1. EL Journey Wheel

3. Please take five minutes to define:
• Proactivity
• Responsibility (Response-ability)
**Feel free to add an example if it helps

4. Circle of Concern
External factors that
affect us, but are outside
of our control.
Circle of
Influence
•Parents’ finances
•Hard SAT Q’s
•Weather
•School policies
Circle of Influence
Internal reactions which
we choose in response to
the things that impact us.
•
•
•
•
Attitude
Outlook
Language
Personal actions

5. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

7. Circle of Concern
Circle of
Influence
• Speed limit
• Laws
• How people drive and
feel about law-abiding
• Safety issues
Circle of Influence
• Monitoring speed
• Approaching city with a
solution
• Creating a system of
rewards and
punishments
• Making law-abiding fun

8. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

10. Circle of Concern
• Actions of others
• Quality of garden crew
• Reputation of school
Circle of
Influence
Circle of Influence
•
•
•
•
Your attitude
If you add to pile
If you use another bin
If you clean it up

11. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

12. Class Clock
Your Clock

13. Circle of Concern
Circle of
Influence
•Bad batteries/clocks
•Teacher letting you out
late/counting you tardy
•ALA’s tardy policies
•Prior ALA classes’ bad
behavior
•No bell system
Circle of Influence
• If you try to fix clock
• If you talk to teacher
• If you petition Mr.
Bradford for new clocks
• If you are conscientious
of time

14. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

16. Circle of Concern
Circle of
Influence
• How the other person
acts
• How he/she feels
• Whether he/she
forgives
• If they know about
Emotional Intelligence
Circle of Influence
•
•
•
•
Your attitude
Your behavior/actions
If you forgive/argue
Language

17. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

19. Circle of Concern
?
Circle of
Influence
Circle of Influence
?

20. Stimulus 
Freedom
to Choose
Self Awareness
Owning and controlling
feelings, behaviors,
thoughts, and language
Response
Personal Will
Taking action or
initiative; acting rather than
being acted upon
Imagination
Conscience
Creating new solutions,
thinking creatively,
challenging preconceived
notions, breaking the mold
Choosing to do the right
thing, regardless of the
external pressures; matters
of morality

21. Making Proactivity Personal
•
•
•
Take 15 minutes to think of a problem that you
would like to address
Use proactivity to address the issue
Use the following steps to create a strategy

22. More Proactivity Examples
• Talking to your RA after breaking curfew the night before
(Conscience)
• You talk to Mr. Bradford about getting a bigger scholarship
after your mom loses job (Personal Will)
• You’ve been really emotional lately so you go see Ms. Zsofia
(Self Awareness)
• You study for a test two weeks in advance because you know
there’s a guest speaker the night before the test (Personal Will)
• You talk to your Res Fac about a game you could play as a hall
to get closer (Imagination)

23. Not Proactivity
• You start going to Leadership Warriors?
• You walk by your enemy on the quad and don’t look at him/her
so you won’t fight
• Getting answers from a friend for a test you have not studied
for
• Stealing money to pay for expenses

24. Copyright © African Leadership Academy, 2011

25. Steps—From Problem to Proactivity
1.Values: Identify what’s important to you, the
situation, etc.
2.Narrow scope of problem: what’s within your Circle
of Influence and what isn’t?
3.Identify resources: List things you have at your
disposal to make a change (skills, talents, knowledge,
relationships)
4.Take initiative: Create steps to taking action

26. Time Management
Copyright © African Leadership Academy, 2011

27. Raise your hand if you
can identify with this.

28. Time Audit Results: 2012
• Students reported going to bed between 11:1511:30pm on an average night
• Students got less than 9 hours of sleep (recommended)
5-7 nights per week
• Students got less than 7 hours of sleep (minimum
recommended) on 1-3 nights per week

29. Time Audit Results: 2012
• Outside of the classroom, students spent about 20
hours studying
• Among the top time consumers
•
•
•
•
Economics—4.67 hours/week
Math—4.55 hours/week
Chemistry—4.18 hours/week
French—4.16 hours/week
**If you had all of those classes, that’s 17.5 hours alone

30. What do you think?
• What is most interesting about this to you?
• What do you find worrying about these statistics?
• Given what you just saw, would you say that time
management is a strength among students? Why or
why not?
Copyright © African Leadership Academy, 2011

31. What is Time Management?
• Time management is the act or process of
exercising conscious control over the amount of
time spent on specific activities, especially to
increase efficiency or productivity
• The use of tools, techniques, and strategies to
leverage time and efficiency

32. Why is Time Management Important?
•
•
•
•
•
•
•
•
Productivity—getting more done
Efficiency—getting more done faster
Health—maintaining wellbeing
Balance—having a good mix of work, play and rest
Fulfillment—using your time in a satisfying manner
Relationships—prioritizing time spent with/for others
Personal improvement—finding time for yourself
Spiritual—protecting time to recharge your soul

33. Question: Is time the only thing we
should manage?

34. Energy Management
• The act of intentionally regulating your eating,
sleeping, working, playing, resting, and studying in a
manner that allows your mind and body to be
maximally capable of everything required of it
• The use of conscious self-awareness to gauge
personal motivation and attention levels

35. Why is Energy Management Important?
•
•
•
•
•
•
•
•
Productivity—getting more done
Efficiency—getting more done faster
Health—maintaining wellbeing
Balance—having a good mix of work, play and rest
Fulfillment—using your time in a satisfying manner
Relationships—prioritizing time spent with/for others
Personal improvement—finding time for yourself
Spiritual—protecting time to recharge your soul
You can’t have any of these
things without energy

36. Question
Which is worse?
(Answer by show of hands)
1. Showing up to class drunk?
2. Showing up to class sleep deprived?

