to do the right thing and have worthwhile motives, your relationships improve. You will naturally treat them with respect and they will most likely respond in kind. One of the strongest ways to build a connection is to let someone know what you sincerely appreciate about them.

2. Focus on a common goal. Identify your key objectives and what you want to accomplish together. The old adage "There's no 'I' in Team" is true.

3. Put the need of the team before personal gain. Check your ego at the door. Let other people take credit for their contributions. Consider other's ideas and viewpoints.

4. Listen well. Make sure you understand other people's perspectives before trying to just emphasize your own. Paraphrase to clarify understanding. If you make an effort to hear what someone else is saying, they will be much more likely to hear your ideas.

5. Adapt your behavioral style to the needs of other team members. When you know your behavioral style and can recognize the styles of others, you can approach them in a way in which they will be most responsive. You'll be able to reduce conflict and accomplish so much more.

Key Take Away You can be a much more effective team member when you develop your communication skills and learn how to strengthen interpersonal relationships. Not only will your own skills improve, your entire team will benefit as a result.

Stages of Development A well-developed team aligns a group of individuals to excel in reaching a common goal.

January Mentor Session Preparing a Resume (How to Promote Yourself)

http://www.quantumlearn.com/blog/bid/42543/Know-Your-Behavioral-Style-to-Get-Ahead

http://www.quantumlearn.com/blog/bid/42543/Know-Your-Behavioral-Style-to-Get-Ahead

http://www.quantumlearn.com/communication-skills/

http://www.quantumlearn.com/interpersonal-skills/

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January Session Preparing a Resume (How to Promote Yourself)

1. Purpose of Session – Preparing a Resume: In this session, mentees will learn basic

content and formatting skills in order to produce their own resume and cover letter for internships, jobs and future college applications. They will also learn the differences between cover letters and resumes and how each can encourage a college’s/employer’s view of them as an applicant.

At the end of this session students will be able to:

• Recognize the importance of cover letters and resumes

• Describe experiences that are relevant to the job position in a cover letter

• Identify personal job strengths and translate them into accomplish statements

• Develop a personal cover letter and resume for a position of the students’

choice

2. Take a few minutes to review last month’s topic – Soft Skills – and ask if mentees

have utilized their new found knowledge and communication tactics at home, in the classroom, etc.

3. Before moving onto this month’s topic, take 5 minutes to review students’

College/Career Action Plan (from October’s session). Make sure students update their plan if necessary.

4. Have students work on the opening activity, Aligning with Your Action Plan. This

activity will tie-in previous sessions (organization and time management and soft skills) by having them write out their goals, how/when they will accomplish them and what strengths/skills they poses.

5. Review notes on constructing a proper resume and cover letter, then have students

build their own template.

6. Homework: Have students research for possible summer jobs and internships. Make sure they take note of the business’s information, the job description and employment requirements. Base future resumes and cover letters off the acquired verbiage.

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Aligning with Your Action Plan As students prepare for college and a career, it is crucial to set a variety of obtainable goals –like a roadmap that can guide them through high school and beyond. Some goals are immediate (daily/weekly), some are short term (months to 1 year) and some are long term (1-5 years). Others can be life goals such as finding your mission or vision in life. At this time, mentees are most likely focusing on immediate and short term goals. In order to support your mentees’ long term and life goals, the following activity has been developed to bridge their current goals and strengths with appropriate ‘next steps’ – i.e. volunteer, internship and job experience(s) that will allow them to practice what they are most passionate about.

Short Goals (Months- 1 Year) Description of Goal How are you

working toward this goal?

What strengths do you poses that allow you to

accomplish this?

How can you improve your ability to meet

this goal? 1)

2)

3)

Long Term Goals (1-5 Years)

Description of Goal When/How are you working toward this

goal?

What strengths do you poses that allow you to

accomplish this?

How can you improve your ability to meet

this goal? 1)

2)

3)

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Goal Talk Goal setting is intrinsically connected with success. Success is not accidental- it is planned and requires persistence, diligence and determination. 1) How do you feel about goal setting? Does it add stress to your day or does it help you focus and stay on track?

2) Who do you discuss your goals with and why?

3) Do you know of extra-curricular opportunities (activities outside the classroom) that will increase your knowledge base and give you practical field experience? This can be volunteer hours at a non-profit and internships as well as jobs.

4) Assuming you do not have several years’ experience working in your desired field, what qualities/characteristics make you a good candidate to work in this field? (Students may need assistance recognizing great employee characteristics….see below for example). Ex. Your mentee’s long term goal is to be a veterinarian, so she is looking for an internship at her local Veterinary Hospital. Passion to…………………….. Work with, heal and learn more about animals

Organizational skills include… Being on-time to work, able to manage multiple projects, etc.

Work experience …………….. Babysitter who is CPR/First Aid certified- shows responsibility

Accomplishments (that reflect future prospects in the field)….

