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CPAC FOUNDATION EDUCATION DAY
OCTOBER 24, 2015
PRESENTATION BY
Amelia Ng & Emil Boychuk
Association of Career Educators
Introduction: Education and Career/Life Planning and Development Process
Understanding Your Kids’ Potential Who Am I? Who do I Want to Become? Many dimensions
Providing Appropriate Guidance Focusing on helping them with “Who Am I?” and “Who do I
want to become?” Building Resiliency and Self Esteem Communication and dealing with emotions Responsibilities
Helping them explore “What are my Opportunities?” Importance of exploring broadly and researching deeply Predictions of Exponential Changes - “Future Looking”
Helping them with “What is my Plan for Achieving my Goals?”
Supporting, Encouraging, Providing experiences, allowing to learn from failure, …
We want them to appreciate and develop their potential--to dream, make informed plans, set goals and carry them out
We all want our kids to be happy,
healthy, successful, and contributors to a better world
2. We want them to explore possibilities and opportunities in line with their potential--according to their talents, interests, values, personality, skills, learning styles, …
The Quest--
Who Am I?
Who Do I Want to Become?
Helping our kids to discover, understand and appreciate their potential
Many aspects and dimensions
Personality
Multiple Intelligences
Character and Emotional Intelligence
Learning Styles and Work Habits
Interests (Passion, Strengths,…)
Values, Attitude, Beliefs,…
Understanding Your Student's Learning Style: The Theory of Multiple Intelligences By: Tracy Ostwald-Kowald
Focus and support who they are - Support and buffer - Be available to listen, guide, reinforce, and
comfort kids as they experience the ups and downs of daily life
- Do NOT make assumptions about potential.
- Help develop strong work ethic, based on their own aspirations and choice
- Encouraging your kid to focus, set realistic goals that are fair and attainable,
- Instead of focusing or remarking about their potential, compliment their efforts, resilience, or initiative, and completed tasks
- Pay attention to the value of effort, whether it relates to academics, athletics, the arts and science or community activities
Build life balance in 6 Areas
Cultivate Good Relationships
Treasure True Friendships and Develop Love
Make Life Meaningful (Making the Most of Life)
Maintain Mental and Physical Health
Practice Financial Intelligence
Find Passion in the Work you do
Build resiliency in school and at home
- Encourage kids not to be afraid of challenges
- Help enjoy and learn from all that life has to offer, community responsibility
- Praise their intelligence, creativity, self-confidence, or enthusiasm but also be humble.
- Talking about or focusing on their potential.
Resiliency is not one specific thing, but a combination of skills and positive attributes that people gain from their life experiences and relationships. These attributes help them solve problems, cope with challenges, long term goals and bounce back from disappointments.
A resilient person can decrease the amount of emotional damage they take from life related problems (emotional, financial, educational, etc), AND recover quickly from the damage E.g. The resilient and non-resilient child who is bullied
Relationships and reaching out:
A sense of belonging to communities and groups
Strong parent-kid relationship: good communication with the child, can share problems, good listener, never let the child feel you are to busy for them
Help your kid build social skills and self confidence, self esteem, ability to ask for help
Understanding personal boundaries (not selfish)
The Assets of Having Optimism
Identify the difference between healthy optimism and a mindless positive attitude
Healthy optimism is realistic – not based only on beliefs – based on knowledge, practical experience and skills
Young people have greater capabilities to handle situations if they have a good guide/mentor
Give youth a broad base of experiences to explore and understand
Supporting Resiliency Through Good Communication
Be a good listener; do you let them feel you do not have time for them
Respect their feelings
Respect their voice and point of view
Encourage Respectful Assertiveness
Respect their opinions; encourage them to support their views
Supporting Resiliency Through Strong Relationships Before 8 years old
Lots of affection, comfort, care, forgiveness, enjoyment
All the kinds of parental warmth to engender emotional and physical security, trust and safety
Age 11-12 Begin challenging ideas and authority
Develop greater interest in friends, video games and other activities that draw them away from parents
The Teens Take on greater responsibilities, independence, and thinking
for themselves
Parents change their roles and relationship accordingly
Supporting Resiliency Through Positive Discipline Parents need to control their children because kids are still
developing the ability to control themselves
With too many restrictions, children learn only how to obey or not get caught misbehaving
Teach children how to make their good choices about their behaviour
Child learn to make independent decisions
Teenagers should learn to be responsible for their own self-discipline and understand the real consequences of misconduct
Participation
Participate in class learning style and learning activities at school
Academic ability (intelligences development)
Motivation to learn and work
Children actively participate in their own learning
Ability to concentrate and solve problems
*CAREER COACHING:
1) Clarifying Self Assessment,
2) Connecting dots and resources in Exploring Opportunities,
3) Challenging in Setting Goals and Planning,
4) Motivating for Taking Action
5) Introduce valuable volunteer work for kids 6) Explore and use the 40 hrs volunteer work and participate the Creativity Action & Services Program in IB
Kids’ Needs
Self Esteem, Confidence, “I can” positive attitude
Respect, support and parental care and love
Communication (Listening to understand…)
Open mind by the parent, modelling
Parents are the mirror for the youth
More than choosing an occupation or field of work, think of the transferable skills
Looking a life holistically Relationships, Health and Well-being, Education and
Work, Philosophy of Life, …
What brings meaning and purpose?
