We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byTierra Pashley
Modified over 2 years ago
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Lesson One Who I Am and Where Am I Going?
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. How I See Myself… Me As A…Description of who you are now… Description of who you hope to be in the future… Support People… Person Family Member Friend Dating Partner Describe yourself in each of these categories. Be honest describe the qualities and things that make you good in each category as well as the things that you perhaps do not do well and need to improve on.
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Possible Self Tree Leaves: In the leaves write the positive qualities that you have now as well as those you hope to grow in the future. Write the ones that you currently have in one color and the qualities that you hope to develop as you get older in another color. (Ex: considerate person, good parent). Roots: Write on the roots the people, places, or things that support you in becoming the best version of yourself. Bad Influences: Draw negative symbols and write down words or brief descriptions that might harm you or prevent you from becoming the best possible version of yourself. (Ex: lightening or bugs may represent drinking or drugs.) Good Influences: Draw positive symbols and write down words or brief descriptions that would strengthen your Possible Selves Tree. (Ex: Sun = Setting Goals)
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Possible Self Tree Examples
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Reflecting on your “Possible Self” 1. What kinds of jobs or careers do you imagine for yourself? What kind of working environment is important to you? 2. What level of education/ training do you want to achieve? 3. Identify 3 things that you are doing now or can start doing now to put yourself on the path toward your “possible self.” 4. Are there things that you are doing right now that put your dreams in jeopardy?
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Have you ever been in a situation where you were with one or more friends and they were doing something you weren’t sure you really wanted to do? Have you ever gotten “swept up” in a situation like this? Give an example.
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. These are called Pressure Situations It is inevitable in life that you will find yourself in a pressure situation from time to time. These situations place pressure on you to go against what you know or feel is right. We are going to practice some problem solving skills that will help you in these situations.
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Making Difficult Decisions 1. Push yourself to identify possible choices for a course of action. 2. Ask yourself what the likely consequences or risks for each choice might be. *Consequences are what might happen if you choose that course of action- they can be positive or negative!
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Pressure Situation Example Pressure Situations “I Do”- A friend of yours is having a small pre- Homecoming Dance party. Her parents are out of town. You get to the party a little late and everyone has been drinking. They are laughing and having fun. You’ve never had alcohol before, it looks fun, and secretly you feel that your friends think you’re a bit immature because you haven’t. What will you do?
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. What Should I Do? Choice 1: Drink with your friends and then go to the Homecoming dance. What Could Happen? Risks? Since you are all in a group and reek like alcohol, you are all pulled aside as you attempt to enter the dance. Police are called, you are given a breathalyzer test, you get a ticket to appear in court, you are suspended for two days from school, and eliminated from competing in sports this season and in fifty percent of next season. Choice 2: You say to your friends, “No thanks.” If they say anything, you say, “You do what you’ve got to do, and let me be.” What Could Happen? Risks? You were afraid you’d be put down, but your friends say, “That’s cool.” A couple of kids got caught at the dance and you were happy you did what you did. Choice 3: Make an excuse for why you have to leave the party. What Could Happen? Risks? You avoided having to say anything. It’s worked for now. Final Decision:Why? Final Decision:Why? Final Decision:Why? Final Decision:Why?
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. What Should I Do? (Table) What Should I Do? Choice 1:What Could Happen? Risks? Consequences? Choice 2:What Could Happen? Risks? Consequences? Choice 3:What Could Happen? Risks? Consequences? Final Decision:Why?
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Pressure Situation “We Do”- You will… Read and discuss the situation. Brainstorm 3 possible courses of action and identify the likely results, risks, or consequences of each choice. As a group you will need to make a final decision on the course of action you will take. This choice may include ideas from several choices generated during the brainstorming. Make it real- you will be sharing your decision and thought process to the class!
Copyright © 2007 by Marline E. Pearson. All Rights Reserved. Pressure Situations “You Do” 1. Go back to the situation that you described in your notebook at the beginning of the hour. 2. On a separate sheet of paper- complete a What Should I Do table referring to the situation you described. 3. If you were to find yourself in this situation again what are your possible choices and consequences, and what you’re your final decision for action be? THIS WILL BE TURNED IN FOR A GRADE!
The. of and a to in is you that it he for.
What the students have to say about AVID! PHUHS AVID Class of
A. as is a couldn’t does could has wouldn’t.
Of. and a to the in is you that it at be.
Dolch Words the of and to a in that is was.
High Frequency Words List A Group 1. the of and.
The people Look for some people. Write it down. By the water So there you are. Who will make it? You and I A long time What will they do?
The. of and a to in is you that it he was.
Year 7 introduction to careers. What does Careers Mean?
Setting Goals The difference between a goal and a dream is the written word. -Gene Donohue.
Strategies for Creating Success in College and in Life On Course Chapter 5 EMPLOYING INTERDEPENDENCE.
DOLCH Sight Word Test (Say each word as it appears on the screen.)
Lesson 7 Is It A Healthy Relationship? ©Marline E. Pearson. All Rights Reserved.
WRAP® for Kids Developed by Mary Ellen Copeland, PhD 1 Please note that Mary Ellen Copelands words.
Help! I’m in an Abusive Relationship PowerPoint Slideshow #6 A workshop for individuals with disabilities and low English literacy.
Frequency Words. a about after again all always.
Assessment for Learning Promoting Formative Strategies A quick reminder ….What does AfL involve in the classroom? Teachers having an understanding of the.
Step Up to Writing Grade 9, Steilacoom HS. Materials for this presentation A piece of notebook paper you can file under “Step Up to Writing” Pen or pencil.
Students managing their learning: an investigation into perspectives and patterns of behaviour of students using the Education Guidance Service (Cal Weatherald;
Oral Reading Fluency First 100 Most Used Phrases.
List 1. the List 1 to List 1 and List 1 he List 1.
Habit II Begin with the End in Mind. Personal Mission Statement A personal mission statement is like a personal motto that states what your life is about.
Working with Students. Effective Tutoring and Mentoring This training is geared towards volunteers working with students one-on-one in a tutoring or mentoring.
High-Frequency Phrases First 100 Words. The people.
It’s your choice! An exploration of why people do or don’t decide to exercise.
DOLCH Sight Word Test (Say each word as it appears on the screen.) Press the Esc key to stop the slide show Click this button below to start the slide.
What Students Say About Discussion (When You Ask) 1) It seems professors use discussion (especially small group discussion) when they don’t feel like.
Step 1 Goal Setting. The crucial thing to do when you’re starting to study is to set your goals. Knowing your goals helps you see WHY you’re putting yourself.
Primary National Strategy ‘No Way!’: an interactive text to support the development of children’s social, emotional and behavioural skills. VIEW this SLIDE.
© 2016 SlidePlayer.com Inc. All rights reserved.