Class Secretary, co-captain on the soccer team, active in several campus clubs, etc. – demonstrates leadership/dedication

General knowledge and experience……………………

Several class reports/projects on animal care and volunteers at the local animal shelter twice a month

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Building a Resume Now that your mentee has job-prospects on their mind, take this opportunity to introduce the idea of building basic parts of a resume that will help them move towards accomplishing their long-term goal(s). Why do I need a resume? Resumes are the first step to starting your career. There’s no doubt that you will need a resume when applying for an internship or job. Ultimately, you need your resume to stand out (in a good way) to catch the reader’s interests in order to secure an interview – and hopefully the position! What do I put on my resume? There are literally hundreds of ways to prepare your resume, just look at the list of templates offered by Microsoft Office! No matter how you present yourself to potential employers, the following content should be covered:

Contact Information

• First and Last Name • Mailing Address • Email Address • Phone Number • Website/E-Portfolio (if applicable)

Goal(s)/Objective(s)

• Tell the reader what your short and long term goals entail. Include mission if applicable

Education

• State your school’s name • Graduation date • Classes that align with your desired job

field • Honors/AP classes • Second Language, etc.

Work Experience

• Reverse chronological order • Use bulleted statements • Use correct present and past tense • Do not use pronouns (I, we, they) • Incorporate strong action verbs

• See action verbs list for help

Accomplishments/Awards/Involvement

• List relevant recognitions, awards, specific trainings and years of experience if it’s in your desired field

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Incorporating Accomplishment Statements Help your resume stand out! By using accomplish statements your resume will communicate tangible results you produced instead of just listing job duties you had to do. Example:

Job duty: “Mowed lawns”

vs. Accomplishment Statement: “Three consecutive years’ experience maintaining greenery and growth of grasses, shrubs, trees and flowering plants for eight home owners in the Bravo Estates neighborhood.” The key take away is to quantify your accomplishments (the value added to an area or project had you not worked/volunteered at all). Practice writing your own accomplishment statements in the space provided below. If you get stuck, look on the next page for a list of action verbs to start out your statements. Job Duty Performed Accomplishment Statement 1.

2.

3.

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Action Verbs Communication:

Addressed Articulated Collaborated Consulted Debated Edited Formulated Interviewed Marketed Officiated Presented Reconciled Reported Reunited Summarized

Advertised Authorized Communicated Contacted Defined Enlisted Influenced Judged Mediated Outlined Promoted Recruited Researched Solicited Synthesized

Arbitrated Brainstormed Composed Corresponded Discussed Explained Interacted Lectured Moderated Participated Proposed Referred Resolved Spoke Translated

Arranged Clarified Condensed Counseled Drafted Expressed Interpreted Listened Negotiated Persuaded Publicized Renegotiated Responded Suggested Wrote

Management/Leadership:

Accommodated Admitted Assigned Conceived Contracted Decided Emphasized Enhanced Generated Hosted Initiated Led Navigated Overhauled Prioritized Reorganized Scheduled Streamlined

Achieved Analyzed Attained Confirmed Controlled Designated Enabled Established Guaranteed Improved Inspected Managed Observed Oversaw Produced Replaced Secured Strengthened

Acquired Appointed Authorized Considered Converted Developed Endorsed Executed Handled Incorporated Instituted Merged Organized Planned Recommended Restored Selected Supervised

Administered Approved Chaired Consolidated Coordinated Directed Enforced Founded Hired Increased Instructed Motivated Originated Presided Reinforced Reviewed Settled Guided

Organization:

Activated Approved Catalogued Coded Corrected Designated Executed Generated Listed Monitored Organized Provided Reduced Reserved Routed Submitted

Added Arranged Categorized Collected Correlated Distributed Filed Implemented Logged Observed Prepared Published Refined Responded Scheduled Supplied

Altered Assembled Charted Commissioned Corresponded Edited Founded Incorporated Maintained Obtained Processed Purchased Registered Retrieved Screened Standardized

Amended Brainstormed Classified Compiled Described Estimated Gathered Inspected Minimized Operated Proofed Recorded Remedied Reviewed Specified Streamlined

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Action Verbs Continued Research:

Analyzed Compared Critiqued Disproved Explored Identified Investigated Reported Reviewed Submitted Tested

Authored Conceived Detected Evaluated Extracted Inspected Located Queried Searched Summarized

Clarified Conducted Determined Examined Formulated Interpreted Measured Researched Solved Surveyed

Collected Correlated Diagnosed Experimented Gathered Interviewed Observed Reported Studied Systematized

Financial:

Administered Analyzed Balanced Computed Estimated Measured Prepared Reconciled Sold

Adjusted Appraised Budgeted Corrected Forecasted Planned Programmed Reduced

Allocated Assessed Calculated Determined Managed Procured Qualified Researched

Amended Audited Compared Developed Marketed Projected Reevaluated Retrieved

Technical:

Adapted Built Constructed Determined Fabricated Maintained Overhauled Remodeled Restored Studied

Analyzed Calculated Converted Devised Fortified Mobilized Printed Regulated Solved Upgraded

Applied Computed Debugged Developed Installed Modified Programmed Repaired Specialized Utilized

Assembled Conserved Designed Engineered Inspected Operated Regulated Replaced Standardized

Helping:

