Author name: Sheri Smith

Activity: Use Your Unique Strengths

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Unlocking your full potential starts with recognizing and harnessing your unique strengths. Whether you’re a student looking to excel academically, kickstart your career with confidence, or simply build stronger social and emotional connections, understanding and leveraging your strengths is a powerful tool in your arsenal.

In this blog post, we’ll introduce you to a practical activity designed to help you identify your strengths, articulate them effectively, and discover how to apply them in various aspects of your life. Let’s embark on a journey of self-discovery and empowerment as we explore the transformative effects of embracing your strengths.

The Goal

This exercise helps students understand their strengths, how to articulate them, and explore how to use them.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Results Orientation; Extracurricular Activities Participation.
Career: Self Confidence; Whole Self; Perseverance.
Social/Emotional: Building Positive Peer Relationships; Sense of Belonging.

Materials

  • Circle of chairs
  • Indigo Report
  • Pencil and paper

Step 1: 

Have students read the Strengths section on the summary page of the report and star the ones that stand out to them.

Step 2:

Have students get in groups of three to talk about their strengths and times when they have used them.

Step 3:

Now have the same groups talk about places where they could use their strengths in the future. Have them each write down three examples for themselves.

Example: Two of Sally’s strengths are “Thinks outside the box when gathering information” and “Brings enthusiasm to the creative process.” She realizes these could be used to excel on the multimedia research project she has been dreading in her history class.

Note: You may need to rephrase some of the strengths on the Indigo Report if students have difficulty understanding certain words or phrases.

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Activity: Support System

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In a world filled with challenges and uncertainties, having a reliable support system can make all the difference in a student’s journey towards personal and academic growth. But what exactly makes a person “safe” to lean on and confide in? In this blog post, we’re about to embark on an enlightening exercise that will help you identify the key qualities that define a “safe person.”

By the end of this activity, you’ll not only gain a deeper understanding of what to look for in your support system but also discover how you can become a “safe” person yourself.

Let’s delve into the transformative power of building and nurturing a network of trustworthy individuals who are there for you when you need them the most.

The Goal

This exercise will help students understand the qualities that make up “safe” people so that they can build a better support system.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Career: Take Responsibility; Self Advocacy; Self Motivation / Self Direction.
Social/Emotional: Whole Self; Critical Thinking; Personal Safety; Building Positive Peer Relationships, Building Positive Adult Relationships.

Materials

  • Circle of chairs
  • Indigo Report
  • Pencil and paper

Step 1: 

Brainstorm qualities of “safe” people. Students can use real or imaginary people for examples.

Example: An example of a safe person could be “caring, a good listener who knows my needs” or “honest, direct, gives me smart advice.”

Step 2:

Have students list real people in their lives that fit these qualities.

Step 3:

Challenge students to be “safe” for someone else by trying to bring out one of the qualities of a safe person in their own lives.

Note: The definition of “safe” will vary from student to student. Use the Summary Page and DISC in the Indigo Report to determine what type of safe person will be the best fit for how each one communicates.

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Activity: Letter to Yourself

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Today, we’re diving into a unique activity that will help you explore your inner thoughts and provide valuable advice to an imaginary friend who’s facing challenges similar to yours. Think of this friend as someone you deeply care about and want to guide through life’s twists and turns.

As we embark on this “Letter to Yourself” activity, keep in mind that self-discovery is an incredible ongoing adventure. 

Let’s dive into this exciting journey of self-exploration and empowerment. Get ready to write some fantastic letters!

The Goal

The goal of this exercise is to have students become more self-loving and self-empowered by making them take the time to give good advice to themselves.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Identifying Goals; Take Responsibility.
Career: Perseverance; Communication; Self-Advocacy.
Social/Emotional: Self Confidence; Self-Motivation; Coping Skills; Handling Change.

Materials

  • Places to write
  • Indigo Report
  • Pencil and paper

Step 1: 

Have students write a letter of advice to an imaginary person who is exactly like them facing the exact same problems they are. Write the advice like you would to a friend or family member.

If students are having a hard time thinking of advice, they can look at the Don’ts: …And How Others Should Not Communicate with You section of their Indigo Report to get ideas of things they could tell themselves to stay away from.


Example: A student could write a letter to herself to stay away from things that upset her—social media’s overstated opinions, negative people. Instead, she encourages her to spend more time creating things and less time consuming things.

