lead the way - valuesforlife.net the way - sample... · • having a go is the best way to learn...

Values for Life Lead the Way TEACHER RESOURCE KIT

Primary School

LEAD THE WAY

Developing Leadership Skills

Values for Life Lead the Way

CONTENTS Aims (page 2)

How to be a better leader (page 3)

Worksheet guide for teachers (pages 4 to 6)

Student worksheets overview (page 7)

Student worksheets (pages 8 to 26)

AIMS

The following are messages we want to promote students to learn through the incursion and activities:

(1) Good leadership better enables us to communicate, work well together and have a great school

(2) A good leader is responsible - they consider others and the consequences of their actions

(3) Everybody can be a great leader and different people lead in different ways

(4) We can all learn and improve our skills in becoming a leader

(5) A great leader takes initiative

(6) We need to consider the influence we make and how it impacts others

(7) We all need good role models, and consequently we need to be a good role model to others

(8) Our values determine the decisions we make

Note to teacher:

The student worksheets in this booklet are given as a tool to enable you, the teacher, to further continue exploring the theme of leadership. The teacher worksheet guide was created as an extension of the incursion we offer, please feel free to use them and adapt to suit your students.


HOW TO BE A BETTER LEADER

We can all be better leaders and can learn of better ways in which we can make a positive difference to the world. Here are some ways we can all make a difference:

Where are we going? Just like when kids in the back seat of a car ask the question, “where are we going?” we all want to know where we are headed – what’s the purpose? One of the most important priorities is for leaders is to know their purpose and goals. Whether it’s to make your school a better place, to win a sport’s game or to organise an event. Having a purpose enables us to plan for how to get there. Our values (what we believe is important) help us to implement our goals. With good, strong values you can make good judgements and decisions, not just based upon our feelings or what other people may say is a better idea. Here are some ways we can develop our values:

• Realise that your values change – as you gain more life experiences your beliefs and attitudes will develop. Think about your values – keep asking yourself “What do I think is important and right? Why do think I that?” Be open to new challenges and experiences.

• Respect other people and what they value – you can learn from others & others can learn from you. Talk to other people about what matters to them.

• What interests you? What upsets you? Find something you are passionate about and talk about it to others.

Increase your skills We all need to grow as a person that helps contribute to the world and other people. We can learn new skills to be a better communicator, to problem-solve challenges and to work together well with others. Here are some ideas:

• Having a go is the best way to learn – give a speech, help organise an event, volunteer to be captain of a team. Don’t be afraid to give it a go!

• Don’t be afraid to make mistakes. Remember the only mistake you make is the one you don’t learn from!

• Ask people that you know how you can grow as a person.

Get out there Leadership is doing – not just sitting and thinking. Great leaders make a positive difference to the people in their community. When we look for areas that need help and explore ways in which we can make a difference, we quite often will find our purpose. Here are some simple things you can do that make a big difference:

• Start small. Do something nice for somebody – it can be as simple as giving them a smile, inviting them to join a game or sharing your lunch.

• What are you good at? How can you help someone else with your skills? • Ask your teachers, parents or other people how you can help them out. • Work out a good fundraising idea to raise money for charity. Something simple like sponsoring

a child for a $1 a day can change the world. An organisation like WorldVision and many others have many great ideas how to get started.

A BETTER LEADER?


WORKSHEET GUIDE FOR TEACHERS What is a leader? (page 8)

Aim: To identify the characteristics of leadership. Step 1: Ask the students what they think leadership is? The worksheet has a few examples, discuss them

as a group. to complete the first question. Step 2: Ask the students to complete the questions and discuss the students’ responses as to what good

leaders do? Ask, “What is the difference between a good and bad leader?”

Who is a leader? (page 9) Aim: To identify that there are many types of leaders, and in some respect, we are all leaders. Step 1: Ask students to think of people who are leaders. Why do they consider them to be a leader? Step 2: Handout the worksheet and allow students to think of people they know in formal leadership

positions. You might want to do this as a class or individually. Step 3: Read the next paragraph as a class. Remind the students that we all influence other people,

whether we have a formal leadership role or not. Allow students to complete the worksheets and discuss the answers.

Responsibility: what is it? (page 10) Aim: To focus upon responsibility and how this relates to leadership. Step 1: Ask what responsibility is? Handout the worksheet and read together the first paragraph. Allow

students to think of people they know who are responsible, e.g. teachers, parents, people on T.V., etc… and why?

