getting it!famous personalities. ask the students to name the personalities they came up with for...

Getting It!

Unit 1Getting Yourself

Introduction to Getting YourselfIt is important that as a prerequisite to Getting Yourself, your class takes the Color Code Personality Profile, and reads the in-depth report on their driving core motive and secondary colors. The goal of Getting It! is to help students identify their own needs and wants (Getting Yourself) and to give them insight into the needs and wants of those with whom they are in critical relationships (Getting Others) by reviewing the content from the student’s profiles and employing that knowledge in practical demonstration.

Teacher ToolsTo accommodate diverse teaching styles, Color Code has compiled additional teaching tools that may be incorporated into the Getting It! curriculum. They include: Optional Power Point presentation for Unit 1 Getting Yourself, and Unit 2 Getting Others * Video clips illustrating strengths and limitations in each color** Relationship action plan Tallest tower team exercise Self awareness exercise

Optional A/V RequirementsComputer with Power PointProjector Screen

* Getting Yourself and Getting Others Power Point presentations are the copyright of Color Code International. By using the presentation, you are agreeing to abide by the copyright laws. Individual slides may be deleted to accommodate seat time, but content may not be added without the written approval of Color Code International.

**The videos used as examples in the Getting It! curriculum were downloaded from www.wingclips.com. Color Code International maintains a membership per the specific requirements set forth by the Wing Clips license agreement. Color Code International has provided the videos to teachers as examples for use in training. Should the teacher opt to use these videos, it is the sole responsibility of the trainer to maintain a (free) membership with Wing Clips and adhere to the license agreement. Color Code International has no liability for the misuse of said license agreement by its licensed teachers.

©Copyright 2012 Color Code International

This guide may not be copied, reproduced, dismantled, quoted or presented without the express written approval of the Color Code International or the sources contained within.

No part of this publication covered by the copyright herein may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (graphically, electronically, or mechanically, including photocopying, recording or taping) without the written permission of the publisher.

Getting It!Unit 1

Getting Yourself

Teacher Information and Guidelines

4 Teacher’s Guide Unit 1-Getting Yourself Getting It!

Slide 1

IntroductionRemind the students that their homework assignment was to take the Color Code personality assessment and read the report detailing both the Color Code application and the content specific to the student. From this report they should have a basic understanding of the Color Code.

Suggested discussion points:Without singling out particular students, ask volunteers if based on what they read in the report, they can see characteristics of each color in either their peers or themselves.

Teacher’s Guide 5Unit 1-Getting YourselfGetting It!

Slide 2

Why it’s important to understand yourselfEmphasize to your class that they are all at an age when they are faced with many life choices, and the decisions they make will have lasting consequences, both good and bad. Depending on the makeup of your class, choose life-changing decisions that will best apply:

School

Friends

Dating and Sex

Addictions

Self-worth

Bullying

Explain to your students that this class is designed to help them begin to see who they really are and why they do what they do. This class will provide them with the tools they need to understand themselves and their needs and wants, and with that understanding will come the capacity to make smarter decisions.


Slide 3

Motive vs. BehaviorUnlike most personality assessments, which are behavior-based, Color Code is motive-based.

The best analogy for explaining behavior vs. motive is a floating iceberg. The massive peaks stretch upward from the ocean surface hundreds of feet high. Yet, the ice that remains below is proportionally nine times as large.

Behavior, or what you do, is represented by a mere 10% of the iceberg—the 10% that people see. Motive, or why you do what you do, is represented by a massive 90% base that is hidden by surrounding water. The 90% is made up of your driving core motive...needs and wants, instincts and preferences.

In other words, understanding why you do what you do allows you to get to know a truer version of yourself rather than just what’s on the surface.

Suggested discussion points: To help the students understand this concept, ask how many of them were raised with siblings. Then ask if any of their siblings are exactly like them. The answer will obviously be no. Point out that even when raised in the exact same environment, children are born

with innate preferences, needs, and wants--that is driving core motive.