38. Sleep Deprivation
•
•
•
Worse than being drunk
Causes physical illness and unhealthiness
Causes mental illness
• Predominate factor in inducing panic attacks,
depression, and suicidal thoughts

39. What is the solution?

40. You’ll find out after the break
15 minutes…
Manage it well 

41. Raise your hand if you
can identify with this.

42. What is the solution?
1. The Power of No
2. Urgent vs. Important
3. Time Management

43. The Keys to Time Management

44. The Power of No
•
•
•
Creates boundaries
Helps others exercise time management and
responsibility
Allows you to say “Yes” to those things that are
most important and personally rewarding

45. The Keys to Time Management

46. Urgent
• Things that must be done
(or seem like they must be
done) in the very near
term
• Typically thrust upon us
by others
• Easily steal time from
important things
Important
•Things that may or not have
a short time deadline
•Typically things that are
determined from our own
values, goals, and dream
•Easy to postpone,
reschedule, or address “when
you have time”

47. Time Management Quadrants
URGENT
NOT URGENT
IMPORTANT
Quadrant I:
-Crises
-Pressing problems
-Deadline-driven projects,
meetings, preparations
Quadrant II:
-Preparation/Planning
-Spiritual growth
-Reflection/values clarification
-College preparation
-Relationships, relationship building
-L&E Class
NOT
IMPORTANT
Quadrant III:
-Interruptions, some emails
-Some email, some classwork
-Some meetings
-Many popular activities
Quadrant IV:
-Trivia, busywork
-Facebook (usually)
-Mass emails, typically
-Time wasters & escape activities
Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).

48. Make Your Own
URGENT
NOT URGENT
IMPORTANT Quadrant I:
Quadrant II:
NOT
Quadrant III:
IMPORTANT
Quadrant IV:
Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).

49. The Keys to Time Management
Four Generations of
Time Management

50. First Generation

51. Second Generation

52. Third Generation

53. Primary Component of Each Generation
4th Generation
Values
3rd Generation
Priorities
2nd Generation
Schedules
1st
Generation
Tasks

54. Fourth Generation

55. Building to Fourth Generation TM
STEP 1: Outline your roles (for example):
•
•
•
•
•
•
•
Sciences student*
EL & AS student*
Math and English student*
Basketball team member
Art Club Secretary
Family member
Muslim
*Feel free to list separately if important to you

56. Building to Fourth Generation TM
URGENT
IMPORTANT
Quadrant I:
20-25%
NOT
IMPORTANT
Quadrant III:
15%
NOT URGENT
Quadrant II:
65-80%
Quadrant IV:
less than 1%
Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).

57. Building to Fourth Generation TM
URGENT
NOT URGENT
IMPORTANT
Quadrant I:
-English Student
-Sciences Student
Quadrant II:
-Family Member
-LEA Student
-Muslim
-Math Student
NOT
IMPORTANT
Quadrant III:
-Basketball Player
-Sciences Student
Quadrant IV:
-Art Club Secretary
Source: Stephen Covey et al., First Things First (Simon and Schuster: New York, 1994).

58. Building to Fourth Generation TM
STEP 3: Set S.MA.R.T.* Goals for each role:
•
•
•
•
•
S – Specific
M – Measurable
A – Attainable/Achievable
R – Realistic
T – Time Bound
*See L/E faculty for additional reading on this if interested

59. Building to Fourth Generation TM
STEP 3: Set S.MA.R.T.* Goals for each role (for
example):
Family Member—Skype with at least two family members
this week
Basketball—Go to practice and two Leadership Warrior
sessions this week
Math Student—Get all homework done on time and get
a 85% or above on quiz

60. Building to Fourth Generation TM
STEP 4: Think of ways to Rejuvenate
If you’re going to keep up a fast pace lifestyle, you must have
ways to recharge your body, heart, mind, soul, and spirit.

61. Building to Fourth Generation TM
STEP 5: Prioritize, Schedule, and Create Checklists
Still important to managing one’s time, but must come after
determining values, naming roles and setting goals

62. Raise your hand if you wish you could do more
with your time.
Copyright © African Leadership Academy, 2011

63. Copyright © African Leadership Academy, 2011

64. Copyright © African Leadership Academy, 2011

70. INSERT YOUR
PECHA KUCHA
HERE

71. Copyright © African Leadership Academy, 2011