What Is Involved In Personal Development Coaching?
- Michael Davis
A personal development coach, often known as a life coach, is a trained professional who works with clients to establish and monitor plans designed to assist them in accomplishing certain objectives. Individuals who are trying to improve themselves in a particular aspect of their lives might benefit from the insights provided by personal development coaches, which are based on psychological and behavioral research.
What is taught in personal development?
In Order for Them to Thrive Both as Children and as Adults Today and Tomorrow At LePort, we recognize that a solid base for the education of the complete child must consist of both extensive knowledge and well developed critical thinking abilities. When our children are developing their character and acquiring important personal, social, and life skills, we provide guidance for them both inside and outside of the classroom.
At LePort, personal development is not a distinct topic that is taught in the form of an abstract lecture. Instead, in our personal development program, which is referred to as PE3, lessons are learnt as part of the tiny decisions that are made every day that make up the routine of life itself.
Our primary focus is on providing children with hands-on instruction, positive role models, and sound advice so that they can appreciate the importance of the life lessons and skills that they are learning and put them into practice right away. We want to make it possible for your kid to mature into a good person, which we define as someone who is able to consciously and intentionally determine her aims and values, as well as someone who is able to behave in a way that is principled and long-term in pursuit of those ideals.
- We hope that she will develop qualities of character that will allow her to have a happy and successful life, such as candor, responsibility, and fairness in her dealings with other people;
- Our goal is to instill in her a strong moral compass that will serve as a map for her as she travels through life and give her the ability to stay on the right road in spite of the challenges and temptations she will face;
We want our pupils to have a high moral compass, to be kind and kind toward others, and to be completely capable of performing effectively in the real world. The LePort Personal Development curriculum, which spans from preschool through junior high school, has an emphasis on the following four domains:
Developing a pro-work attitude and tenacity include allowing children to consciously set goals that are both ambitious and attainable, guiding them as they cultivate the work habits and abilities necessary to achieve, and allowing them to feel the pleasure of achieving their ideals.
Developing a morally superior character involves demonstrating one’s beliefs through one’s actions; for instance, demonstrating how being honest can lead to inner calm and trust, how acting justly toward others can foster benevolent human relationships, and how acting in a way that is consistent with one’s ideals can garner respect and help one achieve one’s objectives.
Learning the practical life skills essential to succeed in life – teaching them the power, satisfaction, and practical benefit of organization, time management, responsibility, healthy living, and other activities along these lines. Learning the practical life skills necessary to thrive in life.
Developing excellent social skills include realizing the value that other people bring into our lives, dealing with peers and adults fairly, creating the grace and courteous skills essential for mature interaction, and developing a fundamentally benign attitude towards others.
Our method of Personal Development is known as the LePort PE 3, named after its three primary components: a focus on work as a means of self-actualization and a pro-effort approach; a carefully repared environment in which the child can grow and learn; and a focus on learning from personal experiences and through the application of real-world examples.
Method That Is Favorable To Effort At LePort, we believe that “work,” which we define as an activity that is both self-selected and self-initiated and that demands continuous focus in the pursuit of a goal, is essential to the development of an individual’s character.
They learn to think, to persevere, to organize their minds, and to apply knowledge in the pursuit of goals as they apply their knowledge in practice, such as using the bead materials to do long multiplication in Montessori, or writing a report on a historical figure in Junior High.
Our students learn these skills as they apply their knowledge in practice. Individuals come to adopt what is known as a “growth mindset,” which is the core notion that they can design their own achievement rather than being imprisoned by circumstance or inborn skill.
Environment That Has Been Prepared We make it our mission to cultivate a setting that is kind, well-ordered, and supportive of the child’s desire to learn and to participate in life. It begins with the lessons we teach and the way we go about delivering them, and it continues to the individuals, guidelines, routines, and standards we establish in order to instill social and practical life skills in our students.
- Nothing at LePort happens by mistake, from the child-centered environment of our Montessori classrooms to the comprehensive report cards we provide for our fourth through eighth students;
- Personal experiences as well as instances taken from actual life;
We are of the opinion that young children may most effectively learn lessons in moral and personal development through the concrete, real-life situations that occur naturally during the course of their attendance at our school. Our role as educators here is not to lecture on moral theory; rather, we are to serve as role models and guides for the students we teach, from the young child in a Montessori classroom who discovers how to politely ask for assistance to the middle schooler who realizes that cheating leads to a loss of trust with his peers.
Our graduates are children who have developed a strong sense of personal identity; they have learned to act in pursuit of their chosen goals, and they have developed goals that they are motivated to pursue.
In other words, they have graduated from our program having developed a strong sense of personal identity. Young adults who have graduated from our program are those who have genuine, well-deserved confidence in themselves.
A youngster who has formed such a solid foundation will not have any trouble prospering in the less structured surroundings of high school and college, as the examples of our former students make clear. What should one do about dishonesty? Cheating students are a reality in every classroom, and how students respond to this challenge reveals a lot about how they think about their own growth as individuals.
Academic dishonesty can be dealt with in a variety of ways: the student may be compelled to perform penance by writing an apology; his parents may be alerted; the student may receive a failing grade in the course; the student may even be expelled from the school.
At LePort, our objective is to assist the student in making a positive change in his life by assisting him in overcoming his pattern of dishonesty via the use of a structured curriculum. One such instance includes a student in the fourth grade, who we will refer to as Lester, who lied on a quiz.
Our instructor informed Lester that he had been found cheating and questioned him about his motivations for doing so. Lester came clean about his dishonest behavior and said that he would never cheat again.
Instead of stopping here or penalizing Lester by giving him detention or anything worse, our teacher let Lester think through the ethical concerns by asking him how cheating made him feel. What makes you think that lying about anything is wrong? What would you think if you found out that other people had cheated? She also stated that cheating was a habit, and that given his history of cheating, it was possible that he would cheat again in the future.
Our instructor admitted that Lester would need assistance in altering his conduct, so rather than threatening him with penalty for future dishonesty, she offered him assistance. That is what she had him understand, “It’s quite likely that you’ll cheat again, Lester.
If you do it, the most essential thing that has to happen later is that you acknowledge the truth of the situation and come talk to me about it. I don’t want you to promise that you won’t cheat; I just want you to promise that if you do cheat, you’ll come and tell me about it.
I don’t want you to guarantee that you won’t cheat. It is going to be really challenging for you since you are attempting to be honest and you will be annoyed if I ask you about it. However, if you were to inform me, I would not be angry.
Instead, we’ll have a conversation about it. I will consider this to be a very significant move on your part. That’s possible, right?” Lester was guided in the correct direction by our professor because he was able to bring to light a moral dilemma and devise a practical solution that served as an interim step.
Lester’s pattern of dishonesty stretches back over a lengthy period of time; therefore, it would be unreasonable to expect him to suddenly quit cheating through sheer force of will; but, he might admit to dishonesty when it occurred.
When Lester cheated once more, this time during a game on the playground a few weeks later, he came and informed his instructor, and the two of them discussed what had taken place. She requested that he reaffirm his previous commitment to her. After Lester had prepared extensively for an exam and received a “A” as a result of his efforts, his instructor remarked to him how much more satisfying it was to have achieved that grade.
What are the 2 personal goals in personal development?
Think about picking one of these typical targets for your own personal development: Improve your time management. Train yourself to be emotionally intelligent. Cultivate resilience.