Slide 4

Color Code RecapAfter establishing the importance of motive, quickly review the four personality colors that represent each driving core motive. Before showing this slide, ask if the students remember what the four colors are.

Reds are motivated by power. These people have the ability to move from point A to point B, and get things done; it is what motivates and drives Reds. They bring great gifts of vision and leadership and are generally responsible, decisive, and assertive.

Blues are motivated by intimacy. They want to connect with others. Intimacy, creating quality relationships, and having purpose is what motivates and drives Blues. They bring great gifts of quality and service and are generally loyal, sincere, and thoughtful.

Whites are motivated by peace. The ability to stay calm in the midst of chaos is what motivates and drives Whites. They bring great gifts of clarity and tolerance and are generally kind, adaptable, and good-listeners.

Yellows are motivated by fun. Living in and enjoying the moment motivates and drives Yellows. They bring great gifts of enthusiasm and optimism and are generally charismatic, spontaneous, and sociable.

Suggested discussion points: As you go on, encourage students to pay attention and pick out friends and family that may represent the personality in the discussion.

Teacher’s NoteOur studies show that teens tend to value Yellow characteristics more than those of other colors.It is important to emphasize that no color is better than another. Do not reveal any personal color bias you may have, even if delivered in a light manner.


RED


Slide 5Before the slide is up, ask for the students’ help in reviewing Reds. Ask questions such as:

• What is the driving core motive of a Red?

• What are some typical Red strengths?

• What are some typical Red limitations?

The driving core motive of the Red personality is power. For these purposes, we’ll define power as action, or need to move. Reds are comfortable with the future; they have vision and want to control their destinies. Their personalities are logic-based. Reds’ natural talents are leadership and vision.

Suggested discussion points: A good analogy for power is the engine of a car. It’s power provides movement.


Slide 6

Famous Red PersonalitiesThe students’ homework assignment included identifying the possible colors of famous personalities. Ask the students to name the personalities they came up with for Red and why.

Slide 7

Famous Red PersonalitiesHillary Clinton has shown significant leadership abilities as Senator of New York, former candidate for US President and currently as United States Secretary of State. She is assertive, articulate, and confident, sometimes abrasive, definitely Red.

Mother Teresa may be a surprise to you because you think of her caring nature as a Blue trait. However, it was her vision, leadership, and constant drive to help others, for which she became known. For Mother Teresa, caring for one child was not enough.

Simon Cowell created and pushed “American Idol” and other shows around the world, as a way to sell more musical recordings. It worked and the show is one of the highest-rated TV programs in the country. In addition, he duplicated the American mega-hit in dozens of other countries. As you may have observed, his critiques of contestants are direct, critical, and often downright mean.

Teacher’s NoteAs an alternative to Famous Red Personalities, movie clips showing both Red strengths and Red limitations have been provided in your Teacher Tools.

These videos have been downloaded from www.wingclips.com. Should you opt to use these videos, it is the sole responsibility of the teacher to maintain a (free) membership with Wing Clips and adhere to the license agreement they provide.


Slide 8

T-shirts a Red might wear:

Suggested discussion points: Ask your students to come up with other t-shirts a Red might wear.


Teacher’s NoteReview these slides and solicit reactions from the students. For the Red students who have jobs, do any of them work in these fields? Why would a Red find these careers appealing? Can they add to these lists? Note the leadership ability in the list of careers. See if there is any correlation in the audience.

Slide 9

Red Personality CareersYou may find all colors in every career, but careers that particularly appeal to Red personalities are:

• police officer

• lawyer

• doctor

• entrepreneur

• realtor

• film critic

• contractor

• politician

• administrator

• sales person

• pastor

• school principal

Wrap up the Red review by sharing a positive personal experience you’ve had with a Red. Or tell the class your favorite thing about Reds. End on a positive note.


Slide 10Before the slide is up, ask for the students’ help in reviewing Blues. Ask questions such as

• What is the driving core motive of a Blue?

• What are some typical Blue strengths?

