1. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 2
ACCEPTING PERSONAL RESPONSIBILITY

2. CHOICES OF SUCCESSFUL STUDENTS: ACCEPTING PERSONAL RESPONSIBILITY

3. REVIEW
What is the primary goal of this class? To learn strategies for success in college…and beyond! Review the eight choices of successful students PR SM I SA LL EI BS
Personal Responsibility
Self-Motivation
Self-Management
Interdependence
Self-Awareness
Lifelong Learning
Emotional Intelligence
Belief in Self

4. REVIEW: THREE PRINCIPLES OF DEEP AND LASTING LEARNING
What are the three principles of deep and
lasting learning?
Prior Learning
Quality of Processing
Quantity of Processing
Explain and provide examples of each.

5. REVIEW: CORE LEARNING SYSTEM
What are the four components of the CORE
Learning System?
Collect—collect information/skills
Organize—organize information so that it makes sense to you
Rehearse—practice to strengthen neural networks and improve skills
Evaluate—assess the quality of your learning

6. CASE STUDY IN CRITICAL THINKING THE LATE PAPER
Which person in the case study do you think is most responsible for Kim's failing grade in Psychology 101? Why?
What choice(s) did Kim make that sabotaged her success in Psychology 101? What other choice(s) could she have made?
Dive Deeper: Is there someone not mentioned in the story who may also bear responsibility for Kim's failing grade?

7. ADOPTING THE CREATOR ROLE
FOCUS QUESTIONS
What is self-responsibility?
Why is it the key to gaining maximum control over the outcomes and experiences of your life?
Consider asking students to spend two minutes jotting down their initial answers to these questions. 7

8. RESPONSIBILITY MODEL

9. Write why you agree or disagree with the quotation. (3 minutes)
QUOTATIONS
Choose one quotation in the margin of the “Adopting the Creator Role” section.
Write why you agree or disagree with the quotation. (3 minutes)
Get a partner and share/compare what you have written.
After partners share, facilitate a whole-group discussion. Key discussion question: “Does the quotation you chose suggest new choices you could make to be more successful?” 9

10. ONE STUDENT'S STORY: Brian Moore
What choice did Brian make that completely changed his outcomes and experiences in his English course?
What similar choice could you make in a class you are now taking?

11. MASTERING CREATOR LANGUAGE
FOCUS QUESTION
How can you create greater success by changing your vocabulary?
Consider asking students to spend two minutes jotting down their initial answer to this question. 11

12. CHANGING VICTIM LANGUAGE
Victim’s Language
Blame self or others
Complain
Make excuses
Victim’s Results
Waste time and energy
Seldom achieve desired outcomes & experiences

13. CHANGING VICTIM LANGUAGE
Victim Statements
If I weren’t so stupid, I wouldn’t have to take this dumb class again. (Blame self)
I would make the team if the coach was fair. (Blame others)
My teacher won’t accept my paper late. I never get a break from anybody. (Complain)
I didn’t have enough time to do the assignment. (Excuse)

14. CHANGING VICTIM LANGUAGE
All of these statements are about blaming, complaining and making excuses.
None is about taking ownership or action!

15. CHANGING VICTIM LANGUAGE
If I weren’t so stupid, I wouldn’t have to take this dumb class again.
I know I didn’t spend nearly enough time studying last semester. I’m going to study this subject from 3:30 to 4:30 every day. I’ll also go to the tutoring center for two hours on Tuesdays and Thursdays.

16. CHANGING VICTIM LANGUAGE
I would make the team if the coach was fair.
I’m going to increase my strength, speed and skills so I can earn a position on the team.

17. SUMMARY
Choose words that support your success: Change Victim language into Creator language.
By taking ownership and action, Creators escape the negative trap of Victim thinking and move closer to creating their desired outcomes and experiences. They get On Course!

18. IDENTIFYING VICTIM & CREATOR STATEMENTS
APPLYING THE CONCEPT:
IDENTIFYING VICTIM & CREATOR STATEMENTS
I got cheated on this grade!
I'm going to meet with my teacher to find out exactly what I need to change.
I know I’ll do lousy this term because my schedule is so messed up.
People on my study team are lazy and worthless. I’m quitting.
I didn’t understand the tutor I saw today. I’ll go back tomorrow and see if I can find a different tutor who explains things in a way that makes more sense to me.