Step 2:

Upon completion, challenge students to take their own advice to see what happens.

Step 3:

Invite any students who feel comfortable to share their letters and experiences with the groups.

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Activity: Back to School Introduction

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Welcome back to school! As we kick off another academic year, we’re excited to introduce a unique back-to-school activity focused on helping students explore their identities and establish meaningful connections. 

In a world where real connections can sometimes take a back seat to busy schedules, this blog sets the tone for an activity that encourages students to go beyond the basics and engage in conversations that truly matter. Let’s dive in together!

The Goal

The purposes of this exercise is to kick off the group, get to know the students, and set the tone of the meetings.

RAMP (ASCA) Mindset & Behaviors addressed and developed:


Academic: Building Supportive Adult Relationships. 
Social/Emotional: Sense of Belonging; Self-Motivation/Self Direction; Perseverance; Self Confidence; Coping Skills; Building Positive Peer Relationships.

Materials

  • Circle of chairs
  • Paper and pencils/pens

Step 1: 

Have students sit in a circle and introduce yourself and the purpose of the group. Emphasize that the point of the group is to dive deeper into what your strengths and weaknesses are, help you grow, examine why you are at school, and figure out what you want to get out of school.

Step 2:

Instruct each student to share their name, how long they have been at the school and/or lived in the area, then tell the group one thing everyone knows about them and one thing nobody knows about them. Ask follow-up questions.

Step 3:

Students should get out paper and pencil/pen (or pass them out). Ask them to write down answers to the prompts below. Let them know that they will not be asked to share their favorite/least favorite things so they can be honest.

What is your favorite thing in life right now?
What are your top three least favorite things?
What do you love about this particular school?
What do you dislike about this particular school?
What does the world look like to you?
What do you wish the world looked like?
How can you be a part of making this happen?

 

Step 4:

Talk a little about the last two questions as a group. Close by explaining that the group is going to explore how each person is going to carry out that last question.

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Uncovering Hidden Bias in Motivators (CLEAR Professional Development Series)

Leave a Comment / Motivators /

Bias is everywhere, even in something as seemingly innocuous as human motivation. The same thing that motivates and excites us can be a turn-off for others. This session will explore the six core driving human motivators, what they mean, and how your personal preferences can uncover hidden bias. Participants will have an opportunity to measure their motivator sequence via IndigoPathway’s 7- minute survey during the session. Finally, we will discuss how this impacts us in businesses, education, and communities.

Take the IndigoPathway's 7-minute survey!

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Low Compliance Classroom Management Tips

Leave a Comment / DISC, Indigo Assessment Info /

Personalized classroom management strategies help meet individual student needs, fostering a positive learning environment, increasing motivation, and leading to better student performance. Understanding a student’s core DISC style provides a great framework helping each student thrive! In this blog, we’ll explore techniques for managing high steadiness students, creating a structured and results-focused environment for optimal performance.

Someone who scores below 50 in the DISC Steadiness behavioral style (blue bar on the DISC graph is considered “low” in that style). The lower the score, the more the classroom strategies typically apply.

A low compliance student may have characteristics such as being non-conforming, big picture oriented, and uninterested in details. Additionally, they may have difficulty with time management and organization. 

Here are some classroom management strategies to keep in mind for you students who have a low compliance behavioral style:

Encourage autonomy and independence.

Low compliance students may have a strong sense of individuality, so encourage autonomy and independence in their learning and decision making.

Use positive reinforcement and recognition.

Low compliance students may be more responsive to positive reinforcement and recognition, rather than traditional forms of discipline.

Provide flexibility in assignments and activities.

Low compliance students may struggle with rigid schedules or assignments, so provide flexibility in assignments and activities to accommodate their needs.
 

Provide opportunities for hands-on and experiential learning.

Low compliance students may have a hard time sitting still for long periods or retaining information through lectures, so provide opportunities for hands-on and experiential learning.
 

Be patient and understanding.

Low compliance students may struggle with meeting deadlines or following through on tasks, so be patient and understanding of their needs.
 

Give them clear and specific feedback on their work.

Low compliance students may need clear and specific feedback on their work to understand their progress and areas for improvement.

Allow them to express their ideas, opinions and suggestions.

Low compliance students may have unique perspectives or ideas, so allow them to express themselves and incorporate their ideas into the classroom.