Advocated Clarified Cooperated Diagnosed Enlisted Helped Intervened Provided Represented Upheld

Aided Coached Counseled Educated Facilitated Inspired Motivated Preformed Resolved Volunteered

Answered Collaborated Described Encouraged Familiarized Instructed Maintained Referred Supplied Worked

Assisted Coordinated Demonstrated Ensured Guided Interceded Prevented Rehabilitated Supported

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Action Verbs Continued Creative:

Acted Combined Created Directed Established Formed Initiated Loaded Originated Planned Refined Visualized

Adapted Composed Customized Displayed Excelled Formulated Integrated Molded Perceived Presented Rewrote Updated

Applied Conceived Designed Drew Evaluated Founded Introduced Modeled Preformed Produced Shaped

Began Conceptualized Developed Entertained Fashioned Illustrated Invented Modified Photographed Revised Solved

Teaching:

Advised Critiqued Encouraged Focused Instilled Presented Trained

Clarified Defined Evaluated Guided Instructed Reinforced Tested

Coordinated Developed Explained Informed Lectured Resolved Tutored

Conveyed Enabled Facilitated Initiated Motivated Taught Educated

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Resume Sample Directions: Fill in the following resume template and continue to update it as the year progresses.

Name

Mailing Address

Phone #

Email Address

Goal/Objective Example: Enhance skills surrounding energy production in order to pursue a career in the renewable energy field.

Education High School Expected Graduation Date

Relevant Activities/Courses 1. 2. 3.

Dates

Skills/Work Experience Put name of organization here if applicable (use accomplishment statements here) 1. 2.

Dates

Accomplishments/Awards/Involvement

1. 2. 3.

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Cover Letters If your mentee is considering applying for a summer job, internship, shadowing or volunteer opportunity, it is best to have them consider turning in a cover letter along with their resume/application. Why do I need a cover letter? Cover letters serve as an introductory piece before the reader reviews your resume. A clear and well-written cover letter clarifies and adds value to the experiences/skills listed on your resume. It can also increase the reader’s estimate of your qualifications – which ultimately increases your chance of obtaining an interview. General Content & Format Your Name Address City, State, Zip Code Telephone Number Email Address Date Name of Contact Person Title of Contact Person Company/ Organization Name City, State, Zip Code Dear Dr. /Mr. /Ms. Contact Person’s Last Name, Opening Paragraph: State why you are writing this letter. Name the position or type of experience for which you are applying, and mention how you heard about the opening or organization. Be sure to demonstrate your enthusiasm/interest in pursuing the opportunity. Middle Section: Explain why you are interested in the position with this organization and specify your reasons for wanting this type of work experience. If you have related training or experience be sure to point it out. Closing Paragraph: Refer the reader to your enclosed resume. Have an appropriate closing to pave the way for an interview by indicating the action steps you will take to follow up. Thank the employer for their time and consideration. Sincerely, (Hand written signature) Name typed below

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February Session Note Taking & Study Habits

1. Purpose of Session - Note Taking & Study Habits: This session involves concepts such as: the importance of taking notes in class, at meetings, on fieldtrips, etc.

2. Take a few minutes to review last month’s topic/homework, Preparing a Resume, and have students share job descriptions and/or applications. Allow 10-15 minutes for students to draft a resume and cover letter for their desired position.

3. Review Note Taking 101 with students. Then have students complete the discussion question.

4. Reorganize into a larger group. Open discussion Q&A on best practices for studying.

5. Homework: Have students research 1-3 colleges of their choice:

a. Visit 1-3 college/university websites to find the following information:

i. Guides/info for prospective students, i.e. tours, quick facts, etc.

ii. Campus life, i.e. living accommodations, clubs/organizations, etc.

iii. Majors/minors and general education courses that interest you

b.Answer the following questions and be ready to share with the group

i. Does the college/university offer campus tours and informational meetings to prospective students and their family? If so, how do you sign up?

ii. What aspects of campus life (clubs, sports, etc.) interest you and why?

iii. Beyond your ideal academic major, are there any other majors/minors or general education courses that interest you? Explain why or why not.

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Note Taking 101

We all have to take notes in class or at meetings, but have you ever considered how jotting down your notes affects your ability to recall a lecture or topic of discussion? Taking good notes is as equally as important as reading your assignments, listening and studying. Good note taking is one of many important skills that help you excel in college and beyond. Believe it or not, good note taking comes with strategy, preparation and the right tools in order to make the most of your time. One style of note taking is called the Cornell System, developed by Walter Pauk at Cornell University, and it involves dividing up your notebook into three sections.

Why should you take notes?

• Minimize your “rate of forgetting” • Not taking notes is equivalent to forgetting 60% of what is discussed in about 14

days • Taking some notes is equivalent to remembering 60% of what is covered • Taking organized notes and doing something with them will help you remember 90-

100% indefinitely!

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Remember, the purpose of taking good notes is to learn (record–retain-recall) new information.