• What are some typical Blue limitations?

Intimacy is defined as caring, connecting, and/or relating to others. It is about creating a deep, emotional connection with others—it is not implying a physical or sexual relationship. For Blues, life is about connecting. Without relationships, they cannot see purpose in the everyday struggles of life. They control from the heart and pay attention to detail.

Blue personalities are emotion-based. Blues, natural talents are quality and service.

Suggested discussion points: What Blue strengths do you admire most? Do you have a story illustrating Blue strengths in someone you know? (Keep positive, especially if you have a personal bias.)


Slide 11

Famous Blue PersonalitiesThe students’ homework assignment included identifying the possible colors of famous personalities. Ask the students to name the personalities they came up with for Blue and why.

Slide 12

Famous Blue PersonalitiesOprah Winfrey is committed to quality (she insisted on twice the number of stage lights as most other shows because it made her guests look better on camera). She appears caring, loyal, creative, and is known worldwide for her philanthropy. Through her many causes, Oprah has made a positive impact on humanity.

Walt Disney had a superb eye for detail whether in film, theme parks, or real estate. His businesses focused on providing attractions for families. Personally, he was known as nurturing, thoughtful, and intuitive.

Abraham Lincoln, one of our finest Presidents, suffered from depression. He was deliberate, sincere, and self-critical. He was dedicated and morally loyal to a cause greater than himself. After the Civil War was won, he freely forgave the South and generously embraced the losing side as a brother.

Teacher’s NoteAs an alternative to Famous Blue Personalities, movie clips showing both Blue strengths and Blue limitations have been provided in your Teacher Tools.



Slide 13

T-shirts a Blue might wear:

Suggested discussion points: Ask your students to come up with other t-shirts a Blue might wear.


Teacher’s NoteReview these slides and solicit reactions from the students. For the Blue students who have jobs, do any of them work in these fields? Why would a Blue find these careers appealing? Can you add to this list? Note that teaching is a favored Blue career. See if there is any correlation in the audience. Point out the diversity from people-related careers to creative careers.

Slide 14

Blue Personality Careers

Careers that appeal to the Blue personality:

• Teacher

• Psychotherapist

• Nurse

• Banker

• Architect

• Accountant

• Librarian

• Homemaker

• Journalist

• Computer Programmer

• Musician

• Minister

• Politician

Wrap up the Blue review by sharing a positive personal experience you’ve had with a Blue. Or tell the class your favorite thing about Blues. End on a positive note.


Slide 15Before the slide is up, ask for the students’ help in reviewing Whites. Ask questions such as

• What is the driving core motive of a White?

• What are some typical White strengths?

• What are some typical White limitations?

“Peace” is defined as the ability to stay calm amid chaos. White personalities thrive on peace and are seen as calm, quiet, and comfortable in their own skin.

For Whites, life is most comfortable when it is free from conflict and unnecessary pressure.

White personalities are logic-based. Their natural talents are clarity, tolerance, and diplomacy.


Slide 16

Famous White PersonalitiesThe students’ homework assignment included identifying the possible colors of famous personalities. Ask the students to name the personalities they came up with for White and why.

Slide 17

Famous White PersonalitiesYoda, the objective, voice of reason from “Star Wars”, is logic-based and unemotional. He has a clear perspective of the issues and is inventive and even-tempered in proposing solutions. Perfectly centered and self-regulated, he is patient, accepting, and kind.

Johnny Depp is described as shy, funny, creative, strong, bold, kind, stubborn, awesome, and real. He is quoted as saying, “I’m shy, paranoid, whatever word you want to use. I hate fame. I’ve done everything I can to avoid it.” He prefers solitude to adoring crowds.

Albert Einstein was a brilliant scientist. A Gallup poll recorded him as the fourth most admired person of the 20th century. Well known in America, he was often stopped on the street by people wanting him to explain “that theory.” Not wanting attention, he would quietly reply, “Pardon me, sorry! Always I am mistaken for Professor Einstein.”