These strategies aim to provide a flexible and engaging learning environment that takes into account the individual needs of low compliance students and encourages them to take responsibility for their learning and behavior. It also provide opportunities for positive reinforcement and recognition to build their motivation and self-esteem.

Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.

Know your DISC Style! Take the Quiz Here

Low Compliance Classroom Management Tips Read More »

Low Steadiness Classroom Management Tips

Leave a Comment / DISC, Indigo Assessment Info /

Personalized classroom management strategies help meet individual student needs, fostering a positive learning environment, increasing motivation, and leading to better student performance. Understanding a student’s core DISC style provides a great framework helping each student thrive! In this blog, we’ll explore techniques for managing low steadiness students, creating a structured and results-focused environment for optimal performance.

Someone who scores below 50 in the DISC Steadiness behavioral style (green bar on the DISC graph is considered “low” in that style). The lower the score, the more the classroom strategies typically apply.

A low steadiness student may have characteristics such as being easily distracted or having difficulty maintaining focus, being impulsive, and being prone to emotional expression.. Additionally, they may have a tendency to procrastinate with completing tasks or meeting deadlines. They love variety and tend to get bored easily.

Here are some classroom management strategies to keep in mind for you students who have a low influencing behavioral style:

Provide a flexible and dynamic environment.

Low steadiness students tend to thrive in environments that are flexible and dynamic, so be open to changes in plans and activities.

Provide opportunities for movement and hands-on activities.

Low steadiness students tend to have a lot of energy, so provide opportunities for movement and hands-on activities to channel that energy in a positive way.

Be aware of the need for variety.

Low steadiness students may become easily bored with routine, so be aware of the need for variety and incorporate different activities, projects, and lessons.
 

Encourage creativity and experimentation.

Low steadiness students tend to be creative and enjoy experimenting with new ideas, so encourage this type of thinking and expression.
 

Be open to new ideas and perspectives.

Low steadiness students tend to be open-minded and curious, so be open to new ideas and perspectives they bring to the class.
 

Be flexible and adaptable.

Low steadiness students may be easily distracted, so be flexible and adaptable to their needs and be prepared to change course if necessary.

Allow for group work and small-group discussions.

Low steadiness students may have a hard time sitting still for a long time, so allow for group work and small-group discussions (especially if they are also high influencing).

Provide them with opportunities to take on different roles.

Low steadiness students may enjoy taking on different roles and responsibilities, so provide them with opportunities to do so.

These strategies aim to provide an exciting and fun learning environment that takes into account the individual needs of low steadiness students and encourages them to take responsibility for their learning and behavior. It also provide opportunities for positive reinforcement and recognition to build their motivation and self-esteem.

Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.

Know your DISC Style! Take the Quiz Here

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Wanted: Industry Experts to Revise National CTE Framework

Leave a Comment / Indigo News /

Wanted: Industry Experts to Revise National CTE Framework

My name is Sheri Smith, CEO of Indigo Education Company. Indigo, in partnership with Advance CTE, is seeking industry leaders to redesign CTE programs across the country by revamping the National Career Clusters Framework. This framework serves as a blueprint for states nationwide, guiding Career Technical Education (CTE) programs for high school students and adult reskilling initiatives. Over 11 million students participate in CTE programs each year!

CTE is gaining momentum as both employers and students recognize the value of credentials that directly align with job opportunities. To ensure that our update reflects industry needs, we are hosting Industry Advisory Groups (IAGs) via Zoom. These groups will bring together representatives from companies across the country to validate the skills and training required to fill entry-level positions in their respective industries. Their names, companies, and valuable contributions will be published on the Advance CTE website. 

Participation in the Industry Advisory Groups entails the following:

  • Two 2-hour Zoom sessions – Industry leaders collaborate with their peers to review labor market data and address existing gaps in the framework.
  • Digital Validation – Add your final thoughts via email.

Please nominate yourself or forward this to your industry contacts who might be interested by filling out this form. The form will close on Friday, July 14th.

Click here

We look forward to hearing your expert opinion.

Thank you,


Sheri Smith


Sheri Smith
CEO & Founder at Indigo Education Company
sheri.smith@indigoproject.org
www.indigoeducationcompany.com
525 3rd Avenue
Unit 114
Longmont, CO 80501



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Low Influencing Classroom Management Tips

Leave a Comment / DISC, Indigo Assessment Info /

Personalized classroom management strategies help meet individual student needs, fostering a positive learning environment, increasing motivation, and leading to better student performance. Understanding a student’s core DISC style provides a great framework helping each student thrive! In this blog, we’ll explore techniques for managing low influencing students, creating a structured and results-focused environment for optimal performance.