19. made of the 10 Victim statements.
JOURNAL ENTRY 5
Get into groups of 4 or 5 people and share/compare the translations you
made of the 10 Victim statements.
Instructor: After students share/compare, invite students to share translations with the whole group. Point out that Creator language is characterized by accountability (I-language) and a plan to improve the situation. 19

20. ONE STUDENT'S STORY: Alexsandr Kanevskiy
In what ways are you similar to Alexsandr when he began college? In what ways are you different?
What choices did Alexsandr make that changed his outcomes and experiences?
Does Alexsandr’s story suggest different choices you could make to achieve greater success in college?

21. MAKING WISE DECISIONS FOCUS QUESTIONS
How can you improve the quality of the decisions you make?
How can you take full responsibility for the outcomes and experiences in your life?
Consider asking students to spend two minutes jotting down their initial answers to these questions. 21

22. THE WISE CHOICE PROCESS
What’s my present situation?
(Identify the problem or difficulty.)
How would I like my situation to be?
(Define my desired outcomes and experiences.)
What are my possible choices?
(Without evaluating, make a list of options.)

23. THE WISE CHOICE PROCESS
What’s the likely outcome of each possible choice?
(Missing information? Stop and get more!)
Which choice(s) will I commit to doing?
(Make a promise to myself.)
When and how will I evaluate my plan?
(Assess my results.)

24. THE WISE CHOICE PROCESS EXAMPLE
What’s my present situation?
I don’t have the $900 it will cost to get my car fixed, so I have to take the bus or ask people for rides wherever I go.
How would I like my situation to be?
I own a safe, reliable car so I can conveniently go where I want when I want.

25. 3. What are my Possible choices?
4. What’s the likely outcome of each choice?
Earn more money but have less time to study.
Save money and have more time to study.
Save bus money and maybe develop a new friendship.
Might get more money for same amount of time, especially if I do jobs that others don't like to do.
Work extra hours at my job.
Make out a tighter budget; stop eating at restaurants.
Ask Chuck to give me a ride to campus.
Ask for a raise.

26. THE WISE CHOICE PROCESS
Which choice(s) will I commit to doing?
By February 1st, I will develop a budget that will
cut $ off my monthly bills (including not
eating at restaurants), I will ask my supervisor
for a raise, and I will ask Chuck for a ride to
campus until I get my car fixed. I will put all
extra money into a savings account.
When and how will I evaluate my plan?
By July 15th, I'll have at least $900 in my savings account and get my car fixed.

27. PERSONAL RESPONSIBILITY AT WORK
If you have ever worked at a full- or part-time job, please stand up.
People standing, divide into five groups of approximately even numbers.
People sitting, stand and join the five groups, keeping the numbers in each group approximately even.
People who have worked, share any observations you have about Victim Language in the workplace.

28. BELIEVING IN YOURSELF: CHANGE YOUR INNER CONVERSATION
FOCUS QUESTION
How can you raise your self-esteem by
changing your self-talk?
Consider asking students to spend two minutes jotting down their initial answer to this question. 28

29. STINKIN’ THINKIN’
“You mainly make yourself needlessly and neurotically miserable by strongly holding absolutist irrational Beliefs, especially by rigidly believing unconditional shoulds, oughts, and musts.”
-Albert Ellis, psychologist
What do you think Ellis mean by “absolutist irrational Beliefs”? Examples?

30. Examples of Inner Critic’s STINKIN’ THINKIN’
I’m dumb.
I’m a failure.
I’m worthless.
I can’t learn math.
I’m a lousy parent.
No one will like me.
I can’t remember stuff.
If I ask a question, I’ll look like a jerk.

31. Examples of Inner Defender’s STINKIN’ THINKIN’
People are always mean to me.
People don’t treat me right; they’re rotten.
People don’t agree with my ideas because they’re too stupid to understand them.
Life isn’t fair; I never get an even break.
Teachers always have their favorites and those students get all the breaks.
No one knows what they’re doing.
Life stinks.

32. A + B = C
Activating Event +
Beliefs =
Consequences

33. Activating Event: Instructor wasn’t there for my appointment.
Belief
Student #1
My instructor thinks I’m dumb. I’ll never get a college degree. I’m a failure in life.
Belief
Student #2
My instructor won’t help me. Teachers don’t care about students.
Belief
Student #3
I’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow.

34. Consequences:
Student # 1
Got depressed, and watched television all evening.
Student # 2
Got angry and spent the night telling friends how horrible the instructor is.
Student # 3
Studied for another class. Planned to call the instructor the next day to see what happened and set up a new appointment.
Which student’s consequences moved him closer to positive outcomes and experiences?