Successful R’s

Record • During lecture, write meaningful/concise information legibly • Make sure to leave space between points so that you can separate

thoughts/ideas • Use shorthand symbols, abbreviations and lists

Reduce • After the lecture, write a summary of main ideas using key words as cues Recite • Recite all the information in your own words without looking at your

notes or the text • If it helps, think of examples you can apply to your notes that jog your

memory or that help illustrate the point Reflect • Think about your own opinions and ideas

• Raise questions and record original ideas/reactions Review • Before moving on to new material or after school, take a few minutes to

review your notes. Skim over the main ideas, checking for understanding, reorganizing if needed and making note of questions to ask your teacher the following day

Discussion: 1. What form of note taking works best for you? Do you ever use colored pens or highlighters?

Successful R’s

(Record-Reduce-Recite-Reflect-Review)

Good note taking skills and good study habits are intrinsically connected and good test scores are the result. Every student knows, good test scores equate to good grades and good grades can mean scholarships. All of this cannot happen without accurate notes. The human brain must store information in at least three different parts in order to accurately recall it. The best method to accomplish successful R’s is to offer information to your brain utilizing a variety of input tools. Good note taking skills are just one of the important ways to help your brain record-retain-recall new information!

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Final Tips Keep these tips in mind as you progress through high school.

• Get good rest, eat healthy, stay motivated and work hard

• Sit close to the front of the class so you don’t get easily distracted

• Keep your notes organized and readable (neat, not wrinkled)

• Don’t try to cram all your notes onto one page – keep them spaced and easy to read

• Don’t try to write down everything the professor says – look for important definitions or explanations

• Take deep breaths and try to stay awake – all professors aren’t great lecturers • Try to be aware of the teacher’s speaking voice – if he/she emphasizes certain words or

topics, or repeats them more than once, they are important and are worth writing down in your notes

• Remember, notes are your external memory devices that help your brain retain information

Remember, your goal is to be successful after high school

so that you can achieve your dream career! Discussion for Q&A: Study Habits 1. Do you have a method of studying for tests? Explain what your week/ or month typically looks like when you have an upcoming test.

2. How does organization and time management play a role in your attempts toward successful study habits?

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Preparing Notes for Reading Assignments College requires much more out-of-class reading than high school. Good note taking skills are as important as setting aside adequate time to plow through the reading. College requires both hardcopy (textbook) reading and online research (Internet files) reading. Five tips to help you organize your reading assignments are listed below.

Five Tips for Note Taking for Reading Assignments

1. What does the title tell you about your reading? Write the title of the reading

assignment at the top of your notes! 2. Read the introduction. Write down the main ideas and leave room for your

interpretation as you read through the text.

3. Skim through the text and jot down the main headings. Leave room for your interpretation as you read through the text (word processors make it easy to insert and edit your notes).

4. Read the summary. The summary will give you the main ideas and will give you the relationship to the main headings (look for key words).

5. Look for any end-of-chapter (text) questions. They can guide your reading and help

with comprehending the material.

As you read through the text, keep referring to the questions and key words. This will help you better understand why you are reading the text and will help you take quality notes. Keep your note taking to a minimum; don’t take pages and pages of notes. If you find a topic that is new and difficult to grasp, write the text page number next to your notes so you can easily flip to that page and review it.

Note Taking Using Video or Audio Helpers

If you are an audio or visual learner you may need to refer to videos or audios of class lectures. Find out if your college offers online videos of each class. If so, you can review the class lecture over and over until you become comfortable with the information. If your college doesn’t provide PodCasts or Video Streaming, then look for supplemental information on the Internet or campus library. Don’t try to change the way you learn – learn to find the materials that meet your learning style! Ask a school counselor or the college librarian for video and audio supplemental materials.

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March Session Types of Colleges

1. Purpose of Session – Four Types of Colleges: This session will explore several types of post-secondary options. Student should think about what/who influences their decision making process and whether additional sources should be utilized.

2. Open the session by having your mentee(s) discuss their college/technical school(s) of choice, giving one or two reasons for their decision. Note: Ask students how often and to what extent they have discussed post-secondary options. Are they regularly covering the topic in certain classes, at home, with friends, with older siblings that have attended college? It’s a good place to start in order to gauge their level of understanding.

3. Review the opening section titled What to Consider When Selecting a College. Make sure to note what motivates a student’s interest when considering a school. Your mentee(s) are only in their second year of school and may not have considered the connection between college they are leaning towards and the program of study they want to pursue (the two don’t always match up).

4. Introduce students to the questionnaire and allow 10 minutes for students to answer. While in your groups, the mentor(s) should facilitate a discussion on how/why the students answered the questions. Once everyone has completed the questionnaire, read aloud the answers. Depending on how your mentee(s) scored, you can gage whether or not additional discussion/research time is appropriate.

5. For more in-depth summaries and college descriptions, read through College Breakdowns and have students answer the adjoining discussion topics.

Mentor Edition


What to Consider When Selecting a College

Your mentee is only in his/her second year of high school but they’ve probably already had several conversations surrounding post-secondary options with friends, teachers and family. The excitement surrounding choosing a school or technical program to apply to has been a buzzing topic of conversation in most of their classrooms. So what influences your mentees’ choice? Does he/she go with their favorite school colors or whichever school got the farthest in their March Madness bracket? The school that most of their inner-circle is aware of and think is “cool”? Or is it a school’s logo that they want to wear proudly on their sweatshirt?