Someone who scores below 50 in the DISC Influencing behavioral style (yellow bar  bar on the DISC graph) is considered “low” in that style. The lower the score, the more the classroom strategies typically apply.

Low Influencing students tend to be introverts, meaning they need alone time to recharge. They may have characteristics such as being quiet in class, not participating in group discussions or activities, and being less likely to take a leadership role. They may also be less confident in expressing their ideas.

Here are some classroom management strategies to keep in mind for you students who have a low influencing behavioral style:

Encourage participation through written work or individual projects.

Low influencing students may be more comfortable expressing themselves through written work or individual projects, so provide opportunities for them to do so.

Be aware of their need for alone time.

Low influencing students may need alone time to recharge, so be aware of this need and provide opportunities for them to work independently.
 

Give clear and direct instructions.

Low influencing students may have difficulty interpreting or following indirect instructions, so be sure to give clear and direct instructions for tasks and activities.
 

Avoid confrontation and criticism.

Low influencing students (especially if they are also low dominance) may be sensitive to confrontation or criticism, so avoid these situations and show respect for their opinions and ideas.
 

Provide positive reinforcement for their achievements.

Low influencing students may need extra encouragement and positive reinforcement, so be sure to praise and recognize their achievements.
 

Avoid interrupting them when they are working.

Low influencing students do not like to lose focus when they are working, so avoid interrupting them and allow them to finish their task.

These strategies aim to provide a calm and safe learning environment that takes into account the individual needs of low influencing students and encourages them to take responsibility for their learning and behavior. It also provide opportunities for positive reinforcement and recognition to build their motivation and self-esteem.

*Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.

Know your DISC Style! Take the Quiz Here

Low Influencing Classroom Management Tips Read More »

Low Dominance Classroom Management Tips

Leave a Comment / DISC, Indigo Assessment Info /

Personalized classroom management strategies help meet individual student needs, fostering a positive learning environment, increasing motivation, and leading to better student performance. Understanding a student’s core DISC style provides a great framework helping each student thrive! In this blog, we’ll explore techniques for managing low dominance students, creating a structured and results-focused environment for optimal performance.

Someone who scores below 50 in the DISC Dominance behavioral style (red bar  on the DISC graph) is considered “low” in that style. The lower the score, the more these classroom strategies typically apply.

Low Dominance  students tend to be more collaborative in group settings. They may be less likely to speak up or take charge in a group situation and may be more comfortable following the lead of others. Low dominance students may also be more sensitive to criticism and may be less likely to take risks or try new things. They may also be more likely to be influenced by the opinions and actions of others.

Here are some classroom management strategies to keep in mind for you students who have a low dominance behavioral style:

Use a collaborative approach to decision making.

Low dominance students tend to shut down with conflict and may benefit from a collaborative approach to decision making, where their ideas and input are valued.

Encourage participation through small-group activities. 

Low dominance students may be hesitant to speak up in large groups.
 

Provide positive reinforcement and encouragement.

Low dominance students may need extra encouragement and positive reinforcement to find their voice.
 

Use a positive and supportive tone.

Low dominance students may be sensitive to criticism or negativity, so use a positive and supportive tone when communicating with them.
 

Use non-threatening and non-confrontational methods to redirect disruptive behavior.

Low dominance students may be easily intimidated or upset, so use non-threatening and non-confrontational methods to redirect disruptive behavior.
 

Offer guidance and support.

Low dominance students may need a safe environment to express their opinions, so be available to answer questions and offer assistance when needed.

These strategies aim to provide a safe and encouraging learning environment that takes into account the individual needs of low dominance students and encourages them to take responsibility for their learning and behavior. It also provides opportunities for positive reinforcement and recognition to build their motivation and self-esteem.

Note: It’s important to note that the DISC assessment is just one tool used to understand and describe behavior, and it should not be used to label or judge individuals. Each person is unique and may exhibit a combination of different behavioral traits. Additionally, behavior can change depending on the situation and context. Therefore, it is essential to use the information from the DISC assessment as a starting point for understanding and communication, not as a means of making judgments or assumptions about a person’s character or abilities.

Know your DISC Style! Take the Quiz Here

Low Dominance Classroom Management Tips Read More »

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