Step 2: Allow students to work individually or in pairs and answer the questions. Responsibility means 3 main things: 1) to think of others, 2) consider the consequences and 3) do what is right. We will explore these 3 things in the next 3 worksheets.

Responsibility: thinking of others (page 11) Aim: To identify the importance of empathy and how this relates to leadership. Step 1: Handout the worksheets and read it together as a class. Ask students what the difference is

between being sympathetic and empathic. Ask for examples. Step 2: Ask what does “treat someone fairly” mean? Do you deserve to be treated fairly? Why? Allow

students to answer the question and discuss. Why would empathy be so important for leadership?

Responsibility: consequences (page 12) Aim: To identify the consequences as a result of what we do, think or talk about. Step 1: Ask the students what the word: “Consequences” means? Do all actions have consequences? Why

is it important to think about consequences before actions? Step 2: Allow students to complete the worksheet and share their answers with the group.

Responsibility: to do what is right (page 13) Aim: To identify that our values are important in determining the choices we make. Step 1: Discuss the importance of values - Why is it important to think about what we value as a leader?

How do our values influence our actions? Allow students to complete the worksheet.

Step 2: Discuss your answers as a group. Our values determine how we think, act and feel, as well as how we relate to each other. Why is this important for leadership?


What is a leader? (page 8)

Who is a leader? (page 9)

Responsibility: what is it? (page 10)

Responsibility: thinking of others (page 11)

Responsibility: consequences (page 12)

Responsibility: to do what is right (page 13)

Famous leaders (page 14)

Famous leaders crossword (page 15)

Famous leaders: Martin Luther King Jnr. (pages 16 to 17)

Famous leaders: Florence Nightingale (page 18)

Famous leaders: Howard Florey (page 19)

Famous leaders: Cathy Freeman (page 20)

Public speaking (pages 21 to 22)

Group communication skills (page 23)

Group challenges (pages 24 to 26)

STUDENT WORKSHEETS


WHO IS A LEADER?

There are many types of people in leadership. When we think of leaders we often think of people in power. Some people are leaders because they have a leadership position like a King or Queen, Prime Minister or President. But leadership can be many other people who influence others like famous people, sports stars, actors and even your friends.

Fill in the following blanks with the name of a person in a leadership position.

In what ways can we influence the people we know? Mark a tick under the appropriate box whether the following would have a positive or negative effect. In the blank spaces think of some other situations.

Situation Positive Negative 1. You walk past someone being bullied and do nothing to stop it.

2. You say hello to someone you don’t know.

3. You teach your friend how to play a computer game.

4. You decide not to do your chores at home.

5. You take your friends’ pencil without asking.

6.

7.

8.

Your school principal Your teacher

School captain

Australian Prime Minister

Famous leader in history

Leader of another country

Parents or guardian

Sporting captain


RESPONSIBILTY: CONSEQUENCES

A consequence is something that happens from a previous thought, decision, action or event. All of the things we do have consequences – some good, some bad!

From the following examples think of 6 (3 positive and 3 negative) consequences that may occur as a result.

Situation Positive Consequences Negative Consequences

Failing a test 1. Learn from your mistakes. 1. Disappointed that I failed.

2. Remember to study next time. 2. I might get in trouble.

3.

3.

Having a fight with a friend 1. 1. Get in trouble with my teacher.

2.

2.

3.

3.

You win the trophy for being the best player on your team

1.

1.

2.

2.

3.

3.

You get lost in the forest and can’t find the way back home

1.

1.

2.

2.

3.

3.


FAMOUS LEADERS

From ancient Rome to modern day, world leaders have set the direction for peace, prosperity, war and hardship. Some world leaders have helped to promote world peace, and some have done the opposite. Either way, these leaders have shaped our history and continue to shape our future. We can learn from their triumphs and from their mistakes. Who knows, maybe you'll be a famous leader one day, but even if you’re not famous, you will influence others – whether it will it be for better or worse.