Teacher’s NoteAs an alternative to Famous White Personalities, movie clips showing both White strengths and White limitations have been provided in your Teacher Tools.



Slide 18

T-shirts a White might wear:

Suggested discussion points: Ask your students to come up with other t-shirts a White might wear.


Teacher’s Note Review these slides and solicit reactions from the students. For the White students who have jobs, do any of them work in these fields? Why would a White find these careers appealing? Can they add to these lists? Note the independent, logical side of Whites.

Slide 19

White Personality CareersHere is a list of some careers that appeal to the White personality’s independent and logical side.

• Dentist

• Programmer

• Researcher

• Engineer

• Forest Ranger

• Lawyer

• Veterinarian

• Archeologist

• Computer Programmer

• Military Service

• FBI Agent

• Preschool Teacher

• Truck Driver

Wrap up the White review by sharing a positive personal experience you’ve had with a White. Or tell the class your favorite thing about Whites. End on a positive note.


Slide 20Before the slide is up, ask for the students’ help in reviewing Yellows. Ask questions such as

• What is the driving core motive of a Yellow?

• What are some typical Yellow strengths?

• What are some typical Yellow limitations?

Yellows are motivated by fun—living in the moment. They don’t want to control or to be controlled. They are creative and motivating to others. Yellow personalities are emotion-based and their natural gifts are enthusiasm and optimism.


Slide 21

Famous Yellow PersonalitiesThe students’ homework assignment included identifying the possible colors of famous personalities. Ask the students to name the personalities they came up with for Yellow and why.

Slide 22

Famous Yellow PersonalitiesJack Black as a Yellow should come as no surprise to anyone. Now one of the most popular Hollywood actors, he initially began acting so everyone would know he was awesome.

John F. Kennedy, 35th President of the United States, impressed everyone with his sense of humor. He particularly enjoyed laughing at himself. He loved to play and was frequently involved in touch football games.

Will Smith, also a Hollywood actor, is playful, likes to be noticed, and is charismatic. He is often cast as the ultimate summertime action-movie adventure hero. Insightful, happy, and sociable, he is also seen as relentless and naïve.

Teacher’s NoteAs an alternative to Famous Yellow Personalities, movie clips showing both Yellow strengths and Yellow limitations have been provided in your Teacher Tools.



Teacher’s NoteReview these slides and solicit reactions from the students. For the Yellow students who have jobs, do any of them work in these fields? Why would a Yellow find these careers appealing? Can you add to these lists? Notice the careers are very creative and people-oriented. See if there is any correlation in the audience.

Slide 23

Yellow Personality CareersThis slide depicts a few careers that appeal to the Yellow personality.

• Sales

• Firefighter

• Travel Agent

• Entertainer

• Beautician

• Actor

• Waiter

• Counselor

• International Consultant

• Recreation Leader

• Lifeguard

• Insurance Agent

• Tour Guide

Wrap up the Yellow review by sharing a positive personal experience you’ve had with a Yellow. Or tell the class your favorite thing about Yellows. End on a positive note.


Slide 24

T-shirts a Yellow might wear:

Suggested discussion points: Ask your students to come up with other t-shirts a Yellow might wear.


Slide 25

Secondary ColorsNow that you’ve explained the four different color personalities to your students, it’s time to help them understand secondary colors.

Ask two students that are both the same color personality to stand up and then ask the class if these two people are exactly alike.

Of course they are not, and this will give you a nice segue into explaining secondary colors and filters (found in your Teacher Tools).

It is important to note that just because a person is Red, that doesn’t mean he possesses ALL of the Red strengths and limitations. In most cases, a person also has some characteristics of another color--we call that a secondary color.

The main points to drive home about secondary colors are:

• It is certainly possible to have both a primary (or core) color ; and a secondary color that likewise influences your personality. In fact, it is more common for someone to have a secondary color than to not have one.

• However, you have only one core color. While your secondary color may be strong, it will never overpower your core color.