Having been through high school and beyond, you have some distance and perspective to this milestone. As a mentor you can help your mentee navigate through the decision-making process, if only so they can deal with the tons of collegiate propaganda being sent their way by email and snail mail. Discussion: What they’ve probably already considered but may be afraid to ask. 1. Have they talked to people that have experienced college or technical school/training. 2. Great questions to have your mentee ask you:

• What made your decision to attend X? • What types of programs or activities kept you engaged with curricular and extra-

curricular activities? • If you changed career paths and/or major, what influenced you? • If you could go back, would you attend the same school? Why or why not?

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Questionnaire: Choosing a College (Answer Sheet)

Test Your Knowledge Directions: Write in True or False to test how much you know about colleges and universities.

Question Answer 1. To go to a junior college or community college you need a high school diploma.

False

2. You can only take undergraduate and graduate courses at Cal State colleges. 30 False 3. It is generally cheaper to take general education requirements at a community college or junior college.

True

4. Usually ten percent of students applying for entrance into a University of California institution are accepted.

True

5. Your high school G.P.A. is not important when applying for admission to any college.

False

6. The Universities of California colleges are usually more expensive than the Cal State colleges.

True

7. The two most common academic schedules are semester and quarter systems. True 8. You can usually get a doctorate degree at a Cal State college. False 9. Most community colleges offer undergraduate degrees (bachelor) and graduate degrees (master).

False

10. It is customary to get references from previous teachers and counselors before being accepted into a master degree program.

True

11. Most private colleges (University of Southern California, Fresno Pacific University) are very expensive and often offer specific degrees such as education or business.

True

12. Students who attend private colleges often apply for student loans such as Stanford loans and FAFSA assistance.

True

13. Acceptance into a community or junior college is cheaper if you are a resident of the county it resides in.

True

14. All Cal State colleges require the same pre-admission general education units. False 15. If you are accepted at a Cal State or University of California college it is best to ask your academic counselor for a four-year plan.

True

16. Today, many colleges offer online courses. True 17. All Cal State and University of California colleges are on the semester system. False 18. All courses taken at junior and community colleges are transferable to the Cal State and University of California colleges.

False

19. All courses from private colleges are transferable to all public colleges. False 20. It is best to complete all general education units at a Cal State college. False

Scoring: Give yourself one point for each correct answer.

My score:

Score Breakdown:

0-11 More to learn!

12-14 Needs Improvement 15-17 Good 18-20 Excellent

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College Breakdown Your mentee may have a general understanding about college and what it entails. They may already know that it takes a few to several years to complete and that there are literally thousands of schools/programs to choose from. But they may have difficulty sorting through the details. Review the chart below with your mentee, making sure to note what categories your alma mater falls into.

The Basics

2-Year or 4-Year

2-year community college/ technical training

4-year college or university

Public or Private Public (non-profit)

Private (non-profit)

For-Profit

School Size

Small <2,000

Medium 2,000-15,000

Large >15,000

Single-sex or Coed Coed All Women

All Men

Religious Affiliation

From ‘No preference’ to Baptist, there are several options to choose from.

Source: College Board, https://bigfuture.collegeboard.org/college-search Discussion: Before moving on to the next section, review the following question. 1. Identify the basics of the school(s) you chose to as homework from last month’s session. What factor is most important to you when considering a school?

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The Basics Summed Up Mentees may ask, “Is a college the same thing as a university? What does “for-profit” mean? Why are some colleges called public and others private?” Here are a few more basics on college breakdown for you to discuss with your mentee. Note: Check for mentees’ level of understanding or familiarity by giving examples of institutions nearby.

College Descriptions

Two-year colleges Offer programs that last up to two years that lead to a certificate or an associate degree. These include community colleges, technical colleges (also referred to as vocational school) and career colleges.

versus

Four-year colleges

Offer four-year programs that lead to a bachelor's degree. These include universities and liberal arts colleges.

Public colleges

Funded by local and state governments and usually offer lower tuition rates than private colleges, especially for students who are residents of the state where a college is located.

versus

Private colleges

Rely mainly on tuition, fees and private sources of funding (called endowments). Private donations can sometimes provide generous financial aid packages for students.

Private for-profit colleges

Businesses that offer a variety of degree programs which typically prepare students for a specific career. They tend to have higher costs, which could mean graduating with more debt. Credits earned may not transfer to other colleges, so be sure to check with the admission office at each college.

Source: College Board, https://bigfuture.collegeboard.org

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There are over 4,634 college institutions across the U.S.