In the table below are some names of famous leaders. With a partner or small group, choose one of these leaders, then research the following 5 questions:

John Monash Caroline Chisholm Napoleon Bonaparte Barack Obama

John Howard Martin Luther King Jnr. Robert Menzies Winston Churchill

Queen Elizabeth Eddie Mabo Mahatma Gandhi Douglas Mawson

John Flynn Abraham Lincoln Nelson Mandela Weary Dunlop

Charles Kingsford Smith Mikael Gorbachev Malala Yousafzai Helen Clark

Cathy Freeman Margaret Thatcher Julius Caesar Mary MacKillop

1) Who were they a leader to? ____________________________________________________

2) When did they live? ____________________________________________________________

3) Why were they famous? ________________________________________________________

____________________________________________________________________________

4) What did they do to make a difference to the world? ________________________________

____________________________________________________________________________

5) Were they a peacemaker or peace-breaker? _______________________________________

Which world leader do you think had/has the most influence and why?

______________________________________________________________________

____________________________________________________________________________

Can you think of 3 modern world leaders? Who do they lead?

1. ______________________________________________________________________

2. ____________________________________________________________________________

3. ______________________________________________________________________


FAMOUS LEADERS: MARTIN LUTHER KING JNR.

Read the story below of this influential leader, Martin Luther King Jnr, and fill in the blanks. The key words are at the bottom of the page.

In 1863 slavery was ended in America. Black people were considered “free,” but in some states they were not __________(1) to eat in a white person's cafe or sit in a white person's seat on a bus. They couldn’t live the __________(2) as the white people. Martin Luther __________(3) was born in Atlanta, Georgia in January, 1929. Martin Luther King was an African American with black skin. When he was growing up Martin was a very clever boy and did well at school. When he __________(4) school, he decided to become a church minister and went to study at a college. While he was there he met Coretta Scott, a student of music, and they married in 1953. Later Martin Luther King became a minister in a Baptist church in Alabama. He and Coretta had a child, and were very __________(5). They lived and worked together but Martin Luther King could never __________(6) the unjust laws of some Southern States in America. In December 1955, a black lady, Mrs. Rosa Parks refused to __________(7) up her seat to a white man on a bus. She had worked all day and she was tired. She was arrested for refusing to give up her seat to a white man. Martin Luther King gave his support and so began the long __________(8) for freedom. He was a brave and peaceful man.

During the next few years Martin Luther King was attacked and arrested, but he __________(9) gave up his desire to act __________(10). Black and white people worked together, they marched through the streets of cities and were __________(11) beaten. More and more people __________(12) the peaceful freedom movement. He told the people of America that he had a dream that all __________(13) would live together in freedom. Martin Luther King was sadly killed in 1968 by a sniper. However, the fight for freedom still goes on. Men and women continue to work so that Martin Luther King's __________(14) may one day become real.

“Free at last. Free at last. Thank

God Almighty I'm free at last.”

Dr. Martin Luther King Jnr.

Rosa Parks Demonstration March MLK giving one of his

famous speeches

never, joined, happy, King, allowed, dream, accept, people, finished, same, give, march, peacefully, violently.


FAMOUS LEADERS: CATHY FREEMAN Cathy Freeman is one of Australia’s sporting legends. A former professional sprinter, she was the first Australian Aboriginal woman to compete for Australia at the Olympic games.

She was the first Aboriginal woman to win gold in the individual event for Australia.

Cathy Freeman (born 1973)

Cathy was born in Mackay, Queensland in 1973 as Catherine Astrid Salome Freeman. She loved athletics during her childhood and was very keen on running after her first race at 8 years old. Cathy competed in her first state running championships after one of her primary school teachers fundraised the money for her to go as well as buying her a pair of running shoes. This made her think seriously about a future in athletics.

At 14, Cathy received a scholarship to attend a college far from home to help with her running. Here, she felt out of place and homesick as there were few Aboriginal students attending the school. At 16, Cathy won her first gold medal for the 4 x 100m race at the 1990 Commonwealth Games, becoming the first Australian Aboriginal person to win a gold medal at the event.

From here, Cathy’s career continued to succeed where she won gold for both the 200m and 400m race at the 1994 Commonwealth Games. In 1996, she got her first chance at the Olympics, winning the silver medal for the 400m race. She won first place at the same event a year later at the 1997 World Championships in Athens.

In 2000, Cathy was given the honour of lighting the flame at the Sydney Olympic Games. She went on to win gold in the women’s 400m race. During her victory lap, Cathy held both the Aboriginal and Australian flags. This was not only a way of showing her pride in her Aboriginal culture but a symbol of reconciliation and unity.

In 2003, she announced her retirement from athletics and she continues to be an inspiration to many Australians. She now spends a lot of her time for a range of community services and charities to help indigenous children and families to realise their potential through education.