The North American Dream Good work, marriage, car, home, children…
Different personal development styles Navigating, Exploring, Drifting
Career/Life Journeys are unpredictable
20 Occupations—most kids and parents mainly consider only occupations such as lawyer, doctor, engineer, teacher, nurse, architect, accountant, veterinarian, …
Important to explore broadly and research deeply
Prepare for Exponential Changes - Be “Future Looking”
Use these career resource websites:
www.myblueprint.ca
www.osca.ca ( Ontario School Counselors Association)
www.careercruising.com
Predictions by Futurists
• Global Needs and Solutions
• Emerging Industries
The world is changing…
are you preparing for it?
Demographics: How is the population changing?
Environment: How is the planet changing?
Globalization: How is the economy changing?
Technology: How is technology changing?
Infrastructure: How do we support a growing world?
Technology is growing exponentially and new technologies are replacing old technologies every day— Land line, to mobile phone to smart phone, wrist phone and
then....) Movie films, VHS, DVDs, NetFlix, … Encyclopaedias, Encarta, Wikipedia, … Mainframe computers, PCs, laptops, tablets, …
Jump the Curve Education: Unlearn
Go to university, study anything, get a well-paying job vs online and experiential learning by doing
What’s possible—what we don’t know may be more important than what we know at this time; imagination is more important than knowledge
Explosive change that offers great opportunities, as well as great risks.
Emerging technologies/forces transforming our world: Nanotechnology Computers Data storage and mining (Big Data) Bandwidth Software development Genetics Robotics The advance of knowledge itself 3-D printing—manufacturing, construction, human organs Wireless everything including electricity Artificial Intelligence
*By 2030 2 billion jobs with disappear; 2.6 new jobs created for each job lost
Much of what students look at and have some knowledge and experience is based on what has been and is.
Even future job prospects are largely based on seeing the occupations in their current form
Being “future looking” is considering fields of work from a future perspective— What might be in 5 – 10 – 20 years from now
Getting engaged in creating things and services that are new, different, innovative, a stretch of the imagination, …
Creativity, Innovation and Entrepreneurship
Critical Thinking
Collaboration
Communication
Character
Culture and Ethical Citizenship
Computer and Digital Technologies From Shifting Minds: Canadians for 21st Century Learning
& Innovation
* These can all be learned and developed!
Human ability is far too complex and variable to use for predicting limits or future successes.
Based on our kid’s potential, consistently develop their talents and skills
Parent cannot predict their kids future accomplishments—whether they will become a world leader, or have innovative ideas that will change the face of our planet or solve society’s challenges. But support the kids potential and respect their passion to do their work. Life is too unpredictable and, as such, we must do our best to love and encourage children to aspire and try hard in whatever they choose to do.
Apprenticeship (over 140 specializations plus more related skilled trades)
College (28 Ontario colleges, 130 locations, 3,700 programs) and very many career colleges
University (20 Ontario universities with many campuses)
Work (40,000+ occupations with more created daily) –education continues on the job Choices: employee, self-employed, contract work,
entrepreneur, …
Community Living (Many programs & services)
Keep options open by choosing ability-appropriate courses: maximize potential
Go as far as possible with math and sciences
Keep watching for clues on interests, abilities, strengths, (compensate for weaknesses), …
Observe values: search for meaning & purpose
Expand experiences: volunteering, summer jobs, part-time jobs, information interviews, job shadowing, co-op, dual credits, SHSM, …
Focus on developing 21 century skills
Strive to meet most entrance requirements Importance of math and sciences
Access to STEM programs and occupations: Science, Technology, Engineering and Mathematics, now or in the future
STEAM—Adding Arts to the mix
Importance of extra-curricular, sports, leadership, volunteering and community involvement, employment experience, … Access to scholarships, bursaries, programs, … Employment opportunities and advancement Skills and character development Networking, teamwork, collaboration, …
Prepare to attend post-secondary education and training
Get on the job experience—experiential learning and development of soft skills
Volunteer Work, Internships, Coop, …
Develop Conference Board of Canada Employability Skills, School Learning and Work Habits, and 21st Century Skills
Be always learning—keep upgrading skills and knowledge—part-time continuing education
Mobility—go to where the jobs are
Job search skills, especially networking
Real-life Action Planning
GOAL
1 2
3 4
FINAL
GOAL?
many twists &
turns on the
uncertain path
of life
crossroads
others on
the path
Justin Trudeau Canada New Prime Minister
His Education:
2002 began an engineering degree at l’École Polytechnique de Montréal, but quit the program in 2003
2005 to 2006 Trudeau was a Masters student of Environmental Geography at McGill University. Around the same time he became involved with Katimavik (The Canadian Youth Leadership Program), chairing the national youth service program from 2002 to 2006.
Shaun Chen
Considered one of the 100 young adults to watch on their career pathway.
Q & A
This PowerPoint Presentation will be posted on our website: www.ACEofOntario.ca
The Association of Career Educators ACE) provides workshops for parents and teens on a variety of career planning topics and provides individual counselling
For more information contact
Amelia Ng, [email protected], 416-222-5186
Emil Boychuk, [email protected]
416-476-8790,
www.ACEofOntario.ca
Thanking you for attending this workshop