With so many options, it is imperative that students study and take a deeper look into the different college types available and what they offer. Read through the list below and ask your mentee to identify what their preferred school type is. Liberal Arts Colleges These colleges offer a broad base of courses such as literature, history, languages, mathematics and life sciences. Most are private and offer four-year programs that lead to a bachelor's degree. These colleges can prepare you for a variety of careers or for graduate study. Universities Universities often are larger and offer more majors and degree options—bachelor's, master's and doctoral degrees—than colleges. Most universities contain several smaller colleges, such as colleges of liberal arts, engineering or health sciences. These colleges can prepare you for a variety of careers or for graduate study. Community Colleges Community colleges offer two-year associate degrees that prepare you to transfer to a four-year college to earn a bachelor's degree. They also offer other associate degrees and certificates that focus on preparing you for a certain career. Community colleges are often an affordable option with relatively low tuition is designed to provide a variety of services to the local community. Technical (vocational) and Career Colleges Vocational-technical and career colleges offer specialized training in a particular industry or career. Possible programs of study include the culinary arts, firefighting, dental hygiene and medical-records technology. These colleges usually offer certificates or associate degrees. Colleges with a Special Focus Some colleges focus on a specific interest or student population. These include:

• Arts colleges Art colleges and conservatories focus on the arts. In addition to regular course

work, these colleges provide training in areas such as photography, music, theater or fashion design. Most of these colleges offer associate or bachelor's degrees in the fine arts or a specialized field.

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Colleges with a Special Focus continued

• Single-sex colleges All four-year public colleges, and most private colleges, are coed. But there are

some private colleges that are specifically for men or for women. • Religiously affiliated colleges Some private colleges are connected to a religious faith. The connection may be

historic only, or it may affect day-to-day student life. • Specialized-mission colleges Historically black colleges and universities (HBCUs) focus on educating African

American students. Hispanic-serving institutions (HSIs) are colleges where at least 25 percent of the full-time undergraduate students are Hispanic. HBCUs and HSIs may offer programs, services and activities targeted to the underrepresented students they serve.

For help finding the right college for you, visit: https://bigfuture.collegeboard.org/majors-careers

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April Session SAT & ACT Review/Post-Sophomore Road Map

1. Purpose of Session – Post-Secondary Roadmap: This session will involve concepts such as: revisiting your mentee’s Action Plan to determine if they are on track and how to adjust their plan, if necessary, to meet their goal; which college are they considering and why; and the beginning stages of writing a personal statement.

2. Open the session by having your mentee(s) review their College/Career Action Plan (pg. 8 from October’s session). Another sheet is available on pg. 60 if they would like to rewrite their plan. If changes are made, be sure to highlight what influenced their decisions.

a. Note: Question #5 should be updated. Ask students if they have calendared their SAT’s and/or ACT’s for the following school year

• SAT Subject Tests™ are offered 6 times per year in October, November,

December, January, May and June • Find test dates at http://sat.collegeboard.org/register

• ACT Tests are also offered 6 times per year in September, October,

December, February, April and June • Find test dates at: http://www.actstudent.org/regist/dates.html#second

3. Review the activity titled the SAT vs. the ACT and subsequent descriptions/FAQ’s. Students may not have considered taking the ACT and may have several questions regarding its level of importance to colleges. Be sure to direct them to their academic counselor for additional information and guidance.

a. Note: There is no right or wrong answer to which test is better. If students are truly torn, direct them to contact their preferred school of choice – admission office. Heck, they can take both if they’d like.

4. Looking ahead, help your mentee brainstorm ways they can utilize their free time; whether that be summer or after school. Emphasize the importance of work/field experience, from volunteer experience to full-time job experience. 5. Homework for Mentors: Write letters of support/encouragement to each of your mentees. Make each note specific; highlighting their goals and one or two memories that you will remember them by. Give the card or letter to mentees at the close of the May session.

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Updating My College/Career Action Plan Directions: The school year is zooming by and you have been exposed to new ideas and perspectives around college/career options over the last few months. If you have new goals in mind, be sure to update your action plan below. 1) My educational/ career goal is:

2) I’m interested in pursuing the following post-secondary education options (education after high school): Circle at least one.

Vocational Education/Training Associate’s Degree Bachelor’s Degree Master’s Degree Doctorate Degree Military Undecided

3) I’m interested in Majoring and/or Minoring in:

4) My preferred, top three colleges include:

1. 2. 3.

5) I’m planning on taking the SAT/ACT on the following date: _____________________ 6) If I work during college, I would like to do the following:

7) If I receive a scholarship, it will most likely be for:

8) I plan on visiting/touring the following campuses:

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It's all about the numbers. Some students end up scoring substantially higher on the SAT; others do better on the ACT. A good place to start is by answering the following prompts. 1. Are you a quick reader and can you separate long sentences out to determine the focus of the question/problem?

2. Are you stronger academically in English or Science? Explain why you chose your answer.

3. Have you taken/do you plan on taking trigonometry and do you feel comfortable being tested on it?

4. Are you a strong essay writer in a timed situation?

5. Out of all of your classes, what tests/exams are you most confident taking and why?

Colleges will accept either the SAT

or ACT

So which should you take?

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Key Differences Now that you have wrapped your mind around how and what you prefer to be tested on, consider these key differences to help you determine which test is a better fit for your abilities: ACT questions tend to be more straightforward.