What did Cathy Freeman do that made a great difference to others? ___________________

_______________________________________________________________________________

Why would she be considered a great leader? _______________________________________

_______________________________________________________________________________

Research another famous female Australian leader from history and present what you found to the rest of the class.


PUBLIC SPEAKING (2) Here is a checklist to help plan out the content, purpose and better ways to deliver your speech.

Public speaking checklist

• Topic and Time: Choose something that you are interested in.

• How long do you have to talk for? It’s important for preparing your speech.

• Audience: Who will you be talking to? What age? What would interest them?

• Subject and purpose: What is the aim of your speech – is it to persuade, inform, entertain, etc.? Brainstorm ideas & note them down. Do you have any personal stories you can add to make it more interesting?

• Research: Don’t just use the internet, you can also use the library, family, teachers, etc.

• Structure: Ask yourself the question: At the end of the speech I would like my audience to learn …

• Beginning: Keep it brief, capture the attention of the audience and establish the purpose of the speech. Don’t just restate the topic. Add something personal and make it unique.

• Middle: Set out your ideas, share your research, and include examples to support your topic. For your time limit work out how many points you can include.

• End: Short statement relating back to the topic and sums up the purpose of the speech. Make it brief, but memorable. Memorise your conclusion, so your last couple of sentences can be delivered with confidence and with full eye contact with the audience.

• Practice: By yourself first. Time it and edit your content so it first with the time restraints.

• Palm Cards: Make palm cards for key points only. Keep cards to a minimum and number them.

Use one of the following cards to use for a short speech using some of the things you have learnt.

Explain 3 uses a pen or pencil other than writing or drawing.

If you were a piece of furniture, what would be & why?

Convince that pigs would be the best pets.

You are a salesperson trying to sell us the shoes you are wearing?

Convince us that you should be the Australia Prime Minister.

You are a mad scientist, tell us about your new invention

You are the world’s best sports star. Tell us the moment you became famous.

Tell us about your name (first, middle & last) – what it means & why your parents chose it.


GROUP COMMUNICATION SKILLS People don’t like being around other people who give orders, criticise all the time and are bossy when they try to lead others. The best way to lead is by good communication skills where people will co-operate with you. Here are a few communication skills for leaders to be aware of when working with others in a team.

Suggesting and persuading

To enable co-operation, suggest some ideas and give reasons for your suggestions.

Making Decisions

Allow for everyone in the group to make suggestions and make sure that everyone has had the chance to speak.

Resecting Others

If people feel respected, they will be far more enthusiastic to offer ideas and create better solutions. Everyone has the right to say what they want without being put-down.

Practise some of these skills when facilitating the group with the 3 group challenges

* Make a suggestion in a polite voice * Start with … “Perhaps we could …” or “Let’s try …” or “How about …” * Give good reasons for your idea

DO’S DONT’S

* Don’t criticise others * Don’t get angry if others don’t like your idea * Don’t order people about

* Ask others for ideas * Encourage people when they give suggestions e.g. “Thanks for sharing …” * Give time and allow brainstorming

DO’S DONT’S

* Don’t just ask one or two people * Don’t rush people too quickly * Don’t expect everyone to agree

* Speak in a calm and courteous tone * If you don’t agree, first try to think of anything they said that you do agree with * Suggest some alternatives

DO’S DONT’S

* Don’t just focus upon what you disagree with * Don’t use an angry or sarcastic tone * Don’t call people names or use put-downs


GROUP CHALLENGE (2)

Your group has been chosen to travel to a new planet that has been discovered. Your team have 4 weeks to explore this planet and then report back to planet Earth what was there, what you discovered and how suitable it is to live there. In addition to your team, there is enough space for 4 extra passengers to help you.

Your task is to choose which of the following 4 people you will take with you and why. You can also draw a picture of this person in the box provided.

Doctor Journalist Farmer

Photographer Pilot Computer expert

Your best friend Scientist Engineer (e.g. builder)

Chef Survival expert Artist (e.g. musician)

Soldier Educator (e.g. teacher) Weather expert

Who?____________

Why?____________

_________________

_________________

_________________

_________________

Who?____________

Why?____________

_________________

_________________

_________________

_________________

Who?____________

Why?____________

_________________

_________________

_________________

_________________

Who?____________

Why?____________

_________________

_________________

_________________

_________________

lead the way - valuesforlife.net the way - sample... · • having a go is the best way to learn...

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