Uncovering Hidden Bias in Motivators (CLEAR Professional Development Series)

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.

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Low Compliance Classroom Management Tips

DISC, Indigo Assessment Info / Sheri Smith

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.

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Low Steadiness Classroom Management Tips

DISC, Indigo Assessment Info / Sheri Smith

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.

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Wanted: Industry Experts to Revise National CTE Framework

Indigo News / Sheri Smith

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.

We look forward to hearing your expert opinion.

Thank you,

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

DISC, Indigo Assessment Info / Sheri Smith

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.

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Low Dominance Classroom Management Tips

DISC, Indigo Assessment Info / Sheri Smith

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.

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Celebrate with Us! Cheers to Indigo’s 10-Year Anniversary

Featured, Indigo News, Thoughts on Education / Sheri Smith

MESSAGE FROM THE CEO

INVITATION TO CONNECT AND HELP

BIG ANNOUNCEMENTS

HELPFUL LINKS

SHERI'S NEW BOOK

NOTE OF GRATITUDE

Message from the CEO

Upon reflecting on the past decade of Indigo, I am even more convinced that the future of humanity is inclusive. In this new era, everyone is valued and has a sense of belonging and purpose, not based on what they produce, but simply for who they are as individuals.

The future of education is learner-centered. Who the learner is, how they learn, and what they’re naturally curious about matters more than standards, curriculum, checking boxes, or memorization.

The future of workforce is people-centered. The aspirations, talents, and dreams of each employee are considered in aligning their work with personal growth and authenticity. It is a departure from companies solely pursuing their own objectives and maximizing profits.

Indigo has always been ahead of its time. We are dedicated to supporting the ongoing transformation towards a people-centric consciousness. How do we do this? We continue to focus on our core values, self-awareness, empathy, and freedom.

"know yourself"

Indigo provides a wide range of assessments that facilitate self-awareness. Our assessments are specifically designed to illuminate and highlight the unique strengths of each individual. Unlike other companies that prioritize profit and marketing, we deliver the assessment results with a deeper level of insight and intentionality.

"know your team"

When individuals gain a deeper understanding of themselves, they can then shift their focus toward those around them. The emerging consciousness emphasizes the importance of community and collaboration, rather than individualism and division. To foster this effectively, we need to cultivate empathy for one another. Our assessments serve as a foundation for engaging in meaningful conversations that facilitate this empathetic connection.

"know your possibilities"

Freedom is significant on every level. Individually, we must have the freedom to choose our own identity and to fully express ourselves. In teams, we must feel secure in expressing our ideas and gifts without assumptions or judgment. At the collective and systemic level, it is essential to promote greater empowerment, a stronger belief in the democratic process, and respect for the sacredness of choice.

This is precisely why Indigo remains committed to advocating for increased choices within organizations, companies, schools, and institutions. We strive for clarity of vision and processes that allow individuals to align themselves with organizations that truly resonate with their authentic selves.

Invitation to Connect and Help

If you align with our vision, we invite you to connect with us! Email us and we will get back to you right away!

Please consider helping us grow in the following three ways:

Spread IndigoPathway far and wide: IndigoPathway is our new free 10-minute self-awareness (DISC and Motivators) career transition assessment. We also offer white-label services, community workforce platforms, certification, online courses, and consulting services around IndigoPathway.
Refer us to organizations that can use our full suite of services! We specialize in working with schools, non-profits, veteran organizations, and higher education.
Like us and follow us on social media:

Big Announcements

In partnership with WestEd, Indigo has been selected to modernize the National Career CTE Career Clusters Framework with Advance CTE. This is an amazing opportunity to impact the career trajectories of millions of high school students across the country. See updates on the project here.

Indigo has been awarded a grant from the Colorado Department of Education to develop technology to facilitate statewide career advising conversations with high school students and adults seeking educational and career pathways. We are partnering with Colorado Education Initiative on the year-long project.

Sheri's Book

If you want to know more about Indigo’s unique business philosophy check out Sheri’s new book Spiritual Entrepreneurship: Raw Reflections of a Female CEO.

This book contains Sheri’s personal experiences and insights over the past ten years of building Indigo. Sheri hopes it will inspire and guide others in leadership positions.

Learn more about the book here.

Helpful Links

Note of Gratitude

Thank you for being part of our community!

A special expression of gratitude goes out to everyone who has been part of the Indigo team over the past decade. Our current team continues to achieve remarkable feats every day and brings immense joy to thousands of people across the country. As we look ahead to the next 10 years, I strongly believe that our work has only just begun.

With gratitude,

Sheri A. Smith

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High Compliance Classroom Management Tips

DISC, Indigo Assessment Info / Sheri Smith

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 compliance students, creating an organized and detail-oriented environment for optimal performance.

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

A high compliance student may have characteristics such as being detail oriented and following rules and instructions closely. They typically are responsible and have a strong work ethic; they are conscientious and produce high quality work. Additionally, they may be less likely to challenge authority and are more inclined to follow established procedures. They may also be less likely to take risks and may prefer to stick to what they know.

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

Provide clear expectations and rules.

High compliance students tend to thrive in structured environments, so be sure to clearly communicate expectations and rules for behavior.