ACT questions are often easier to understand on a first read. On the SAT, you may need to spend time figuring out what you're being asked before you can start solving the problem. For example, here are sample questions from the SAT essay and the ACT writing test (their name for the essay):

SAT: What is your view of the claim that something unsuccessful can still have some value? ACT: In your view, should high schools become more tolerant of cheating?

The SAT has a stronger emphasis on vocabulary.

If you're an ardent wordsmith, you'll love the SAT. If words aren't your thing, you may do better on the ACT. The ACT has a Science section, while the SAT does not.

You don't need to know anything about amoebas or chemical reactions for the ACT Science section. It is meant to test your reading and reasoning skills based upon a given set of facts. But if you're a true science-phobe, the SAT might be a better fit. The ACT tests more advanced math concepts.

In addition to basic arithmetic, algebra I and II, and geometry, the ACT tests your knowledge of trigonometry, too. That said, the ACT Math section is not necessarily harder, since many students find the questions to be more straightforward than those on the SAT. The ACT Writing Test is optional on test day, but required by many schools.

The 25-minute SAT essay is required and is factored into your writing score. The 30-minute ACT writing test is optional. If you choose to take it, it is not included in your composite score — schools will see it listed separately. Many colleges require the writing section of the ACT, so be sure to check with the schools where you are applying before opting out. The SAT is broken up into more sections.

On the ACT, you tackle each content area (English, Math, Reading and Science) in one big chunk, with the optional writing test at the end. On the SAT, the content areas (Critical Reading, Math and Writing) are broken up into 10 sections, with the required essay at the beginning. You do a little math, a little writing, a little critical reading, a little more math, etc. When choosing between the SAT and ACT, ask yourself if moving back and forth between content areas confuse you or keep you energized?

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The ACT is more of a "big picture" exam. College admissions officers care about how you did on each section of the SAT. On the ACT, they're most concerned with your composite score. So if you're weak in one content area but strong in others, you could still end up with a very good ACT score and thus make a strong impression with the admissions committee.

For more information visit: www.princetonreview.com

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Frequently Asked Questions: Differences between the SAT and ACT

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So What Now? So far you have identified your college/career goals, determined what type of institution you would like to pursue after high school and you know about/are planning on taking the SAT and/or the ACT. This is a great start! As a sophomore, you have about 18 months before college early applications can be submitted (the month of October during your senior year). In the meantime, what types of co-curricular activities can you utilize to help better prepare yourself for life after high school? Here is a list of helpful advice to get the most out of your time:

Use Your Summers Wisely (and afterschool hours too!)

Volunteer (in preferred career field)

Job shadow (in preferred career field)

Internships (in preferred career field)

Part-time/full-time job experience (From coaching and retail to working in your preferred career field, job experience in high school that demonstrates your ability to communicate effectively, be punctual, hardworking and dependable, is a slam dunk!)

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Discussion: 1. What do you plan on doing during your summer break? (Make sure to include things like babysitting and visiting colleges)

2. What resources can you utilize in order to gain volunteer or work experience?

Mentor Note: Gear students towards newspaper/online postings and calling offices/visiting where they would like to work/job shadow. Remind students that even if a business doesn’t have a paid position, it’s crucial to gain experience through volunteering/job shadowing in their preferred field. 3. Take 5-10 minutes to plan out your post-sophomore road map and be ready to share with your mentor/group. (Guides you through school to college/career)

For additional resources creating a road map visit: https://bigfuture.collegeboard.org/make-a-plan

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May Session Culminating Meeting

1. Purpose of Session – Culminating Meeting: This session will conclude the sophomore mentor program. Both mentors and mentees will have the opportunity to engage in activities and discussion geared towards ending the program with an up-beat attitude, helping students feel good about themselves and energized about what awaits them after the school year ends.

2. Allow 10 minutes for the closing activity called Lean In. Mentor will facilitate by reading directions, choosing duration of activity and closing by reiterating underlying message.

3. After activity, discuss any great ideas for summer plans and recap the school year by answering questions from the form titled A Look Back Going Forward.

a. Note: Mentors should fill out the questions on page #64 (mentees have their own version). At the end of the session turn this page into the instructor or mentor coordinator.

4. Allow 10-15 minutes for students to fill out the End of Year Mentee Questionnaire. Collect surveys and return them to instructor or mentor coordinator.

a. Note: Make sure to tell mentees that the questionnaire will only be seen by their instructor or mentor coordinator. It will be used solely to improve upon the mentor program.

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Lean In This is a good closing activity for the end of an over-all experience. The activity illustrates how important each individual is to the success of everyone else in the group. In the following two school years there may be times that will require them to lean on each other for help! Time Range: 5 to 10 minutes Space Needs: A space large enough to make a loose circle, with people taking 1 step backwards in it Props: Scissors and Hiking Cord or String – approximately ten inches per person Procedure:

1. Have the group form large loose circle and face in. 2. Take out the cord or string and pass it around the circle until it gets back to you.

Tell everyone to hold on to the cord with both hands and then pass it on. 3. When the chord gets back to you tie both ends together and then ask everyone to

take a step back so that the cord is taught. 4. At this point you will go through a series of leaning exercises with the group that

will show the group how important each other is to the success of everyone else in the group.