Suggested discussion points: After the explanation of secondary colors, ask the same volunteers to reveal their secondary color. Identfiy how each secondary color may affect the personality of the volunteer.

Teacher’s NoteSee Teachers Tools for a complete explanation of secondary colors.


Slide 26

Personality FiltersAs we experience life, we are continuously exposed to external influences. Students may have a teacher, parent, friend, or sibling who has personality characteristics they admire and want to incorporate into their own personalities. Conversely, they may take on the limitations—or bad behavior—of those that influence them.

Points to drive home:

• It is important to remember that no filter can actually cause us to change our core colors. A Yellow woman is still motivated by fun, even if she may have been taught that Blue is the only way women should be—even if she believes it!

• Driving core motives always run true. Sometimes we have to strain to see past the filters that affect our perception of who we really are. It takes hard work, but that is what self-awareness is all about.

Suggested discussion points: What are some filters you can think of that might affect your personality?

How might someone with a White DCM of peace be affected by being raised in a family of Red personalities? (See example in your Teacher Tools if needed).

How are women expected to behave in our society?

How are men expected to behave in our society?

How do you think your personality has been influenced, or filtered, by how you were raised?

What strengths of other colors besides your own did you develop because of your filters?

Was your upbringing in line with your own driving core motive? Were you valued as who you really are? If not, how have you coped with the tug of war between who you are and who people think you are supposed to be?

Teacher’s NoteSee Teacher Tools for more information on personality filters.


Slide 27

Value YourselfStudents must first understand who they are and what they are capable of doing. People who value themselves have the unique ability to accept themselves as they are. They not only appreciate their gifts, strengths and natural talents, but also accept the things that they don’t like about themselves. They accept that a person can work past those flaws by using one’s natural gifts. That is the key.

Self-esteem is the marker of a person who simply values self. Self-esteem is not about measuring your worth based on the express views of others. Self-esteem means valuing yourself simply because you exist.

Each motive type has particular challenges when it comes to valuing self.

Reds, with their core motive of power, tend to value themselves based on their productivity. Their worth is reflected in their success.

Blues, with their core motive of intimacy, struggle to value self with the belief they can never measure up to their own high standards. They often depend on the express appreciation of others to feel valued.

Whites, with their motive of peace, often pay a high personal price in order to preserve a peaceful atmosphere and feel comfortable. They must learn to value themselves to speak up and share their thoughts and ideas.

Yellows, with their core motive of fun, have the most natural ability to value self. They truly like themselves simply because they breathe.

Even though other colors may posses strengths that you admire and of which you may even be envious, you must learn to value your own strengths! Just like in the Tallest Tower activity, each color is necessary to making the world well-rounded and successful.

Suggested discussion points: Sometimes we receive messages from outside influences that can challenge our positive self-image. Do you receive positive or negative feedback from your home, school, or social environment?


Slide 28

Taking ResponsibilityBefore your students leave today, it is important to emphasize that knowing their strengths and/or limitations does not provide them with excuses for their behavior. Everyone needs to take 100% responsibility for his actions. We can’t control how people act toward us or how certain situations turn out, but we can ALWAYS control how we react to them.

People who do take responsibility are free from being victims of their circumstance. Clearly, there are some conditions that are beyond a person’s control. However, we are not victims of our lives; no matter the circumstance, no matter the situation, we are 100 % responsible for our own actions and reactions.

This is particularly true for our relationships. Taking responsibility frees us to act, to create solutions, and to have power in our lives. It doesn’t matter if your boss is critical or demanding. Your reaction to this circumstance is your responsibility.

In conclusion, encourage your students to take the information they have learned today and use it to recognize their own strengths and limitations and take 100% responsibility for themselves.

Teacher’s Note

If you are planning on teaching Unit 2, a recommended homework assignment is to have the students observe personalities that make up the important relationships in the student’s lives.

145 West Crystal Avenue | Salt Lake City, Utah 841151.866.4.MOTIVE | www.colorcode.com

getting it!famous personalities. ask the students to name the personalities they came up with for...

Documents