Integrating pedagogy and Covey's first three habits of highly effective people : an inside-out approach
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Date
1998
Authors
Hall, Gregory B.
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998
Abstract
This project investigates Stephen Covey's first three habits of effectiveness and
their application to problems a teacher was experiencing. Greg Hall, the teacher
completing the project, utilizes the habits of "Be Proactive, Begin With the End in Mind
and Put First Things First" and uses them to help with pedagogical problems being
experienced by him.
The project produced the following findings in relation to Habit One. By being at
least partially proactive Hall was able to do something about the problem of interruptions.
Being proactive helped improve his attitude and, as a result, his response to interruptions.
In turn this enhanced the classroom atmosphere. Problems required Hall to reflect on and
identify a proactive plan. Hall discovered that behavior, through the development of
proactivity, can become more conscious. Attitude, or 'frame of reference', is the most
important factor in this process. Whether it is positive or negative, it will be fulfilled. As
Covey (1987) writes: "Be a light, not a judge. Be a model, not a critic. Be part of the
solution, not part of the problem."
The project produced the following finding in relation to Habit Two. The
development of a mission statement has helped Hall to clarify what it is he desires from
his teaching. The development of the mission statement as an end product was useful.
The process was lengthy but was meaningful. Hall discovered that a metaphoric way of
looking at the end result of teaching might be at least as powerful as a mission statement.
The project produced the following findings in relation to Habit Three. Covey
(1987) indicates that a significant amount of time in quadrant two is essential to
effectiveness. Hall found that increased time in quadrant two, planning and preparing for a unit of study, was an important reason for the success of a unit. Hall believes that most
significant of all was the weaving of the various factors: quadrant two time, multiple
intelligence research and practice, cooperative learning research and practice and Glenn's
(1988) research and practice. Hall found that the ideal to work toward is reducing time
spent in quadrant three, eliminating time spent in quadrant four and increasing time spent
in quadrant two. As he invested more time on the planning, prevention, and relationship-building
activities of quadrant two, he found that he spent far less time reacting to crises.
The result of utilizing Covey's first three habits of effectiveness was better
pedagogy in Mr. Hall's classroom. Hall discovered that Habit One, be proactive, is the
most powerful of the three habits because it fundamentally is about thoughtful
metacognitive functioning. More importantly Habit One is about improving attitude
which is a building block to the other two habits.
Description
viii, 58 p. ; 29 cm. --
Keywords
Covey, Stephen R. The seven habits of highly effective people , Teaching , Teacher-student relationships , Teaching -- Methods