5. When you have completed the leaning exercises below, go around and cut segments of the cord for each person to keep with them. They can make it into jewelry or just hang it somewhere but ask them to always keep it with them as symbolism that at any time if they are in need, they can call upon the people in the circle to help them.

Leaning Exercises:

1. Rope Tug: When the cord is taught, tug on it to show the group that we are all connected. If one person falls, everyone feels the effect. So whether or not they realize it, whatever they do or say will affect everyone.

2. Lean out: Have everyone get on the inside of the cord and lean with their full weight out. Watch the group support itself.

3. 1 In/ 1 Out: While on the outside of the cord, have everyone number off 1, 2. Now have all of the 1’s lean in while all of the 2’s lean out. Once you’ve done it one way, switch and have 1’s lean out while 2’s lean in, etc.

4. Alternate: If you want to you can have 1’s just on the inside of the cord and lean out while the 2’s are leaning in. It’s similar to the last exercise, just a little different. I would choose one or the other.

5. Group Sit: Have everyone lean back on the rope and sit together as a group. If you are daring enough you can have them stand also. This is a lot harder than sitting.

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A Look Back Going Forward Directions: Take time to look back through each mentor session and answer the following questions. Be ready to share your answers with your mentee(s). Your Mentees will have separate questions. 1. What was the most difficult concept to guide or support mentees on and why? (SAT’s vs. ACT’s? Writing resumes? Interpersonal skills?) Mentee question: What was the most difficult concept to grasp and why?

2. What topic(s) were you most interested in discussing/ did you think have the most impact on your mentee(s) and why? Mentee question: What topic(s) were you most interested in learning and why?

3. What was your favorite part about mentoring and why? Mentee question: Same.

Discussion: After answering the questions, come back as a group to discuss your answers.

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“Getting to Know You” Additional Activities for First Meetings between Mentors and Mentees

1. It Takes One Minute to Know You You and your mentee try and figure out how many things you have in common (that aren’t obvious) in one (or two, or three, or five, etc.) minutes. 2. Mentoring Dictionary Write five questions on a piece of paper. Questions might include the following:

• What is your middle name? • Where were you born? • Have you lived in another city, state or nation? • How many brothers or sisters do you have? • Do you have any children? • Do you have any pets?

Ask your mentee to write those same questions on a piece of paper and to add to that paper five more questions they want to ask you. Interview each other and record the responses. Then you can each use the interview responses to write a "dictionary definition" of your partner to include in a Mentoring Dictionary. You might model this activity by creating a sample dictionary definition about yourself. 3. Fact or Fib? You and your mentee are going to share some information about yourselves. You’ll learn about some of your backgrounds, hobbies, and interests from the 60-second oral "biography" that you will present. Each of you should take notes; as the other person speaks, you should record what you think are the most important facts being shared. When you finish your presentation, each of you should take turns talking about five things about yourself. Four of your statements should tell things that are true and that were part of your presentation; one of the five statements is a total fib. Then each of you gives the other a “fib quiz.” This activity is most fun if some of the true facts are some of the most surprising things about you and if the "fib" sounds like something that could very well be true.

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4. People Poems Use the letters in your name to create an acrostic poem. For example, Bill could write:

Big Intelligent Laughing Loud

Each of you must include words that tell something about yourselves -- for example, something you like to do or a personality or physical trait. This activity is a fun one that enables you to learn how both view yourselves. Allow older mentees to use a dictionary or thesaurus. You might also vary the number of words for each letter, if you want to expand the exercise. 5. Another Poetic Introduction Use the form below (or create a variation) to create poems that describe yourselves: Name ______________________ Title (of poem)_______________ I will never _______________, I will never ________________, and I will never ______________. I will always ______________. This activity lends itself to being done at the beginning of the mentoring year and again at the end of the year. You and your mentee will have fun comparing your responses and seeing how the students and the responses have changed 6. Categories (group activity) You and your mentees will learn more about what you have in common as well as what makes you unique. Call out categories and, as quickly as possible, everyone group together with those who identify as belonging to that category. It’s as simple as that. Some categories you may want to use:

• Get together with everyone born in the same month • Left or right handed? • Get together with everyone born in the same number of siblings • Same color eyes • Favorite fast food restaurant • Favorite color • Favorite movie

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7. Guess Who… (group activity) Write five facts about yourself on separate pieces of paper. Facts might include the following:

• Your middle name • Where you born • Places you lived or vacationed • Hidden talent • What you want to be when you grow up • Favorite activity

Etc. Ask your mentees not to sign their pieces of paper and collect them. One-by-one read the cards to the group. Have each mentee guess who they think the person is. After everyone guesses, ask the person to raise their hand or stand up. Things to think about: The extent to which discussion and feedback among the group is encouraged is at the discretion of the facilitator, depending on the group composition and whether the activity is used simply as an ice-breaker or for more involved discussion, which could easily be linked with developing mutual awareness. Ring tones are for many an expression and extension of personality, as is handwriting, which is also interesting to compare when discussing personality. Excerpted and/or adapted from www.education-world.com

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