Presentation on theme: "Strategies for Creating Success in College and in Life"— Presentation transcript:
1 Strategies for Creating Success in College and in Life On CourseStrategies for Creating Success in College and in LifeChapter 2ACCEPTING PERSONAL RESPONSIBILITY
2 CHOICES OF SUCCESSFUL STUDENTS: ACCEPTING PERSONAL RESPONSIBILITY
3 REVIEWWhat is the primary goal of this class? To learn strategies for success in college…and beyond! Review the eight choices of successful studentsPRSMISALLEIBSPersonal ResponsibilitySelf-MotivationSelf-ManagementInterdependenceSelf-AwarenessLifelong LearningEmotional IntelligenceBelief in Self
4 REVIEW: THREE PRINCIPLES OF DEEP AND LASTING LEARNING What are the three principles of deep andlasting learning?Prior LearningQuality of ProcessingQuantity of ProcessingExplain and provide examples of each.
5 REVIEW: CORE LEARNING SYSTEM What are the four components of the CORELearning System?Collect—collect information/skillsOrganize—organize information so that it makes sense to youRehearse—practice to strengthen neural networks and improve skillsEvaluate—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 QUESTIONSWhat 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
9 Write why you agree or disagree with the quotation. (3 minutes) QUOTATIONSChoose 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 QUESTIONHow 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 LanguageBlame self or othersComplainMake excusesVictim’s ResultsWaste time and energySeldom achieve desired outcomes & experiences
13 CHANGING VICTIM LANGUAGE Victim StatementsIf 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 SUMMARYChoose 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 STATEMENTSI 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 5Get into groups of 4 or 5 people and share/compare the translations youmade 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 willcut $ off my monthly bills (including noteating at restaurants), I will ask my supervisorfor a raise, and I will ask Chuck for a ride tocampus until I get my car fixed. I will put allextra 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 QUESTIONHow can you raise your self-esteem bychanging 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, psychologistWhat 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.
33 Activating Event: Instructor wasn’t there for my appointment. BeliefStudent #1My instructor thinks I’m dumb. I’ll never get a college degree. I’m a failure in life.BeliefStudent #2My instructor won’t help me. Teachers don’t care about students.BeliefStudent #3I’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow.
34 Consequences:Student # 1Got depressed, and watched television all evening.Student # 2Got angry and spent the night telling friends how horrible the instructor is.Student # 3Studied 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 = CActivating Event + Beliefs = ConsequencesConsequenceStudied for another class. Planned to call the instructor the next day to see what happened and set up a new appointment.BeliefI’m not sure what went wrong. Sometimes things just don’t turn out the way you plan. There’s always tomorrow.Activating EventInstructor didn’t show up for a scheduled conference.
36 REFUTING IRRATIONAL BELIEFS Offer evidence that your judgments are incorrectOffer 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 EXAMPLEI’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 onemethod 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 EXAMPLEAmber 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?CollectingOrganizingRehearsingEvaluating
48 WISE CHOICES IN COLLEGE: READING What do you Collect through Reading?Key ConceptsImportant IdeasSupporting Details
49 WISE CHOICES IN COLLEGE: READING What is the key concept of Chapter Two?Accepting Personal ResponsibilityWhat are the important ideas?Adopting the Creator RoleMastering Creator LanguageMaking Wise Decisions
50 WISE CHOICES IN COLLEGE: READING What are the supporting details for “Mastering Creator Language?"Self-TalkInner CriticInner DefenderInner GuideThe Language of ResponsibilityOwnership & 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 MakingWiseDecisionsMasteringCreatorLanguageAdoptingtheCreator Role
53 TICKET OUTWhat 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