Encourage organization and planning.

High compliance students tend to be organized and planful, so encourage these habits by providing opportunities for them to plan and organize their work.

Use positive reinforcement.

High compliance students often respond well to positive reinforcement, such as praise or rewards for good behavior.

Provide opportunities for responsibility and leadership.

High compliance students tend to be responsible and dependable, so provide opportunities for them to take on leadership roles and responsibilities.

Be firm and consistent with consequences.

High compliance students tend to understand and respect rules and consequences, so be firm and consistent when enforcing them.

Provide opportunities for self-reflection.

High compliance students may benefit from opportunities to reflect on their behavior and progress, so provide opportunities for self-reflection and goal setting.

Encourage time management skills.

High compliance students tend to be good at time management, so encourage them to develop and use these skills in the classroom.

Provide them with clear and specific feedback on their work.

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

These strategies aim to provide a clear and safe learning environment that takes into account the individual needs of high 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.

High Compliance Classroom Management Tips Read More »

High Steadiness Classroom Management Tips

DISC, Indigo Assessment Info, Resources / Sheri Smith

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 peaceful and routine-driven environment for optimal performance.

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

A high steadiness students may have characteristics such as being dependable, consistent, and reliable. They are often able to maintain their composure in difficult situations. High steadiness people tend to do their best with a plan that doesn’t change frequently and may want to be in control of designing that plan. They may also be patient, persistent, and able to focus on a task for a long period of time.

Here are some classroom management strategies to keep in mind for your students who have a high steadiness behavioral style:

Establish a routine.

Create a structured and consistent daily routine, and stick to it as much as possible. This will help students with high steadiness feel secure and comfortable in the classroom.

Clearly communicate expectations.

Clearly state rules and expectations for behavior, and make sure they are consistently enforced.

Provide positive feedback.

Give frequent positive feedback and recognition to students who follow the rules and expectations.

Avoid sudden changes.

Try to avoid sudden changes or disruptions to the classroom routine, as this can cause anxiety or confusion for students with high steadiness scores.

Be calm and composed.

Maintain a calm and composed demeanor at all times, as this will help create a stable and peaceful classroom environment.

Be organized.

Be organized and make sure that materials and resources are readily available for use.

Use a structured seating plan.

Use a structured seating plan that promotes order and stability in the classroom.

Encourage participation.

Encourage participation and interaction among students, but in a controlled and structured way.

Be consistent in discipline.

Consistently implement and communicate discipline policies, which should be predictable and logical.

These strategies aim to provide a structured and safe learning environment that takes into account the individual needs of high steadiness students and encourages them to take responsibility for their learning and behavior. It also provides opportunities for positive reinforcement and recognition and in time, know how to better advocate for themselves.

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Indigo x Song An: 2022 A Year In Review

Featured, Indigo News, Indigo Stories / Sheri Smith

Step into a world of empowerment and collaboration as Indigo and Song An shape the landscape of education and career counseling. Our 2022 Year in Review takes you on a remarkable journey through our partnership, showcasing the impactful moments and transformative experiences that defined our year.

In this blog post, we celebrate the power of self-awareness, empathy, and freedom in unlocking success for learners and educators alike. Let’s relive the magic of our year together and set the stage for even greater achievements to come. Welcome to the blog post that commemorates a year of growth and collaboration.

2022 Indigo x Song An: Business-to-Consumer

Indigo Assessments delivered to students, teachers & career consultants

Young Professionals impacted by Indigo

Career Consultants completed IndigoBasics Certification Training

Career Consultants participated in a peer-learning results debrief workshop

“What I like about IndigoActivate online course is the coherence of the course’s content as well as each video. I also find the learning materials mentioned in the course’s references very useful. I’m very satisfied with the course. Thank you, Indigo, for a fantastic course which helps me not only at study and work but also in my personal life.”

“The report is really detailed and accurate. I've done many DISC and personality tests and none of the others are this detailed. It's quite easy to debrief by myself thanks to the guidance.”

2022 Indigo x Song An: Business-to-Business

Our partnership with British University Vietnam (BUV) is going strong. We signed a second-year contract with 400 Indigo assessments.

With Amanotes, we rolled out a pilot for a team of ten members to evaluate the feasibility of scaling up.

A new partnership with Student Life Care, a start-up offers support services for Vietnamese students who study abroad, was established. 39 students took the Indigo assessments.

“Indigo assessments are highly applicable to university students and fresh graduates who are currently taking a break to: Reflect on why they fit or don't fit in the current work environment, or why they are not as good as other interns in the company; Realize what skills they are good at and not good at so they know what to showcase on their job application or in an interview; Realize what kind of work environment suits oneself, how to utilize their strengths and their skills in the next internship.”

2023 Indigo x Song An Plan

The Way Forward

Business-to-Consumer

Increase Indigo’s breadth of impact to new groups of students.

Business-to-Business

Continue our ongoing support with BUV, while establishing partnership with a new partner.

Career Consultants

Foster practice and supervision sessions for Indigo certified career consultants.

Thank you for your partnership!

“The path of leading change is a lonely one, and none of us
succeeds without the help of many.”

– Jacqueline Novogratz

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