35. Belief Activating Event
A + B = C
Activating Event + Beliefs = Consequences
Consequence
Studied for another class. Planned to call the instructor the next day to see what happened and set up a new appointment.
Belief
I’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow.
Activating Event
Instructor didn’t show up for a scheduled conference.

36. REFUTING IRRATIONAL BELIEFS
Offer evidence that your judgments are incorrect
Offer a positive explanation of the problem.
Question the importance of the problem.
If judgments are true, offer a plan to improve the situation. 36

37. JOURNAL ENTRY 7: WARM-UP
Write a sentence expressing a recent problem or event that upset you.
EXAMPLE: I got into a big argument with my roommate, Amber, over keeping our apartment cleaned up. It escalated into a yelling and name-calling match and I finally just stormed out of the room.

38. Write a list of three or more criticisms your Inner Critic (IC) might level against you as a result of this situation. Have your Inner Guide (IG) dispute each one immediately.

39. EXAMPLE
I’m such a stupid hothead; I’m always flying off the handle and making a mess of things.
I'm not stupid at all, and I maintain really good control of myself. People at work tell me they can't believe how patient I am with customers.
Ask, “Which of the four methods of disputing is used here?” The answer is on the next slide. 39

40. In this case, the Inner Guide disputes the self-criticism by showing specific evidence that the judgment is irrational and wrong: "Other people at work say..."
Note that you only need to use one
method of disputing (not all four).

41. Write a list of three or more criticisms your Inner Defender (ID) might level against someone else as a result of this situation. Have your Inner Guide (IG) dispute each one immediately.

42. EXAMPLE
Amber really isn't lazy; she works two part-time jobs and she's taking 18 hours this semester. I'm going to apologize and suggest we make out a cleaning plan that fits her work hours.
If Amber weren't so lazy, I wouldn't have to nag her all the time about cleaning the place up. This problem is all her fault.
Ask, “Which of the four method of disputing is used here?” The answer is on the next slide. 42

43. Notice that the Inner Guide moves from judgment to empathy and finally to a plan that will solve the problem (not just create hard feelings).

44. ONE STUDENT'S STORY: Dominic Grasseth
What thoughts did Dominic change?
What old classroom behaviors did Dominic also change?
What choices could you make about your thoughts or classroom behaviors that would help you achieve your desired outcomes and experiences?

45. EMBRACING CHANGE: DO ONE THING DIFFERENT THIS WEEK
From the list of six options, choose the one you think would be most helpful to you.
Organize into groups of people who all chose the same option.
Explain the reason for your choice, any challenges you expect, and how you will overcome them.

46. WISE CHOICES IN COLLEGE: READING
Reading an assignment in college requires a greater degree of involvement and effort than reading a magazine or newspaper; you need to become an active reader.
What do you think are some of the choices of an active reader?

47. Collecting Organizing Rehearsing Evaluating REVIEW
What are the four components of the CORE Learning System?
Collecting
Organizing
Rehearsing
Evaluating

48. WISE CHOICES IN COLLEGE: READING
What do you Collect through Reading?
Key Concepts
Important Ideas
Supporting Details

49. WISE CHOICES IN COLLEGE: READING
What is the key concept of Chapter Two?
Accepting Personal Responsibility
What are the important ideas?
Adopting the Creator Role
Mastering Creator Language
Making Wise Decisions

50. WISE CHOICES IN COLLEGE: READING
What are the supporting details for “Mastering Creator Language?"
Self-Talk
Inner Critic
Inner Defender
Inner Guide
The Language of Responsibility
Ownership & a Plan

51. WISE CHOICES IN COLLEGE: READING
Review the strategies presented for Before Reading, While Reading, and After Reading.
Next to each strategy, write how often you use it: "Always," "Usually," "Seldom" or "Never."
From the strategies that you marked "Seldom" or "Never,“ choose one that might help you become a more active reader. Be prepared to explain your choice.

52. KEY CHOICES FOR ACCEPTING SELF-RESPONSIBILITY
Making
Wise
Decisions
Mastering
Creator
Language
Adopting
the
Creator Role

53. TICKET OUT
What do you like most about the notion of accepting self-responsibility? Explain briefly.
Have students show you their answers in their journals or have them write their responses on a small note card and hand those to you at the door. 53

54. End
Chapter
Two