5 keys to Success

    Students of Noorat Primary School can assist their progress and achievement at school by focusing on development of the following "5 Keys to School Success"

Mission of You Can Do It! Education

You Can Do It! Education's (YCDI's) main purpose is to support communities, schools, and homes in a collective effort to optimize the social, emotional, and academic outcomes of all young people. Its unique contribution is in identifying the social and emotional capabilities that all young people need to acquire in order to be successful in school, experience wellbeing, and have positive relationships including making contributions to others and the community (good citizenship).

 

The Five Foundations (Keys) for Achievement and Social-Emotional Well-Being are:

Confidence-Persistence-Organisation-Getting Along -Resilience

Confidence

Confidence requires that young people not be overly concerned with what others think if they make a mistake. Confidence is revealed when students are not afraid to fail and are happy to meet someone new. Confidence involves students having trust in themselves and believing that they will probably be successful in the end. Confident young people stand up straight, look people in the eye, and speak clearly and with a firm tone of voice.

Confidence means feeling you can do it. It means not being afraid to make mistakes or to try something new. Examples of confident behaviors are raising your hand in class to answer a hard question, doing hard work without asking for help, sharing a new idea with your teacher in class, or saying hello to someone new

Persistence

Persistence is revealed when young try hard when doing schoolwork they find frustrating and do not feel like doing, yet finish their work on time. Young people who keep trying to complete an assignment rather than becoming distracted and those who elect to play after they've done their work demonstrate motivation and can be described as being persistent.

Persistence means trying hard and not giving up when something feels like it's too difficult to do. Examples of persistent behaviors are continuing to try, even when schoolwork is hard, not being distracted by others, checking your work when it's finished to make sure it's correct, and completing assignments on time.

Organisation

Organisation is revealed when young people keep track of their assignments, schedule their time effectively, set goals for how well they want to do in specific areas of their schoolwork and in other endeavours. Organisation also means having in hand all materials needed to do schoolwork and having a system for storing previously learned material.

Organisation means setting a goal to do your best in your schoolwork, planning your time so you're not rushed, having all your supplies ready, and keeping track of when your assignments are due. Examples of organised behaviors are making sure you understand the teacher's instructions before you begin work, having all your school supplies ready at a neat desk, recording your assignments and their due dates, and planning when you're going to do your homework so you have enough time.

Getting Along

Getting Along is revealed when young people work cooperatively with each other, resolve conflicts by discussion rather than fights, manage their anger, show tolerance, and follow class rules, including making responsible choices so that everyone's rights are protected.

Getting Along means working well with classmates, solving problems with classmates without getting too angry, and following the rules of the classroom. Examples of organised behaviors are being helpful when working in a group, listening and not interrupting when someone else is speaking, talking rather than fighting when someone acts unfairly and not breaking classroom rules.

Resilience

Resilience is being able to bounce back when something bad happens. Resilience means being aware of ones feelings and knowing how to stop getting too angry, down or worried when something bad happens

Examples of Resilience:

When someone treats me unfairly I can stop myself from getting too angry. When I make mistakes or am teased, I can stop myself from getting too down. When I have an important test or activity to perform, or when I want to meet somebody new, I can stop myself from getting too worried.

Habits of the Mind

1. Accepting Myself (Self-Acceptance)-not thinking badly about yourself when you make a mistake.

2. Taking Risks (Take Risks) -thinking that it's good to try something new, even though you might not be able to do it.

3. Being Independent (Independence) -thinking that it's important to try new activities and to speak up even if your classmates think you're silly or stupid.

4. Believing 'I Can Do It" (Optimism) -thinking that when your work is hard, you can still do it. It also means not thinking you're not good at anything and never will be when you have difficulty with school work.

5. Giving Effort (Internal Locus of Control for Learning) -thinking that the harder you try, the more successful you will be as well as knowing that success is not caused by external factors (luck, ease of task) but by internal factors (effort).

6. Working Tough (High Frustration Tolerance) -thinking that in order to be successful in the long-term, you sometimes have to do things that are not easy or fun in the present.

7. Setting Goals (Goal Setting) -thinking that setting a goal can help you be more successful at a task.

8. Planning My Time (Time Management) -thinking about how long it will take you to do your schoolwork and planning enough time to get it done.