Learning For Life Mission Statement

Life skills play an important role for becoming successful professionally and improving our personal lives. Oprah, in her lifeclass video, talks about being responsible for yourself and not waiting for anyone else to change the circumstances around you as a way to develop the skills necessary to flourish. The story of Robert Sherfields first experience at community college, “How Community College Changed My Life” tells of how Mr. Sherfield let go of his past failures and worked toward a better future for himself. The quote by Charles Noble “First we make our habits, then our habits make us!” is great to remember when developing the life skills necessary to continue to grow in all aspects of our lives. The video, story and quote can all be connected, good habits produce responsible people. Responsible people are aware of their

Observe the U.S, ATTN reports that the number of students in Home economics has decreased approximately 38%in a period of ten years. Now observe the local towns of Myrtle Point and Powers…That is right, there no longer is Home economics. Our students, my peers, we will not only fail at washing laundry we will fail ourselves along the way. If these two towns were to provide a training center for young adults I’d want what I believe we need. We need the knowledge to know how to take care of ourselves. Life skill classes could give us the power to do just that.

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

Living Learning Communities facilitate learning, growth, and friendship. LLCs seek students who are dedicated and motivated. Personally, I am both; throughout high school, I have worked hard and studied hard. I maintained a high GPA while participating in theatre almost every day after school. Indeed, I was able to take rigorous Advanced Placement courses along with dual enrollment engineering course while helping to run my school’s theatre company, Lymlight Production. I plan to continue both this hard work while at USF. Thus, living in an LLC will help me meet my goals.

Active involvement in learning to develop life skills can help people to become independent. Learning in a

“Learners will develop the values, commitments, and ethics that positively impact the educational community as well as the educator’s own professional growth.” (COE-GCU Framework, 2010).

When I read the mission statement, I knew this is the place for me. One of the most attractive qualities of Advocate Children’s Hospital, is the mission to put a wholistic approach to care, and that this philosophy is rooted in the belief that human beings are created in the image of God. As a believer myself, the latter part of this statement not only stood out to me, but also reminded me of my initial calling to become a child life specialist – the calling to dedicate my life to help children and families to navigate life’s most challenging events. I believe a hospital that realizes and understands

Army Doctrine Publication (ADP) 1 does not go in to detail about the Solider for Life concept. This section of ADP 1 opened my eyes to a fact about my own life that I was unaware of, until now. Through more research online, I have learned that the Department of Defense (DoD) have taken the Solider for Life concept and the Army Career and Alumni Program (ACAP) and combined them. When I first joined the Army, I did not intend to become a lifelong Solider. However, I could not be more proud of what I do or what the army has made of me.

One important factor to consider is establishing the education foundation as early as possible. Due to life circumstances, younger employees are more likely to receive more professional training then their older counterparts. More of them are single and therefore have fewer familial commitments. They simply have more time to complete the training. Additionally, many younger adults have a stronger educational background from the start. As a general rule, the more education one begins with, the more likely more education is to be granted in the form of formal learning. Another way that age is a factor is because older adults often do not feel that there will be much benefit in additional education. Employers may have similar thoughts. An employer stands to gain much more in return for their investment in a younger employee. Seniority also comes into play when an organization is deciding where to spend valuable training dollars. The higher the position in the company, the more likely one is to be offered training opportunities. (Learning for life, 2009).

I used to get in trouble frequently at school for speaking my mind. When I was in preschool, I told a girl I did not want to play with her because I thought she was weird and in elementary school, I told a girl I did not want to play soccer with her because I did not find her fun to play with. My mother brushed off these interactions but instructed me to think whatever I want but to keep it to myself. Both of my parents empowered my three siblings and I to speak our minds at home: we would advocate for ourselves to doctors, we would actively participate in family discussions about politics and we were always included in things like choosing a dog or planning vacation. As my family always valued my honest and unfiltered opinion, I struggled

Life’s Kitchen’s goals tend to primarily focus on students graduating successfully with the life skills needed in order to obtain employment within the community upon completion of the program. However, the agency isn’t solely focused on this goal. The agency also focuses their goals on students obtaining their GED if needed, along with helping students work through any mental health issues they are experiencing. The goals at Life’s Kitchen have been extremely comprehensive and congruent with the original mission, however the agency has implemented revisions making the program more comprehensive in the services they

LifeSkills Training (LST) taught important social skills and how to enhance social competence. This part of the program focused on general social skills, communication skills, and verbal and non-verbal assertiveness. The students learned, studied, and practiced tools such as effective listening, making social contacts, and feeling towards others. The

There is one thing for certain in this world, everyone wants to accomplish something in life and we want to recognize our full potential. In order to do this we must have some skills, and in this case it’s life skills. Life skills are a range of characteristics we

The 180 Degrees Program is a SEL curriculum for elementary, middle and high school students and young adults (180 Degrees, 2013). The 180 Degrees mission “to passionately help youth improve their lives by accepting personal accountability and to continuously strive toward the goal of achieving their full potential, “one degree” at a time (180 Degrees, 2013)”.  The curriculum was developed by teachers and is designed based on researched based strategies in SEL. The curriculum includes a student handbook that focuses on character, life skills and personal enrichment education. The handbook includes references such as quotes, stories, poems and other information to emphasize the different themes of each lesson and chapters (180 Degrees, 2013).

Jain and Goyal are concerned with high school students not being able to gain the skills they need to become successful in our society. They see how adding life skills to the current education would help to come with stress and the difficult situations of life. To do so they selected 400 junior students in the Jaipur District of Rajasthan, to participate in this study. Their results showed that introducing life skills helps students improve in problem solving, decision making, and coping with emotions and stress. Showing that this should be incorporated into classes to strengthen the social, mental, and psychological development of students.